Targeted Grade Level for this DRTA:  2nd grade (P3) 

Text: 

Kentucky Core Content:

RD-E-1.0.9

Explain a character’s actions based on a passage.

RD-E-2.0.9

Make predictions and draw conclusions based on what is read.

RD-E-2.0.10

Connect the content of a passage to students’ lives and/or real world issues.

Step 1:  Motivation and Development of Background (Pre-Reading)

Activating schema relating to Australian animals and the Olympics would be essential to comprehension of this story.  Use koala handout as a conceptual map to determine what students already know about koalas and Australia.  Enter an image of the handout into PowerPoint and display image on whiteboard with Proxima projector. 

After students have offered information they already know about each word on the concept map, share interactive PowerPoint further developing background knowledge.  Presentation should include information and images regarding:

During PowerPoint presentation students should use a BROWN crayon to color in any segments of the concept map (the handout) mentioned in the presentation.  The figure revealed should be a koala.  Retain the handout as it will be used again during Working with Words.

(Link to PowerPoint Presentation:  http://edtech.tph.wku.edu/~ppetty/koalaloupre.ppt

Step 2:  Initial Predictions

Look at cover, title page and first page of Koala Lou.  Ask students to make predictions about what they think the book is about based on those three pages.  Students use sticky-note in book to record predictions.  Categorize and place on board or chart. 

Step 3:  Set purpose for initial reading (During Reading)

Start reading on the first page and read until you get to the orange flag (sticky flag placed on each stopping point since this book  does not have page numbers).  Set purpose:  Read to find out what Koala Lou's mother always says to her. 

Step 4:  Designate all stops, what questions you would ask to prompt for predictions and give purposes for reading.

1.  Read to the next orange flag to answer these questions:

What was Koala Lou worried about?

What was her idea for fixing the problem?

2.  Read to the next orange flag to answer this question:

What types of things did Koala Lou do to prepare for the Olympics? 

3.  Read to the next orange flag to answer this question: 

What was the result of the gum tree climbing event? 

4.  Read to the next orange flag to answer this question: 

What happened when Koala Lou climbed the gum tree? 

5.  Read the rest of the story to find out:

What did Koala Lou's mother do when Koala Lou came home? 

Step 5:  List 1 reading skill you could focus on with this story. (Post-Reading)

Characterization. 

Step 6:  How would students practice this skill.

Students will fill out and explain a Literary Report Card on Koala Lou and Mother.

Literary Report Card: (printer-friendly version)

OR

Students could work together to fill in a FEELINGS CHART. 

Step 7:  Enrichment activities.
The Writing Block of 4-Blocks would offer opportunities for the following:

Teacher Resources:

Segment Two:  Rounding up Rhymes (15-20 minutes):  http://www.k111.k12.il.us/lafayette/FourBlocks/rounding_up_rhymes.htm

Use the "Olympic Race" poem located:  http://www.teachingideas.co.uk/english/files/olympicpoem.pdf

Rhyming words found:

Rhyming words that fit the SAME pattern:

Students work together to generate other rhyming words that fit these patterns:

Possible words:

Use generated word family words to write sentences incorporating two rhyming words per sentence.

Example:  It is fun to play in the sun.

Segment One (10-15 minutes):

Mini-Lesson
Prewriting and organizing for first draft writing using graphic organizers. 

Tell students that writers always do a better job of communicating their thoughts when they plan for what they are going to write.  Many writers start with a graphic organizer or a list as a way of brainstorming what they want to write.  Once a writer has brainstormed several ideas it is time to "order" them in some way and to make decisions about where the writing will start. 

Suggestions for graphic organizers for prewriting and organizing for writing:

Modeling

Develop a concept map on "worries."  Title:  Things Children Worry About.  Write student suggestions on board as they brainstorm the things that children worry about (in reference to Koala Lou worrying that her mother will not love her anymore when the new baby comes). 

Model how to make a choice of topic, how to extend and focus the brainstorming, and how to develop a topic sentence (place to start writing). 

OR

Retell Koala Lou by brainstorming story elements, main ideas, and details.  Students then write to retell the story. 

Segment Two:  Writing

Students follow above model to pre-write, brainstorm, and organize to develop a topic sentence and plan for a first draft.  Teacher conference with individual writers as they write.  Suggested resource for conferencing:  http://www.madison.k12.wi.us/tnl/langarts/techlit/writingcheck.htm 

Segment Three: Sharing

Students volunteer to describe their pre-writing process and share their topic sentence. 

Other topics for writing might include the following:

Teacher Resources:

Strategy:  How selecting books by the same author is a good way to find books you really like. 

Other books by Mem Fox:

Self-Selected Reading:  Students select a book to read and teacher conferences with students one-on-one asking questions, listening to students read, and making anecdotal records. 

Sharing:  Students volunteer to recommend books or share what they are reading.