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Story wall:
Students will participate in a story wall - this is an effective way to help role play readers as it focuses on the main events within the text.
Students will be able to reconstruct the book and work in small groups to note down the main events within the text (Literacy involved: Writing and Reading).
Students will record their findings and ideas on large cards which will then be displayed in the classroom

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Experiences:
As a class, students will be asked to come up with different experiences that they enjoyed in their life e.g. going on vacation in India, learning how to ride a bike - this allows them to think about their own experiences and make connections to real life situations (Literacy involved: Speaking and Writing).
Students will then be given a prompting statement "When I was younger" with this statement students will need to think about a time in their life where they have felt a sense of pure happiness whether it is something that they enjoy doing or a place where they went.
Students need to share their personal responses to events that they have experienced.

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Excursion to the Zoo:
Before the excursion to the zoo, students have learnt about the different external features of living things. They understand that all living things look and sound different.
To further prompt this idea, during the excursion students will be asked to write down the different features present within each animal that they encounter on their excursion (Literacy involved: Writing).
These can include: the colour of their fur, how many legs they have, do they have horns, how big are they etc...

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Playdough animals:
Follow on activity from the zoo excursion.
Students will be given different coloured playdough and will be asked to create their chosen animals from the zoo excursion.
Students need to remember the basic external features featured on the animals.
These include: their shape, height, legs, ears etc...
Students will then be asked to create a fact sheet from the information gathered on the excursion about the animal (Literacy involved: Writing).

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Following reading of the book, students will be vistited by the West Oz Wildlife.
This incursion provides students with the knowledge and understanding of animal care and help students foster for these values.
During the incursion students will need to actively listen to the quest speakers and take down any notes that they have heard.
Following up the incursion students will be invited to collaborate in a whole classroom discussion about what they have learnt  - these include the animals environment, their habitats, as well as their needs for survival (Literacy involved: Speaking).

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Save the Koalas:
As a class, we will have a discussion about the koalas and the importance of caring for their environments (Literacy involved: Speaking)
Students will need to do some research about the koalas, once students have gathered their information about koalas students will then need to create a poster (Literacy involved: Reading).
Students need to think about the key message they are trying to get across when creating their posters

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Designing a habitat:
Students will get to choose a character/animal from the book to research and create a habit based on that animals needs in order to survive (Literacy involved: Reading and Writing).
Students will be provided with the appropriate materials in order for them to create their habitats e.g. cardboard, popsticks, sticks, wool, leaves, tissue paper ect..

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Poster:
Students will be asked to choose an animal within the book. Once students have chosen an animal, they will be asked to research more about them. This includes: what they eat, where they live (represent how their needs to survive are met).
Once information is gathered students will then need to create a poster of the animals they have chosen, students can be as creative as they want with the activity (Literacy involved: Writing)

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Living things have a variety of external features (ACSSU017)

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People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
General Capabilities:

Personal and social capability

Ethical understanding

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Living things live in different places where their needs are met (ACSSU211)

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Endangered animals:
As a class, a discussion will arise about the potential endangered animals that may be present within our world e.g. pandas, koalas, polar bears etc.. (Literacy involved: Speaking and Listening).
Students will need to choose an animal of their choice that's endangered and create a poster on why that animal may be endangered.
The poster will need to inform others on why it is important to keep our planet safe (Literacy involved: Writing)

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Environment poster:
As a class, we will have a discussion on the importance of caring for the environment for all living things (Literacy involved: Speaking).
Students will need to create a 'Take care of the environment" poster to help spread awareness of the environment and the animals that may live within the environment (Literacy involved: Writing).

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Excursion: To the Zoo
Students will have an excursion to the Zoo.
During the extursion, students will be asked to conduct a speadsheet using their iPads to collect information about an animal of thier choice from the Zoo.
They need to collect data about the habitat in which they inhabit, the food that they eat, what they look like.
Students will then gather together and collaborate with another student to discuss the differences between their animals (Literacy involved: Writing).

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Your perspective:
A classroom discussion will take place prior to the activity where students will need to identify the different perpectives that they know (Literacy involved: Listening and Speaking).
Students will be asked to create a short narrative in first person talking about as if they were there in the story. Students need to remember to use approparite puncuation and the correct use of tense in order to create their stories (Literacy: Writing).

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Perspective of another character:
As a class, we would have a discussion about the different perspective we could write a short story on (Literacy involved: Listening).
Student will then be asked to create a short narrative from the perspective of a different character of their choice present within the book - this needs to exclude Kevin the Koala.
Students need to ensure that they are sticking towards the same storyline and outcome but create a narrative in the point of view of a different character (Literacy involved: Writing).
Example: Students could choose to write their short story from the perspective of the kangaroos and talk about why they thought Kevin did not want to get down from that tree

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Alternative ending:
Students will be asked to create a short narrative in the point of Kevin the Koala but alternate the story with an alternative ending (Literacy involved: Writing).
Students need to ensure that they are using appropriate tense when writing the narrative while also using appropriate puncuation and language features.

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Seasons:
As a class, we would have a discussion about the different types of seasons that they know - they will need to verbally speak their answers to the educator (Literacy involved: Speaking)
Students will then need to determine the country (Australia) in which Kevin the Koala lives in and as a class research the different season in which that country experiences.
Students will then need to create a seasons chart, writing down all the different season that that country experiences as well as give a brief description about each of those seasons (Literacy involved: Writing)
Students will be provided with the appropriate materials in order for them to complete the task.

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Different types of weather:
Students will be introduced into the different type of weathers that occur throughout the year.
The class will engage in a classroom brainstrom, where students will be invited to contribute their answers by either speaking or writing their answers onto the board (Literacy involved: Speaking and Writing)
Using the chapters within the book that potrayed different types of weather's that occurred while Kevin the Koala was stuck on the tree. Students will need to identify the diffrent types of weather present within the book and create a weather chart
Students will be provided with materials such as coloured paper, coloured pencils and textures to help them create their weather charts

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Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)
General Capabilities:

Literacy

Critical and creative thinking

Personal and social capability

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Explore points of view (e.g. understand that stories can be told from different perspectives) (WAHASS19)
General Capabilities:

Literacy

Critical and creative thinking

Personal and social capability

Intercultural understanding

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How weather (e.g. rainfall, temperature, sunshine, wind) and seasons vary between places, and the terms used to describe them (ACHASSK032)
General Capabilities:

Numeracy

Critical and creative thinking

Intercultural understanding

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Seeking help strategies:
As a class, we had a discussion about feelings prior to this activity.
Students will be asked if they've ever been put into a situation where they have felt scared to overcome it (Literacy involved: Speaking)
Students will need to verbally express their ideas and thoughts to the class.
We will then have a discussion about strategies to overcome fear of the unknown and overcoming challenges faced in life.
The educator will then invite students to come up to the board and write down their stratgies and ideas on how to seek help if they are facing challenges (Literacy involved: Writing)

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Feelings Koala:
Student will get to create Kevin the Koala using a wide variety of arts and crafts materials and paper plates provided to the students by the educator.
Students will be required to think about the different emotions present in the book and choose one emotion to create Kevin the Koala.
These emotions can include Sadness, Happy, Angry, Worried. Once students have created their feelings Koala, they will then need to suggest why and when in the book Kevin felt this way by writing down their thoughts in their exercise books (Literacy involved: Writing).

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Communicating and Interacting for health and wellbeing

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Communicating and Interacting for health and wellbeing

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Positive ways to react to their own emotions in different situations, such as:

walking away

seeking help

remaining calm

(ACPPS020)
General Capabilities:

Literacy

Critical and creative thinking

Personal and social capability

Ethical understanding

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Yoga class:
Students can engage in an activity of Yoga after recess or lunch to help them cool down before class starts again. This activity can be taken outside in the shade where students feel comfortable with yoga mats laid down. This activity reduces the risk of stress and anxiety, helps promote wellbeing and allows students to recognise the importance of self-care.
After the yoga class, students will then be asked to verbally express their thoughts on the activity. Whether it made them feel calm and relaxed (Literacy involved: Speaking).

