TWDL Elementary Weekly Lesson Plan AELD
Theme: _Saving Panda’s Ecosystem_______ Date: March 25 to March 29, 2019
ELA Standard(s):
3. RI. 5 Use text features and search tools to locate information
relevant to a given topic effectively.
3. RI. 10 By the end of the year, proficiently and independently
read and comprehend informational texts, including history/social
studies, science and technical texts in a text complexity range
determined by quality and quantitative measures appropriate to
grade 3.
Student Friendly Content Objectives:
3/25/19: -3/29/19 SWBAT identify text features with a partner.
The SWBAT comprehend informational texts, including science
article.
I can identify text features with a partner and comprehend
informational text from a science article.
Academic Vocabulary:
Text features, side bar, titles, subheadings, illustrations,
captions, search tools, key words, hyperlinks, diagram
*ELP Coded Standards:
III-R-1:HI-3: The student will demonstrate knowledge of print concepts by:
evaluating the usefulness of various print sources based on the organizational features
for a given task. (math, science, social studies)
III-LS-1:B-HI-2 The student will demonstrate understanding of oral communications
by summarizing main ideas/concepts and supporting details from read-alouds (fiction
and nonfiction) in complete sentences.
III-L-1(V):HI-13: The student will demonstrate knowledge of parts of speech by:
differentiating between past, present and future verb tenses.
III-W-1:B-HI-4 The student will express his or her thinking and ideas by using a
variety of writing genres, as demonstrated by writing expository essays and
informational reports that include topic sentences, main ideas, and relevant
supporting details, using appropriate transitions, varied sentence structure and
precise academic vocabulary.
Language Objectives:
3/25/19: Student will demonstrate their knowledge of print concepts by
reading the text features (Title, picture, caption, etc) to a partner.
3/26/19: Students will use precise academic vocabulary by writing in a
vocabulary chart
3/27/19: Students will use precise academic vocabulary by writing in a
vocabulary chart
3/28/19: The students will demonstrate understanding of oral communication
by orally sharing the importance of diagram with a partner.
3/29/19: The students will demonstrate understanding of oral communication
by orally sharing where they can find text features in a scholastic news
Materials: Scholastic magazine
Paper, pencils, chart paper, projector
Monday Lesson
Text features
Whole Group Instruction
Anticipatory Set:
Introduce Vocabulary
Title, subtitle, picture,
caption, sidebar,
diagrams, highlighted
words.
Lesson: The teacher will
do a walkthrough of the
text with the students
highlighting the text
features and discussing the
purpose
Guided Practice/student
to student practice:
Students work with
partners to demonstrate
where a specific text
feature can be found.
Checking for
understanding/Closure:
 What can you
learn by reading
the title? (the
topic of the
article)
 the main
Tuesday Lesson Wednesday Lesson Thursday Lesson Friday Lesson
Text features
Whole Group Instruction Whole Group Instruction Whole Group Instruction
Whole Group Instruction Culminating Activity
Anticipatory Set: Anticipatory Set:
Anticipatory Set: Let’s review yesterday’s chart. What did How are diagrams helpful? Anticipatory Set:
What did you we do? Think-pair-share Discuss the checklist.
Learn from the panda Article S: A diagram is helpful ▫ Identify 5 text features.
Lesson: Teacher/students reads the article because.... ▫ In your words, explain why 3
of those 5 text features are
Lesson: Teacher reads the article important and what
students will listen Lesson: information they provide.
Teacher explains the Life Cycle ▫ In your presentation
of the Giant Panda diagram. o Share 2 text feature
Practice & Application: Teacher explains the different examples
Practice & Application:
Small Group (w/teacher) ages and how the panda o Share one
Small Group (w/teacher)
Independent Group: changes over time. explanation
Independent Group:
SWBAT to complete the chart from
SWBAT complete the chart with the
teacher and define the vocabulary Tuesday and giving examples of the Application:
feature What it does article Students will share out the text features
Practice & Application: they identified and their explanations.
Title Tells what
Feature Ex What it does in Small Group (w/teacher)
passage is
about from the article Independent Group
the On their own, students work to Review & Assessment:
Heading Shows what
part of the article answer questions about diagram  School City formative
passage is Title Tells what of the life Cycle of a Panda.  On a blank sheet of paper,
about passage is about students will write about two
Key word Calls attention text features that they find
to an Checking for useful and why.
important understanding/Closure:
As a class, discuss answers to
word that you
the questions of the diagram of
should pay
Heading the life cycle of a Panda.
Side bar attn to Shows what part
Gives more of the passage is
info related to about
article
key
word
Calls attention to
Checking for understanding/Closure: an important word
  Which text feature would be that you should
most helpful if I wanted to pay attn to
find some quick facts?
(sidebar) sidebar

Gives more info

related to the
main article

Checking for understanding/Closure:

 Why do authors include key

words in a text? (to help
readers spot important words)

*Required by Arizona Department of Education