Page 16 - Level 1 Ukulele Lesson Plans

“Can anyone guess which song I’m humming?” You hum ‘See Saw Up and Down’. If no one can guess, then hum again, but this time singing the words “up and down” as they come in.
Ask a volunteer to sing the song on their own.
“Let’s all sing the song together and I want you to copy my actions.” Have closed fists in front of you (as though gripping onto the ‘imaginary’ parachute) and move your fists from head level to chest level in time with the pulse as you sing the song (so going up on “see” and down on “saw”). Repeat until everyone is moving more or less in time.
See saw up and down,
In the air and on the ground.
“Now we’re going to turn my parachute into a giant see saw!” Make sure everyone is sitting on the floor in a circle and then hand out the parachute. Everyone sings the song as they lift the parachute up and down in time with the pulse. Once everyone is moving more or less in time, ask “what do you notice about the actions we’re doing and the tune we’re singing (arms are going up for the higher notes and down for the lower notes.)?” This is a tricky question (especially as we haven’t talked about pitch yet) so make sure to congratulate the child who answers even if their answer is not the one you’re after. Make sure to clarify the answer if it is incorrect or unclear.
Next, reveal a small teddy from your sparkly magic bag and place it on top of the parachute and repeat the song. “My teddy is feeling a little lonely.” Add a second small soft toy on top and repeat the song. “I think teddy and XXXX would like one more friend!” Add a third small soft toy on top and repeat.
“Now let’s say ‘1, 2, 3 up’ and toss the toys as high into the air as we can!” Say “1, 2, 3 up” lifting the parachute up quickly as you say “up”, flinging the toys as high into the air as you can. Repeat 2 or 3 more times.
7. Plucking the Ukulele (6 mins): ‘Bell Horses’ (traditional)
“Can anyone guess which song I’m humming?” You hum ‘Bell Horses’.
Then, everyone sings the song and you pluck the G string of your ukulele during the rests in the song.
Bell horses, bell horses, what time of day (pluck)? One o’ clock, two o’ clock, three and away (pluck). Bell horses, bell horses, what time of day (pluck)? Four o’clock, five o’ clock, home for today (pluck).
“Which string was I plucking (4)? And which note does string 4 play (G)? When was I plucking (during the gaps in the song)?” Repeat and the children clap during the gaps in the song (you continue to pluck the G string as before). “We call the gaps in songs rests. Can everyone say ‘rest’. 1, 2, 3 rest. 1, 2, 3 rest. 1, 2, 3 rest.”
Next, choose a volunteer who was clapping at the right time to pluck the G string on their ukulele during the “rests” while the rest of the class claps during the rests. “Excellent work XXXX. Can we all please give XXXX a round of applause. Did XXXX pluck during the gaps?” If the answer is no, ask, “did he/she pluck a bit too early or a bit too late?” There is no such thing as wrong or bad playing. Simply ‘giving it a go’ should be rewarded. However, make sure to briefly discuss the playing objectively to increase learning opportunities.
Repeat with as many volunteers as you can until time has run out. Try to choose those clapping in time to go first to give those who are struggling more time to pick up on it.
8. Song/Game (5 mins): ‘See Saw Up and Down’ (traditional) © 2019 Lucy Sparkles LTD