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TEACHERS.NET GAZETTE
Volume 3 Number 3

COVER STORY
Harry & Rosemary Wong ask, "Is it possible that a school district would have no openings at a time of worldwide teacher shortages? But more importantly, why were there no openings in the Medford School District?"...
COLUMNS
Effective Teaching by Harry & Rosemary Wong
Promoting Learning by Marv Marshall
4 Blocks by Cheryl Sigmon
Ask the School Psychologist by Beth Bruno
Online Classrooms by Leslie Bowman
The Eclectic Teacher by Ginny Hoover
The Busy Educator's Monthly Five (5 Sites for Busy Educators) by Marjan Glavac
Around the Block by Cheryl Ristow
Ask the Literacy Teacher by Leigh Hall
Instant Ideas for Busy Teachers by Barbara Gruber and Sue Gruber
ARTICLES
Every Day is Read Across America Day!
Music is...
Ten Pennies and Ten Dimes
Swinging on the Education Pendulum
Literature Circles
Internet Based Interaction in the Classroom
Intelligence
How to Create A Bad Acceptable Use Policy Document (And Have It Survive)!
Safety on College Campuses
The Montessori Mystery
Playing Baseball in the Classroom - A Flexible, Adaptable Game to Motivate Your Students
Whither Not Social Studies!
When Bright Kids Say, "I'm Bored!"
Book Review: Comprehension Instruction
Teacher Social Groups
Retaining Principals
TEACHER INSPIRATION FEATURE
Today I Learned
ON-SITE GEMS
Things You NEVER Thought You'd Have to Say…or Hear
What Was Your Most Unforgettable Show and Tell?
ON-SITE INSIGHTS
How Do You Deal With Middle School Students' Apathy?
OPINION
Why Reading Scores Across the Nation Have Declined
REGULAR FEATURES
Apple Seeds
Special Days This Month
Poem - Searching for the Gold
The Lighter Side of Teaching
  • YENDOR'S Top Ten
  • A Challenging Foot Feat
  • Schoolies
  • Woodhead
  • Handy Teacher Recipes
    Classroom Crafts
    Help Wanted - Teaching Jobs
    Featured Lesson from the Lesson Bank
  • Here Comes the Train
  • Upcoming Ed Conferences
    Letters to the Editor
    Chatboard Poll, What changes has your district made in an effort to raise test scores?
    FYI
    Action Against Hunger Project
    Explore Costa Rica's Monteverde Cloud Forest
    Third Annual Music Education Survey Gets Underway
    Gazette Home Delivery:


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    Lesson #2034. Here Comes the Train

    Posted by Carrie M. Freer, Indiana University of Pennsylvania, Indiana, Pennsylvania

    Subject: Music
    Level: Kindergarten/Primary
    Materials Required: book, The Little Engine that Could, 24 kazoos
    Activity Time: 45 minutes
    Concepts Taught: Children's discovery of their musical/rhythmic intelligence

    Rational

    I am going to teach a lesson on the musical/rhythmic intelligence. Students need to be familiar with and to explore their musical/rhythmic skills and talents at a young age in addition to using their voicing skills. Students have been introduced to multiple intelligence in general. Now they will be introduced specifically to their musical/rhythmic intelligence.

    Objectives

    • Children will take part in activities using their musical/rhythmic intelligence.
    • Children will read and explore the story, The Little Engine that Could, by Watter Piper.
    • Children will practice and demonstrate the words and actions to "The Train Song." (see below)

    The Train Song

    This is a choo-choo train
    (bend arms at elbow)

    Puffing down the track.
    (rotate arms in rhythm)

    Now it's going forward.
    (push arms forward; continue motion)

    Now it's going back.
    (pull arms back; continue motion)

    Now the bell is ringing.
    (pull cord)

    Now the whistle blows.
    (blow kazoo)

    What a lot of noise it makes,
    (cover ears with hands)

    Everywhere it goes!
    (stretch arms out)

    Resources

    Concepts and Skills

    1. Musical/Rhythmic intelligence allows children to use their verbal linguistic skills.
    2. Introducing multiple intelligence aids in helping children discover hidden talents.
    3. Introducing children to different cultures through music.

    Introduction and Motivation

    1. The purpose of this activity is to familiarize children with the musical/rhythmic intelligence.
    2. In this lesson we will read the story, The Little Engine that Could, and teach the children the train song.
    3. We will then come together as a group and perform The Train Song to show off the newly learned musical/rhythmic intelligence.

    Lesson Body

    1. We have learned about multiple intelligence in general. Now, lets learn about your musical/rhythmic intelligence.
    2. Let me tell you a little about the musical/rhythmic intelligence...
      • Musical/Rhythmic intelligence can be expressed in many different forms. (think of all the things that make noise...cars, people, cats, dogs)
      • Musical/rhythmic intelligence is a cultural aspect making music a universal language.
      • Do any of you sing or play music?
      • Get ready to have fun and learn new information
    3. We are going to start out by reading the story, The Little Engine that Could, by Watty Piper.
      • Do any of you know this story?
        This story is about a little train that had the strength and courage to keep going and complete a task.
    4. Now I am going to introduce a song about a train. Listen carefully as I demonstrate the actions and sing the song to you.
    5. Lets practice and learn the words together (approx. 15 min.)
    6. Now that you have mastered the words, lets learn the motions to go along with the song. I will then ask for a volunteer to assist me as a motivator for the rest of the children. (approx. 10 min.)
    7. Encourage the children (All of you are doing wonderful. I think you have all found your musical/rhythmic intelligence).
      • Are there any questions?
      • Does anyone need help? (Assist those that need help)
    8. Now that you all know the words and motions, lets do it as a group. It will be fun.
      • Put a show on for the teacher aids.
    9. Applaud and congratulate each other for a job well done.

    Closure

    Did everyone have a good time today? Did you all enjoy learning a new song and dance and discovering your musical/rhythmic intelligence? You all did a spectacular job!

    Evaluation

    Each child will be assessed on how well they cooperated and used their social skills and voicing skills.


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