1

Running head: CONTENT LESSON PLAN #2

Content Lesson Plan #2

Ottawa University
EDU 34600 Specialized Methods/Practicum
Bridget ONeill
Joshua Keller
November 6, 2016

2
CONTENT LESSON PLAN #2
Introduction
The basics and mechanics of beginning fingerstyle guitar will be covered in this lesson.
The students will be required to demonstrate the use of each of the fingers, be able to correctly
name each of the Spanish abbreviations for each finger, and show proper hand position and
technique. Care will be taken when demonstrating these techniques in order to show their usage
and develop students technique properly. They will apply these techniques to previously
discovered chords they are already know, so that they may focus on the learning of this new
technique instead of having to divide their focus on learning new music and the fingerstyle
playing.

Cooperative Learning
Group guitar is naturally cooperative in its procedures. It creates an
environment in which the students work together to give feedback, solve
problems, practice, and learn to play together. This lesson will have the
students work together in groups of approximately ten to learn basic
fingerstyle. Afterward, they can work in small groups or pairs to practice
what they have learned. Consideration for student in differentiated
instruction will be given for each of the people in the medium groups.
Alternative chords may be given for those who struggle. More time to
practice may be necessary for others. Additionally, visual, auditory, and
kinesthetic examples will be provided for each of the different types of
learners.

3
CONTENT LESSON PLAN #2

4
CONTENT LESSON PLAN #2

OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 2
Name: Joshua Keller
Date: November 6, 2016
School: Raymond S. Kellis High School

Grade Level: 9-12

Approximate length of time: 15 to 30 minutes
Subject: Group Guitar

Title: Fingerstyle Introduction

Unit Goal: Learn and apply basic fingerstyle guitar technique to already learned chords.
STANDARD, BENCHMARK, INDICATOR(S):
Common Core:
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
State Standards:
MU.PR.6.HI.5a: Perform with expression and technical accuracy in individual performances of a
varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments,
demonstrating understanding of the audience and the context.
MU.PR.5.HI.5a: Apply teacher-provided criteria to critique individual performances of a varied
repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for
performance, and apply practice strategies to address performance challenges and refine the
performances.
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
The student will demonstrate the use of basic fingerstyle technique over various chords using
provided exercises at an appropriate level and tempo.
HOW WILL YOU ASSESS STUDENT LEARNING?
The students will be observed while playing the exercises after a period of practice. This should
be accomplishable within one or two class periods where they will be tested individually.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON?

5
CONTENT LESSON PLAN #2
The students will need their guitars, picks, all other necessary guitar accessories, a music stand,
their guitar method book currently being used for the class (any book will be fine), and a pencil. They will
be given a handout at the beginning of class.

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

Because this is a beginning group guitar class, consideration for individual student performance
will be given. Expectations for performance will vary based on prior student ability. Additionally, students
will be instructed in groups, not as a whole, so there will be a modification of instruction for each of the
groups responses.

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

The students will be instructed with the class split into 3 or 4 medium-sized groups. After this and
before assessment, students will work together to problem-solve and give feedback on each others
performance.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What prerequisite skills and/or knowledge are required for this lesson?
This lesson is to be implemented after the students have oriented themselves with the guitar and
can play a majority of the notes required of them in the first book of their instruction. This lesson can be
utilized in a variety of places, as it does not require the students to be any more advanced than this.
Reading is important at this stage, but advanced reading skills will not be necessary to be successful and
can be adapted to the learner.
How will you check for understanding throughout this lesson?
Understanding of the material will be directly assessed. They will be demonstrating their abilities
in front of the instructor as both a group and individually. The teacher will be looking for beginner
appropriate level of play and ability.
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)
Hello and good morning/afternoon! Today we will be focusing our attention on learning the basics of
fingerstyle guitar. You should have a handout from on the way in. We will be splitting into several groups
today so that instruction can be more direct and I will be able to answer your questions more immediately.
Let us get organized into sections now so we can begin. If you do not have a handout, now would be the
time to come get one.
(The class will be split up based on their current seating arrangement, but will be organized into circles so
that every student can be seen and worked with while instruction is delivered.)

6
CONTENT LESSON PLAN #2

PURPOSE (THE WHY OF THE LESSON)

Todays objective is to get started using all of the standard fingers for fingerstyle playing, working with
chords you already know. We will be going over the basics of where each finger goes and proper hand
technique.

DELIVERY OF INFORMATION
(The students will be instructed while in a group of approximately 10 people. The amount of groups will
depend on the class size.)
Okay group, we will start by taking some time to read through the information page together.
(Start by reading the first paragraph, then have the students take turns reading the rest of it, stopping for
explanation, emphasis, or for questions.)
Now that we have reviewed the basics, we will begin to apply it to some chords you know. What are some
chords that you all have learned?
(Gauge responses; try any of the basic chords with them)
First, we will simply put each of the fingers on the correct string.
(Check their hands before moving on. Look for good position: high wrist arch, open palm, not planting
fingers on guitar top. Thumb on bass note, fingers 1, 2, and 3 on strings 3, 2 and 1 respectively.)
Now, play all of the notes together.
(Show example, gesture for them to play individually, each using all four fingers to pluck at once.)
Now, we will go slowly and play each of the notes of the chord using the correct finger. Remember, the
fingers themselves should be moving, not the entire hand. Let your fingers pluck the strings by
themselves.
(Go first, have them play one by one, then all together at the end. Give feedback and corrections where
necessary, and then try again. Check that corrections have been made.)
Now, we will do the same but a different chord.
(Give them another appropriate chord, and then do the same procedure.)
Next, we will be working on switching between the two which will be the majority of your practice today.
(Demonstrate the two together.)
Remember, when forming chords, it is important to move them all simultaneously. The lower notes which
come first in this fingerpicking pattern can be placed on the guitar first in order to move more quickly
between chords.
(Have them try it, do some quick observations and suggestions, then move on to the next group and repeat
instruction.)
MODELING/DEMONSTRATION/SKILL CUES
The teacher will play the examples in front of each group several times and give cues on the
expectations for their performance. The examples should be presented clearly and with
appropriate timing and tempo. Give consideration for the learners and provide clarity when
necessary.
GUIDED PRACTICE

7
CONTENT LESSON PLAN #2
Students will work together in small groups or pairs to practice using each of the fingers in the
manner detailed. The teacher will observe and make suggestions as necessary, moving around the
class.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
Students will continue to work together after the teacher has given them specific instructions on
the fingerstyle technique. It can be practiced and applied to other chords and examples in their
method books.
CLOSURE/WRAP-UP (ENDING THE LESSON)
You did an excellent job today, class. We covered the basics of fingerstyle guitar technique. While
there are many exceptions to the rules we have learned today, much of what is explored in this
style of playing derives from these basic teachings. Keep in mind through this study, and
completely different world of guitar literature opens up to you than with other styles of playing,
such as flatpicking.
REVIEW, EVALUATE, AND REFLECT
This will be determined after delivering the lesson.