Engage Student Centered Lesson Plan Student Template

ENGAGE Student Centered Lesson Plan Template

Directions: Use this Student Template to submit a complete student-centered lesson plan. The ENGAGE
lesson framework requires you to add student-centered teaching methods, activities, and assessments.
You should use the information from your general lesson plan checklist to create this student-centered
lesson plan.

When you add in details, avoid listing. You want to identify the technique and provide an explanation of
why this selection is an effective choice. Be sure to provide detailed responses. For example,

Prior Knowledge Check: Pre-survey on Adult Learning

Rationale: Activates prior knowledge and personal experience related to the concept of adult learning,
which is the lesson topic. The survey touches on the basic characteristics of adult learning and
references several key concepts and theorists highlighted in the lesson.

Section 1: Lesson Details

Note: Lesson details should be identical for the student-centered and teacher-centered lessons. You
should transfer the information from your Lesson Plan Checklist.

Title: Let's Learn Letters: A Fun Alphabet Adventure

Purpose: It effectively reflects the theme and central concept of the lesson, which is to introduce and
explore the alphabet in an engaging and enjoyable manner

Grade Level: Kindergarten

Subject (If applicable):

Date(s) & Class Time: One week

Instructor: Maria Eduarda

Timeline: One week activity

CPALMS Mandated Course Outcomes: To effectively implement teaching standards.

SMART Learning Objectives:

1 By the end of the lesson, students will be able to identify and name all 26 uppercase letters of the
alphabet.

2 At the conclusion of the lesson, 80% of students will successfully recognize and correctly name at least
20 uppercase letters when presented with flashcards or letter charts.

3 Students will demonstrate their knowledge of letters through engaging activities such as interactive
alphabet games, letter-themed stories, and hands-on letter manipulatives.

4.The lesson will focus on helping students understand the importance of letters in forming words and
laying the foundation for reading, ensuring it aligns with their early literacy development.

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5. Within one week, students will show progress in their letter recognition skills, as observed through
formative assessments, classroom activities, and interactions.

Student Information
Note: Student Information should be identical for the student-centered and teacher-centered lessons.
You should transfer details from the Lesson Plan Checklist.

Grade-Level: Kindergarten

Piaget Level: Sensorimotor

Classroom Composition: As young learners, they bring their unique backgrounds, experiences, and
perspectives, contributing to the diversity and richness of the school's cultural tapestry

Diversity Groups Impacted by the Achievement Gap: 27.04% of the students identify as White, 8.78% as
Multi-Ethnic, 11.16% as Asian, 29.61% as Hispanic, 0% as Indian, 7.47% as Multiracial, and 24.72% as
Black

Student Needs:

They can be successful from a variety of age-appropriate learning materials, including books, puzzles,
building blocks, art supplies, educational toys, and manipulatives. These materials encourage
exploration, creativity, and hands-on learning experiences

Existing Student Knowledge Level:

Exposure to the subject matter

Lesson Title: "Let's Learn Letters: A Fun Alphabet Adventure"

Existing Student Skill Level:

 Fine and Gross Motor skills

 Creativity and Imagination
 Pre-reading skills

Section 2: Lesson Materials

CPALM or Core Standards

List the state curriculum core standards that apply to this lesson.

1. ELA.K.F.1.1
2. ELA.K.R.1.4
3. ELA.K12.EE.6.1

SMART Learning Objectives

LIST the SMART learning objectives for your sample lesson. Each learning goal should be specific,
measurable, action oriented, realistic, and timely.

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1. By the end of the lesson, KG students will actively participate in a letter recognition activity and
correctly identify and name at least 10 uppercase and 10 lowercase letters of the alphabet, as measured
by the number of letters identified, supporting their foundational letter recognition skills.

2. By the end of the letter formation practice session in the lesson, KG students will demonstrate basic
letter formation skills by correctly tracing at least 5 uppercase and 5 lowercase letters on individual
whiteboards with guidance and practice, supporting their development in handwriting and early writing
tasks.

3. By the end of the lesson, KG students will orally identify at least three words that start with each
letter of the alphabet (e.g., "A" for "apple," "B" for "ball," etc.) during a group discussion or interactive
word association activity to enhance their vocabulary and phonemic awareness as an essential pre-
reading skill.

Lesson Materials

Note: You need to modify materials to reflect a student-centered approach to the lesson. Indicate
which materials are needed to instruct and complete this lesson. You can reference resources from
CPALMS if you choose.

