CEP Lesson Plan Form

Teacher: Amanda Nickless Date: 04/13

School: Fort Collins High School Grade Level: 10

Content Area: World Lit.

Title: Discussing The Fisherman and the Jinnee Lesson #: 1

of 1

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.W.9-10.10

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
tasks, purposes, and audiences.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Students will be asked to respond to the following questions in a silent discussion

1) What is the theme of the story? (Remember this should be at least one
sentence.) Explain why you think this is the theme.
2) Have you ever done something just to prove to someone else that theyre
wrong? Explain what happened.
3) How does this story relate to the other stories weve read for this unit? What
similarities and differences does it have?
4) Do you think that the fisherman should have let the jinnee out of the bottle at
the end? Why or why not?
5) How does the jinnee compare to your idea of a genie? Use evidence from the
text and explain.
6) What moral does the story have? Do you agree? Explain.
7) Why do you think this story is part of the curriculum for a World Literature
class (when there are a multitude of stories written outside the United
States)? Consider the frame story.
8) Why do you think this story was originally part of the oral tradition? Would
you have responded to the story differently if it was told to you?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

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CEP Lesson Plan Form

I can:

1. Actively listen to background on the story

2. Read the story independently

3. Answer questions about the story and respond to my classmates answers

through a silent discussion

List of Assessments: (Write the number of the learning target associated with
each assessment)

1. The student will listen and ask questions about the background information

2. The student will read the story out of the book independently

3. The student will write well-developed responses to the prompts in the silent
discussion

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Discussing The Fisherman and Jinnee
Purpose: This lesson helps students with reading skills and
comprehension, by asking them to independently read and respond to a
story, while allowing them to build off the input of their classmates.
50 Minutes
Materials:
PowerPoint with Background Information
Textbook with The Fisherman and the Jinnee
Sheets of paper with discussion questions

Anticipatory Set The anticipatory set for this lesson is the PowerPoint with the
The hook to grab students attention. background information on the story. This focuses student attention and
These are actions and statements by the gives them information to consider before they independently read the
teacher to relate the experiences of the short story.
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what 2 Minutes: Greet students and 2 Minutes: Listen to plan and ask
students and teacher will do from the review the plan questions if needed
minute they arrive to the minute they 5 Minutes: Give presentation on 5 Minutes: Listen to presentation
leave your classroom. Indicate the length background information on background information and
of each segment of the lesson. List actual ask questions if needed

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CEP Lesson Plan Form
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
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15 Minutes: Take attendancegive 15 Minutes: Read story and ask
students quiet time to read and questions if needed
circulate to answer questions
5 Minutes: Facilitate whole-class 5 Minutes: Participate in discussion
discussionfocus on summary of of short story
the story 20 Minutes: Participate in silent
20 Minutes: Time for silent discussion
discussionfacilitate and answer
questions- circulate to answer
questions 3 Minutes: Participate in whole-
3 Minutes: Facilitate whole-class class discussion
discussion and preview class
Friday
For closure on this lesson, I will invite students to share something they
read, or wrote, for the silent discussion. This allows students to verbally
share, or respond, to ideas they wrote about in the silent discussion. By
allowing students to highlight what they found important, they can
identify their own important points in the lesson.
Differentiation is built into this lesson with my knowledge of the wide
range of needs that the class has. The silent discussion allows students
to share and explore their thoughts through writing. By leaving the
questions open endedstudents are free to respond to the best of their
ability. Since the students are reading independently, I planned time to
review as a whole class. This is to help struggling readers catch up with
more advanced readers in the class, and to set the framework for the
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silent discussion.
Assessment 1. The student will listen and ask questions about the background
How will you know if students met the information
learning targets? Write a description of
what you were looking for in each 2. The student will read the story out of the book independently
assessment.
3. The student will write well-developed responses to the prompts in
the silent discussion

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CEP Lesson Plan Form

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