READ ALOUD LESSON PLAN

BOOK TITLE: Little Melba and Her Big Trombone

APPLICABLE VA STANDARDS OF LEARNING:
English Standards
3.1 The student will use effective communication skills in group
activities.
a) Listen attentively by making eye contact, facing the speaker,
asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group
members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
Art Standards (for follow up activity – not included in plan)
3.8 The student will explore historical and cultural aspects of
music
3.7 The student will create music by
1. improvising rhythmic question-and-answer phrases;
2. improvising accompaniments, including ostinatos; and
3. composing pentatonic melodies, using traditional notation.

CONTENT OBJECTIVES: TSW listen to a story read aloud to them and respond to questions asked.
LANGUAGE OBJECTIVES: TSW compose a short swing melody that would be used in the jazz era.

KEY VOCABULARY:
Musician Compose Practice Play

LESSON SEQUENCE:
Pre-Reading/Building Background Knowledge
 TTW explain that today we are going to listen to a story about a girl who decided she would do
everything to make herself a great musician. Does anyone here play an instrument or sing? Do you
remember starting to learn and how much you had to practice? TSW turn and talk to a partner about
their experience.
 TTW show students the cover and introduce the title. Does anyone know what a trombone is? What
does it sound like, please raise your hands. If no one knows TTW demonstrate what it is.
 TTW share that as we read the story, students are to focus on why the author would compose this tale
and what theme we can pull from it.
During Reading
 TTW read the book with enthusiasm and give the instruments and characters personalities and voices.
 TTW not answer questions until the end of the book unless the student is respectful and raises their
hand.
 TTW pause as necessary to ensure student comprehension and to ask questions about the author’s
purpose and theme. Depending on class size, TTW employ Think/Pair/Share to allow everyone to share
their ideas with a partner.
Pg 2 – What kind of music does Melba like to listen to?
Pg 4 – How does the radio that Melba is listening to look different from how we listen to music today?
Pg 5 – How will she play the trombone being so small? Was this a good instrument to choose? Does it
even matter? What do you think?
Pg 8 – How does the illustrator show Melba overcoming the bullying from her peers?
Pg 10 – What other kinds of instruments would be in a jazz ensemble?
Pg 11 –Why did the author include this page in the book, why is it important that she faced hard times
while perusing music?
End – Did Melba reach her goal and make herself a great musician?
After Reading
 TSW identify some of the hardships that Melba overcame while perusing music.
 TSW work with a small group to create a short swing melody to represent one of Melba’s challenges in
life like she would have composed.
 When students complete their melody, they will compose a short response explaining why their melody
connects to the challenges Melba faced and will share with the class. .