Train Lesson Plan
Name: Miss Emery Grade: K
Element: Concept Statement:
-Rhythm -Rhythm is made up of short
-Melody and long sounds.
-Beat -Melody is made up of
pitches that go up, down, or
stay the same.
-Beat is a steady pulse, like a
ticking clock.
Mode(s): Instructional
-Enactive Objective(s):
-Iconic -Students will be able to
sing with a high, light
voice.
-Students will be able to
sing and play a melody
based on Sol-Mi.
-Students will be able to
read short and long
sounds.
-Students will be able to
keep a steady beat.
-Students will be able to
sing high and low.
Musical resource(s): Musical selections and
-Resonator bells recordings:
-Keyboard -Good Morning, Little Yellow
-Ukulele Bird (Hello Song)
-Engine, Engine, Number 9
-Little Red Caboose (Laurie
Berkner Band version)
I can statements:
-I can sing with a high, light voice.
-I can learn the lyrics of a new song.
-I can play a melody on an instrument.
-I can keep a steady beat.
-I can sing high and low.
Date: 4/12-4/14
Known:
-Short and long sounds in
Jump Frog, Jump
-Melody in Snuggle Puppy
-Beat in I’ve Got a Dog
Evaluation:
-Teacher will listen for high,
light voices when students
sing the Hello Song and
Engine, Engine, Number 9.
-Teacher will listen for
accurate Sol-Mi pitches
when students sing
Engine, Engine, Number 9.
-Teacher will listen for
correct rhythms while
students play on bells.
-Teacher will watch and
listen for the steady beat in
Little Red Caboose.
Other materials:
-Pitch Train printouts
-Slideshow
https://docs.google.com/pres
entation/d/1DahygrH8JdY9fr8
SjJuWQI05XNaIPd9O9yotbV
PeDFE/edit?usp=sharing
National Music Standards:
MU:Cr1.1.Ka, MU:Cr1.1.Kb
MU:Pr4.2.Ka, MU:Pr4.3.Ka, MU:Pr5.1.Ka, MU:Pr5.1.Kb
MU:Re7.2.Ka, MU:Re8.1.Ka
MU:Cn10.0.Ka, MU:Cn11.0.Ka

Procedures:

Introduction
- Review agenda and goals
- Sing the Hello Song
Accommodations/Differentiated Instruction: Visually represented in slideshow; read and
performed as a group. If a student is too nervous to sing their name on their own, we will sing
their name as a class.

Engine, Engine, Number 9

- Teach the lyrics
- Have students identify lyrics that match the pictures.
- Use questions to help guide this process.
- What number is the engine?
- What city is the line in?
- See it sparkle and what?
- Add 5-3 movement to represent Sol-Mi
Accommodations/Differentiated Instruction: Visual representation of the lyrics. Kinesthetic
representation of melody. I will model the movements so students are able to imitate.
- Identify rhythm patterns
- Present two rhythm patterns for each line of the song.
- Sing the lyrics in each rhythm; students will tell which one is correct.
- Do you notice anything special about these rhythms?
Accommodations/Differentiated Instruction: Iconic notation. Done as a group.
- Play the melody on resonator bells
- Review: What kind of sound do small things make? High. What about big?
Low.
- How does this relate to the bells?
- Review how to play the bells. (Specifically how to hold the mallet.)
Accommodations/Differentiated Instruction: Iconic notation. I will point and continue to model
the movements while students play.

Little Red Caboose

- I will lead different movements that students will follow.
- Halfway through: Show me with your body what other movements we can do to keep
the steady beat.

Pitch Train
- Review rules of the game.
- You get to try twice on your own, but if you are still struggling we will get help
 from the class.
- Once we get it right, we add a car to our train!
Accommodations/Differentiated Instruction: Choice to work as a class for nervous students.
- Practice a few of the melodic notations.
- Play the game!
- Each student gets a turn to read a melodic notation.
- If a student is too nervous to do it on their own, we will help them as a
class.

Extra Activities (if there’s extra time)

- Boom Chicka Boom
- There Was a Moose
- Hey, My Name is Joe