Lion - King of the Jungle

  • Grade: Grade 5
    Activity type: Printable

Lion - King of the Jungle

Course
English
Grade
Grade 5
Section
Writing
Outcome
Writing a Report: Lion, The King Of The Jungle
Activity Type
Printable
Activity ID
17853

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Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United States – Common Core State Standards

  • 4 – Grade 4
    • W.4 – Writing

      • Literacy

        • W.4.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

        • W.4.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

      • Literacy

        • W.4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic.

        • W.4.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

      • Literacy

        • W.4.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.4.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

          • W.4.2.a – Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

          • W.4.2.b – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

          • W.4.2.c – Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

          • W.4.2.d – Use precise language and domain-specific vocabulary to inform about or explain the topic.

          • W.4.2.e – Provide a concluding statement or section related to the information or explanation presented.

    • SL.4 – Speaking & Listening

      • Literacy

        • SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.

        • SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

          • SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

        • SL.4.5 – Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

        • SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    • L.4 – Language

      • Literacy

        • L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

      • Literacy

        • L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.4.1.a – Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

          • L.4.1.b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

          • L.4.1.c – Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

          • L.4.1.d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

          • L.4.1.e – Form and use prepositional phrases.

          • L.4.1.f – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

          • L.4.1.g – Correctly use frequently confused words (e.g., to, too, two; there, their).*

        • L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.4.2.a – Use correct capitalization.

          • L.4.2.b – Use commas and quotation marks to mark direct speech and quotations from a text.

          • L.4.2.c – Use a comma before a coordinating conjunction in a compound sentence.

          • L.4.2.d – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.4.3.a – Choose words and phrases to convey ideas precisely.*

          • L.4.3.b – Choose punctuation for effect.*

          • L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

  • 5 – Grade 5
    • W.5 – Writing

      • Literacy

        • W.5.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

        • W.5.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

        • W.5.6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

      • Literacy

        • W.5.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

        • W.5.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

      • Literacy

        • W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

          • W.5.2.a – Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

          • W.5.2.b – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

          • W.5.2.c – Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

          • W.5.2.d – Use precise language and domain-specific vocabulary to inform about or explain the topic.

          • W.5.2.e – Provide a concluding statement or section related to the information or explanation presented.

    • SL.5 – Speaking & Listening

      • Literacy

        • SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

          • SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

      • Literacy

        • SL.5.4 – Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

        • SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

    • L.5 – Language

      • Literacy

        • L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

      • Literacy

        • L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

          • L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

          • L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.

          • L.5.1.d – Recognize and correct inappropriate shifts in verb tense.*

          • L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).

        • L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.5.2.a – Use punctuation to separate items in a series.*

          • L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.

          • L.5.2.d – Use underlining, quotation marks, or italics to indicate titles of works.

          • L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Australia – Australian Curriculum

  • Year 5
    • Literacy

      • Interacting with others

        • ACELY1700 – Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

      • Interpreting, analysing, evaluating

        • ACELY1701 – Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

        • ACELY1703 – Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

      • Creating texts

        • ACELY1704 – Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

        • ACELY1705 – Reread and edit student's own and others' work using agreed criteria for text structures and language features

        • ACELY1707 – Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

New Zealand – National Standards

  • Y5&6 – Year 5 and 6
    • Y5&6 – Writing

      • They draw on knowledge and skills that include:

        • Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

        • Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).

  • 5 – Year 5
    • 5.WS – The writing standard

      • Key characteristics of students' writing at this level

        • 5.WS.1 – These texts will include, when appropriate:

          • 5.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points

          • 5.WS.1.b – Paragraphs that group ideas

          • 5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically

          • 5.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose, including subject-specific vocabulary.

  • 6 – Year 6
    • 6.WS – The writing standard

      • Key characteristics of students' writing at this level

        • 6.WS.1 – These texts will include, when appropriate:

          • 6.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points

          • 6.WS.1.b – Paragraphs that group ideas

          • 6.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically

          • 6.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose,including subject-specific vocabulary.

United Kingdom – National Curriculum

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.