Peer Teach 4 - Muex Genmethods 2022

Peer Teach #4 – Hunter Horne
Lesson Topic: Ukulele Play Along – “Last Christmas” Date: 11/29/2022

Grade/Class: 5th Grade General Music Revised:
Standards:
National:
MU:Pr6.1.3a: Perform music for a specific purpose with expression and technical accuracy.
State:
9.1.3.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review, and revise original works in the arts. (Play an instrument)
Objectives:
 Students will be able to play along to “Last Christmas” using proper technique for C, Am, Dm,
and G7 chords on ukulele by the end of this lesson.
Materials:
 Ukuleles
 Tuners
 Visual aids for reinforcement:
https://docs.google.com/presentation/d/1FE3l6qO93IM4jJ_MHvDR8r2fACK8MJyPOX8qIGA
sEtI/edit?usp=sharing
 Play along video: https://www.youtube.com/watch?v=Tc23xjOS2k4
Procedures:
*This lesson is meant to be taught towards the end of a beginning ukulele unit, so tuning and proper
playing position have already been established, but can be reviewed as necessary.
 T will have S get out their ukuleles and tune them with the tuners. T can be walking around to
ensure this process goes well and be helping anyone that may need it. T’s ukulele will be pre-
tuned to make sure their attention can be on S while they tune.
 Once ukes are tuned, T will remind S to keep their ukes quiet while T is giving instruction.
“Quiet ukuleles so we can hear what we will be doing today.”
 To begin, T will review quickly with S proper playing position, asking them questions about
how to hold the instrument. “Which way do I hold the ukulele?” or “Where do my hands go on
the ukulele?”
 S will practice holding the ukulele and play a few strums for about 30 seconds to review the
proper playing technique and to get it out of their systems.
 T will review the chords they know from previous lessons, asking S the fingerings for a C
chord and an Am chord. “Can anyone show me or tell me the fingering for a C chord? An Am
chord?”
 At this point, T will put the chord visual up on the screen to introduce the two new chords, Dm
and G7, and reaffirm the correct fingerings for the known ones.
 T will have S practice the new chords, going through different four beat patterns on each. S can
volunteer to come up with different strum patterns for each chord, playing it first and then
having the entire class play through it together. T can pick three volunteers for each of the new
chords. The repetition for each new chord will help the students memorize the fingerings for
them.
 Once it seems that S are comfortable with these new chords, T will introduce the chord pattern
of the song. The chords as they are listed on the visual are in the correct order, which can
provide a visual reminder for students. T will have S strum the chordal pattern in order, with
each individual chord getting four beats, on a simple down, down, down, down pattern.
 T will then elongate the pattern allowing each chord to receive eight beats, which matches the
pattern in the play along. They will continue to use the down, down, down, down strum
pattern. This progression can be played close to the tempo of the song to prepare for the play
along.
 T will then pull up the play along video. T will explain that S will follow along with the chords
listed under the lyrics, playing the chord that is surrounded by the red box.
 T will have S play along with the video while it plays. During this, T will be observing to see if
S uses the correct fingerings and plays the correct chords.
 As needed, T can go back through any challenge spots in the play along and have S try again.
 After a successful play through of “Last Christmas,” T can ask S how they felt about the read
through and if they believe they got all of the right chords by having them give a thumbs up if
they felt good about it and hit all of the correct chords, thumbs in the middle if they hit most of
the right chords and felt alright, and thumbs down if they were confused and struggled hitting
the correct chords.
Assessment:
Observational Assessment:
 T will observe students during the play along to check for accuracy in ukulele technique,
chords, and fingerings.
 T will assess individual participation by making sure each student is playing along the entire
time, hitting as many correct chords as possible.
Self-Assessment:
 As listed in the procedure, after a successful play through of “Last Christmas,” T can ask S
how they felt about the read through and if they believe they got all of the right chords by
having them give a thumbs up if they felt good about it and hit all of the correct chords, thumbs
in the middle if they hit most of the right chords and felt alright, and thumbs down if they were
confused and struggled hitting the correct chords.
Adaptations:
Student with a Visual Impairment:
 Provide the student with clear, auditory instructions during the entire lesson. Make sure that T
is always saying what they are doing, as well as showing, so there is visual and auditory
modeling and instruction happening throughout.
 Strategically sit the student next to a peer who either has prior knowledge in ukulele or has
quickly picked up on the concepts. This will allow said peer to assist the student with finding
the correct fingers and feeling what they are doing.
 If the student still has some visual capability, provide enlarged visual aids at the start of the
lesson. This could be chord charts that have been zoomed in or large-print visual instructions
for fingerings or how to hold the instrument.
 Make sure the video play along is at the largest possible setting when being displayed. Sit the
student near the board so they have a good view of the video. If the student is unable to see the
video at all, T could verbalize the chord changes throughout so that the student knows which
chords to play at which times.
 Review the student’s IEP and talk to their team to ask for any other strategies to aid the student
in music and help them learn the ukulele.
Student with Diabetes:
 Provide the student with as many snack breaks as they may need throughout the lesson. Have a
designated “snack spot” in the classroom, away from the instruments, for the student to go to
when they need to.
 Ensure the student is checking their blood sugar, when necessary, especially if this is during
music class. Have the student go out into the hall or to the bathroom to allow for privacy while
they do this.
 Keep the student close to the front of the class as to keep an eye on them. Watch out for the
signs and symptoms of a hyperglycemic episode and be prepared for that to happen at any
moment.
 Ask the nurse and the student for their capabilities in the music classroom and what things they
need to have in the room in case of emergencies.
Reflection:

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Peer Teach #4 – Hunter Horne

Lesson Topic: Ukulele Play Along – “Last Christmas” Date: 11/29/2022

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