Welcome to Guitar Class

Overview

Students begin the four-lesson unit “Guitar Foundations Together” by building a safe, respectful classroom community. They learn entry, handling, playing-area, and cleanup routines; examine the guitar’s role in music; and use AVID two-column notes to connect each routine with its purpose.

Learning intentions

Students will be able to:

• Explain why guitar class routines and instrument-care expectations matter.
• Demonstrate how to enter, handle, carry, and store a guitar safely.
• Identify at least three guitar safety expectations.
• Record a question and key ideas using two-column notes.

Success criteria

• I can follow the entry and cleanup procedures.
• I can handle and carry a guitar with two hands.
• I can identify at least three safety expectations.
• I can explain how a routine helps our class learn safely and successfully.

Curriculum links

• Florida middle school music: describe and apply appropriate musical practices, including responsible instrument care and rehearsal behaviors.
• Florida middle school music: evaluate performance and classroom behaviors that support focused, respectful participation.
• Communicating Through Writing: write with precise words and relevant details.
• Creating and Collaborating: use related visual and audio media to engage an audience and add information.
• Communicating Orally: present ideas in a logical sequence with appropriate volume, pacing, and nonverbal cues.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and community builder. Teacher greets students at the doorway, seats them away from the guitars, and displays the learning intentions using the opening and learning-intention slides; students share their name and one song or musical sound they enjoy, then listen for the signal to begin.

2. 5–10 min · AVID two-column notes. Teacher distributes the Routine and Why It Matters two-column notes page and models the first entry: “Carry with two hands” / “It protects the guitar and people nearby”; students create the headings “Routine” and “Why It Matters,” add the modeled example, and write one question they have about guitar class.

3. 10–18 min · Guitar context and teacher modeling. Teacher uses the guitar history and modeling slides to give a brief, age-appropriate history of the guitar as an instrument used in many cultures, genres, ensembles, and performances, then models entering, lifting, carrying, sitting with, and returning a guitar; students observe silently, add important routines to their notes, and identify what the teacher did safely.

4. 18–30 min · Guided routine practice. Teacher assigns partners and practices one routine at a time—approach, lift, carry, sit, pause, and store—using the routine practice slides and visual routine cards; students rehearse each movement without playing, while partners use the sentence frame “I noticed ___, and it matters because ___” to give respectful feedback.

5. 30–38 min · Safety scenario check. Teacher presents brief scenarios, such as leaving a guitar on the floor, swinging a guitar strap, or placing an instrument in the wrong storage space, through the safety scenario slides; students show thumbs up, thumbs down, or a corrected gesture, then explain one answer to a partner and add at least three safety expectations to their notes.

6. 38–45 min · Cleanup and exit reflection. Teacher signals the full entry-to-storage routine and observes each group, then distributes the Success Criteria Exit Ticket Slips; students complete cleanup, check the success criteria, and answer: “Which routine protects people or instruments, and what question do you still have?” A few volunteers share responses using clear volume and pacing.

Resources

• the complete guitar class introduction deck
• the Routine and Why It Matters two-column notes page
• Acoustic or classroom guitars, one per student or partner
• Guitar storage area, stands, or labeled safe placement area
• Visual routine cards showing entry, handling, carrying, sitting, and storage
• Pencils
• the Success Criteria Exit Ticket Slips
• Projector or interactive display

Assessment

• During modeling and guided practice, use a checklist to observe two-handed handling, controlled movement, correct sitting position, and proper storage.
• Review students’ two-column notes for accurate routines, reasons, three safety expectations, and one relevant question.
• Use the exit ticket to identify students who can explain the purpose of a routine and those needing reteaching before the next class.

Differentiation

• Provide visual routine cards, numbered steps, verbal repetition, and teacher or peer modeling. Demonstrate each routine slowly before students practice.
• Offer sentence frames such as “The routine is ___ because ___” and “A safe choice is ___.” Pair students strategically for supportive peer feedback.
• Allow students to demonstrate understanding through gestures, pointing, sorting routine cards, or oral response rather than writing only. Provide enlarged print or scribed responses when needed.
• For multilingual learners and students with reading or processing needs, preview terms such as routine, handle, carry, store, and protect; check understanding individually and allow additional processing time.

Extension

• Students create a concise safety reminder, such as “Two hands, slow steps,” and teach it to a partner.
• Advanced students explain how one guitar-class routine might change during a performance, rehearsal, or instrument transition and justify the change.