Student Materials:

1. Large alphabet chart or poster displaying uppercase and lowercase letters

2. Letter flashcards (for letter recognition activity)
3. Whiteboard and markers (or individual mini-whiteboards)
4. Chalkboard or magnetic letters
5. Letter tracing worksheets or letter formation cards
6. Crayons or colored markers
7. Storybooks with alphabet themes

Instructor Materials:

1. Alphabet Chart or Poster

2. Letter Flashcards
3. Whiteboard and Markers
4. Letter Tracing Worksheets or Formation Cards

Classroom & Technology Materials:

No such technology is required

Section 3: ENGAGE Lesson Plan

Directions: Add detail to each part of the ENGAGE lesson plan to complete your lesson. You should be
adding instructional strategies, activities, and assessments that ensure the lesson is student-centered.
You should reference course worksheets on teaching methods and assessments and your lesson plan
checklist. The selections you add to this lesson should be student-centered approaches.

Energize Stage
Goal: Prepare students for learning.
Purpose: Establishes Connection & Interaction.

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Engage Student Centered Lesson Plan Student Template
Blooms Taxonomy Stage: Remembering, Understanding

Energize Stage Instructional Strategy or Teaching Method Application

Pre-Lesson Plan Student Motivation Technique: The Alphabet Song and Movement Activity

Rationale:

By using the Alphabet Song and movement activity as a student motivation

technique during the Energize Stage, I can effectively establish a
connection with my students, create an enthusiastic and positive
classroom atmosphere, and lay the foundation for successful alphabet
learning. This approach aligns with the goals of preparing students for
learning and falls within the Remembering and Understanding stages of
Bloom's Taxonomy, as it helps students recall the alphabet sequence and
comprehend the joyful and interactive nature of the lesson.

Pre-Lesson Plan Prior Knowledge Check:

Rationale:

Asking students to share what they already know about the topic will
really help to get to know about their prior knowledge. Itcan pique their
curiosity and interest. It provides them with an opportunity to contribute
to the discussion and share their thoughts, creating an engaged and
participatory learning environment.

Lesson Start Plan Interaction Technique: "Gallery Walk" Activity

Rationale:

The "Gallery Walk" activity is a dynamic and interactive technique used at

the beginning of a lesson to stimulate curiosity, activate prior knowledge,
and engage students in meaningful discussions. During a "Gallery Walk,"
various visual materials or prompts related to the upcoming lesson will be
displayed around the classroom. Students move around in small groups or
pairs, observing and discussing each prompt, and then share their
observations and thoughts with the whole class

Lesson Start Plan Motivation Technique: Mystery Box

Rationale:

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Engage Student Centered Lesson Plan Student Template

Energize Stage Instructional Strategy or Teaching Method Application

The Mystery Box is a captivating motivation technique that generates
excitement, curiosity, and anticipation among students at the start of a
lesson. In this activity, the teacher will present a closed box or container
that holds an intriguing item related to the lesson topic. The item is
partially visible or described in a tantalizing manner, sparking students'
interest and prompting them to guess what might be inside. The teacher
then reveals the item and connects it to the upcoming lesson

Navigate Stage
Goal: Enable higher-level student learning.
Purpose: Creates Cognitive Connections.
Blooms Taxonomy Stage: Understanding, Applying

Navigate Stage Instructional Strategy or Teaching Methods

Teaching Plan Active Learning & Engagement Plan: Interactive Concept Mapping
Rationale:

Interactive concept mapping is a powerful teaching strategy that

encourages higher-level student learning by facilitating the creation of
cognitive connections and promoting understanding and application of the
lesson material. In this plan, students collaboratively construct visual
representations of concepts and their relationships using a digital or
physical platform. Here's why interactive concept mapping is an effective
choice:

Visualization of Concepts: Interactive concept maps visually represent the

relationships between ideas, allowing students to see the "big picture" of
the lesson content. This aids in understanding complex topics by breaking
them down into manageable components.

Active Engagement: Students actively participate in constructing the

concept map. This hands-on approach promotes engagement and deepens
their involvement in the learning process, fostering a sense of ownership
over their understanding.

Critical Thinking: Creating a concept map requires students to analyze,

evaluate, and organize information. They must decide how concepts relate
to each other and make informed decisions about the structure of the

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Engage Student Centered Lesson Plan Student Template

Navigate Stage Instructional Strategy or Teaching Methods

map.

Meaningful Learning: As students organize information into a coherent

structure, they are more likely to make connections and integrate new
knowledge with their existing understanding. This promotes meaningful
learning and retention.

Collaborative Learning: Interactive concept mapping can be done

individually or in groups. