Lesson Plan for a High School Guitar Class

Cornell Notes and 7th Chords

A. Learning objective
a. Students will be able to play major, minor, and dominant 7th chords with
the roots on the low E by using and working through the previously
distributed chord charts.
B. Central focus of lesson
a. Students will be able to learn to play more advanced chords on the
guitar.

C. Important understanding
a. Students will be able to understand 7th chords and move them around
the neck of a guitar

D. Standards
a. State
i. Mu:Pr4.1.5.b
1. Demonstrate understanding of the structure and the
elements of music in music selected for performance.

b. National
i. MU:Pr4.2.H.5a
1. Identify prominent melodic and harmonic characteristics
in a varied repertoire of music that includes melodies,
repertoire pieces, and chordal accompaniments selected
for performance, including at least some based on reading
standard notation.

E. Learning experiences
a. Opener: As students enter the classroom I will be standing by the door to
hand them guitar picks. They will then grab their previously assigned
instrument and take a seat. During this time I will also be playing the
album Live at Long Beach College by Joe pass.

b. As the lesson gets started I will pass out an example hand out of the
Cornell Notes. I will explain to the students how each column is designed
to work.

c. After introducing the Cornell Method we will start to go over the three
new chord shapes. If possible I will have these shapes in a power point so
the whole class can see them. If this is note possible I can also draw and
label them up on the white board. As we go the students can draw
 shapes in the notes section and label them as much as possible.

d. Closer: Kids will play along with a Jamey Aebersold backing track. This
track will be a very simple backing track with chords that we have already
learned. Can also use a simple pop tune that all the kids will know

F. Resources
a. Teachers: Picks, Guitars, chord handouts, speakers, computer, audio
tracks, music stands, chairs, pencils, Cornell Handout

b. Students: Pencils, handouts, a positive attitude towards learning new

techniques

G. Assessment
a. Informal Assessment: After we work through these shapes I will give the
students time to work in their pairs and help each other with their
struggles. As this is going on I will walk around the room helping out
where I am needed, and observing how the students are progressing and
what they need more time on.

b. Rubric:

H. Differentiation
a. If a student has an issue with moving their hands it is possible for me to
take a piece of paper and fold it up to put under the some of the strings.
This would allow them to play smaller chords that would be easier to
both finger and transition

b. For the others I will have previously talked with students and read some
IEPs to help me create a better learning environment