Page 39 - Level 1 Ukulele Lesson Plans

Level 1 Ukulele & Musicianship: Week 8 (60 mins)
Materials
Teacher’s ukulele, sparkly magic bag, G tuning fork, portable whiteboard and marker and a chair for each child (placed in a circle)
Lesson Plan Summary
Arrival/Tuning
Welcome Song: ‘Hello, Hello’ & ‘Yes We Can’
Getting to Know Your Ukulele
Finger Dexterity: ‘The Finger Game’
Tuning: ‘The Tuning Song’
Song/Game: ‘See Saw Up and Down’
Plucking the Ukulele: ‘See Saw Up and Down’
Song/Game: ‘Walkin’ in the Rain’
Strumming the Ukulele: ‘Pease Pudding Hot’, ‘Bell Horses’ and ‘See Saw Up and Down’ Let Off Steam!: ‘Banana Splits’
Singalong: Teacher’s Choice!
Important Reminders for Every Lesson!
Please see lesson plan 1.
1. Tune the Children’s Ukuleles as they Arrive (5-10 mins MAX)
Please see instructions in lesson plan 1.
Purposely make the G string on two of the children’s ukuleles noticeably out of tune. You will understand why when you see activity 5, ‘Tuning’.
2. Welcome (7 mins): ‘Hello, Hello’ written by Janice Buckner Please see instructions in lesson plan 6.
‘Yes We Can’
“We’re going to play the ‘Yes We Can’ game now and I want you to concentrate and listen out for a new type of voice.” Go through all the voice types once then end with the ‘thinking voice’ (tap the rhythm of “Can you use your thinking voice?” on your head without words).
Tell the children that you were using your thinking voice. Explain that when you use your thinking voice you hear the words and melody in your head, but you don’t say or sing them out loud.
Try asking the question again in your thinking voice (tapping the rhythm on your head) and getting the children to answer by tapping they rhythm to “yes we can, yes we can” back.
Start by getting the children to say the words out loud as they tap the rhythm. Then, get them to tap the rhythm of the answer without saying the words.
Play the game again, going through all the voice types (speaking, singing, whispering, louder, higher, lower and thinking).
3. Getting to Know Your Ukulele (2 mins)
Test all the children’s knowledge of all the parts learnt so far. Sometimes point to a part and ask them to name it and sometimes say the name of a part and ask them to show you where it is on their ukuleles. Do this mostly with the whole group at once. However, you can sometimes call on volunteers to answer on their own as well.
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