Trombone Shorty (2015)
Illustrated by Bryan Collier
Plan for 2nd Graders
About the Book
About the Author
About the Illustrator
Dave the Potter: Artist, Poet, Slave
by Laban Carrick Hill
Caldecott and Coretta Scott King Award winners
Martin's Big Words: The Life of Martin Luther King, Jr.
by Doreen Rappaport
Caldecott and Coretta Scott King Award winners
Links to find out more about the Author, the Illustrator, or the neighborhood of Treme
Multicultural Criteria Met
Andrews' story introduces his neighborhood of Treme and explains how music is at the heart of it. He also explains that it is not wealthy neighborhood, but the love of music keeps it lively. The strong music tradition of New Orleans itself, especially during the famous Mardi Gras season, is mentioned as well.
2. Demonstrate unique language or style.
The book says several times, "Where Y'At?' because he explains that it serves as a a
"hello" in his community. The illustrations are also unique in the way it mixes pictures and photos together for a different look from other books.
3. Have an appealing format and be of endearing quality.
The book has won the Caldecott Award and the Coretta Scott King (Illustrator) Award
because it is so visually appealing. The story itself is, in some parts, so amazing that it
could be fiction. It is a true rags to riches story. It is Andrews himself who humbly adds the positivity and determination to his story. He tells how practice and hard work can pay off in his amazing tale.
Procedure for Implementing Vocabulary Lesson and Read-Aloud in 2nd Grade with questions
- Ask the class to come to their spots in the carpet area.
- Give the class the behavioral expectation that they will sit quietly at level 0.
- Begin by introducing two new words, instrument (a device used to make music) and festival (a special time or event where people come together to celebrate something; a series of performances), by writing them on the whiteboard for the kids to see.
- Ask the students if they have seen these words before. Then, ask them to raise their hands if they know what they mean. After stating some of their definitions, write the dictionary definitions next to the words.
- Tell the students that they are going to divide into groups and come up with ways to act out the definitions.
- Split the students into five groups according to row color and ask them to come up with an action or way of showing the class what their assigned word means in the next two minutes. Tell them this should be done in a level 1 voice.
- Have the groups return to the carpet and sit in their groups.
- Each group will take turns acting out their group's word.
- Review definitions on board one more time.
- Have students play their "instruments" back to their carpet spots and sit down.
- Tell them that you are going to read them the book Trombone Shorty by Troy Andrews and illustrated by Bryan Collier. (1)Ask them if they know what the connection is between the words they just learned and the book. (2)Ask them what they notice about the cover....the similarity between the title and the author's name?
- Tell them to look for how the illustrator, who won the two awards on the cover, uses collage and water color as you read.
- Ask the class to listen to the story at a level 0.
- Read Trombone Shorty.
- At page 14 stop and ask students (3)whether they have ever made their own instruments? Ask them (4)what they were and how they sounded?
- Continue reading the book.
- At the end of the story, show the students the actual photos on p.35-36. Ask them (5)what it would feel like to be so little and be pulled onto stage in front of everybody? (6)Ask them why they think Trombone Shorty was so successful?
- Show them the actual photo of Trombone Shorty today. Mention that the book is only a year old and talk about what he does now.
- Ask students what they noticed about the pictures. Flip to a few pages (9-10, 15-16, 31-32) to review pictures, then read what the illustrator says on page 37 about his artwork.
- Show students the clip of Trombone Shorty https://youtu.be/k9YUi3UhEPQ.
- Have students play their instruments as they line up.
Reflections on My Read-Aloud
My wonderful CT wrote some really helpful detailed observation notes that we went over later in the day together. She told me that I did a great job pointing out students that were sitting as they should, so they could model that for the class. She also pointed out how I could use Total Participation Techniques (TPT) like asking a question and having students talk to elbow partners instead of asking individuals questions that leave the rest of the class out for awhile. I thought that was a great idea because it would eliminate times when some students may have trouble talking instead of listening anyway. The CT gave me a great little guide to keep and use about TPT. The CT thought I did a nice job of quickly organizing the groups during the activity, but that I should repeat the cueing to quiet down if the intended response does not totally happen the first time (they use "Flat tire" in her room), which I thought was a smart suggestion. She also pointed out that they were loud because they were engaged not because they were messing around, which was a positive thing. During the reading, she noted how well I quickly corrected behavior and moved on with one student that struggles during carpet time. Overall, it was a positive experience.