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Safe Space:
As a class, we had a discussion about the importance of feeling safe and secure in the classroom environment.
Students were able to come up with ideas on what would make the classroom feel calm and positive within their environment by expressing their ideas to the class.
We will place a brainstorm of the students ideas on the board.
As a class we were able to create an area where students were able to  go to calm their thoughts or whenever they may feel stressed (Literacy involved: Speaking and Writing).

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The strengths of others and how they contribute to positive outcomes, such as games and physical activities (ACPPS015)
General Capabilities:

Literacy

Critical and creative thinking

Personal and social capability

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Retell of the story:
Students will need to draw on their own knowledge about the text to compose a retelling of the book.
Students will need to draw upon the text using key events and information to help potray the meaning (Literacy involved: Writing).
The use of appropriate language features such as sentence structure, punctuation, tone and vocabulary need to be present within the passage.

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Character profile:
Students will need to draw on their own knowledge of context, text structure and the different language features to compose a character profile of a particular character/animal explored in the book (Literacy involved: Writing).
Students need to demonstrate appropriate sentence structure, punctuation and vocabulary to create a character profile based of the information portrayed in the book.

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Diary entry:
Students will be asked to write a diary entry from Kevin's point of view (the Koala) the day after his tree fell down.
The students will need to thier own growing knowledge of context, text structure and language features to compose a short narrative on how Kevin feels about what happened? How has his life changed?
Students need to ensure that they are using approproate tone of voice and word choice to potray their ideas onto the page (Literacy involved: Writing).

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Presentation:
In small groups, students will be asked to create a small presentation of a chosen animal of their choice that is present within the book.
Students will need to research their findings and take notes down on their excersise books.
Within the presentation students will be allowed to ask questions, express their emotions about that particular animals as well has engage the audience in thinking (Literacy involved: Writing and Speaking).

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Book creator:
Using the app book creator, students will need to draw Kevin the Koala. They will then need to write a small passage to go along with that drawing expressing a time in their life where they have felt most challenged.
This gets the students thinking about their own experiences and emotions while expereincing that challenge (Literacy involved: Writing).
Students will need to use appropriate punctation.

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Speech bubbles:
Students will be given the opportunity to create their own punctuations within the text.
Students will be given images from the book and will need to use their knowledge of speech to come up with dialogue that expresses the emotions present within the text (Literacy involved: Writing).
Students will need to include the use of appropriate full stops, question marks and exclamation marks to give commands

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Let's think about it:
Students will engage in a 'think about it' activity where they will need to use their knowledge about the text to answer questions about the book (Literacy involved: Writing).
These include descibing:
What was Kevin like at the beginning of the story?
What was Kevin like at the end of the story?
What lesson did Kevin learn at the end of the story?

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Hidden pictures:
The educator will read an unfarmiliar text from the book without showing the students the illustration.
Students will then be allocated a character or setting from the book and will be asked to draw the character.
When the drawings have been completed, ask the students what made them come up with the drawing.
What aspects of the text allowed them to come up with this conclusion.
Students will then share their drawings with the classroom and discuss the similarities and differences (Literacy involved: Writing and Speaking).

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Message behind the story:
Students are required to work together as a class to determine all the different things we can do drawing upon the students' own experiences e.g. riding a bike, climbing a tree etc..
We then can further develop this by drawing on the meaning behind the book through the different characters and events present within the book (Literacy involved: Speaking and Writing).
Student will use their knowledge of the book to create a short summary of what they think the message behind the book is. Why was Kevin afraid to get off the tree? How did he overcome this?

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Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
General Capabilities:

Literacy

Critical and creative thinking

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Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
General Capabilities:

Literacy

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Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
General Capabilities:

Literacy

Critical and creative thinking

Personal and social capability

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By Rachel Bright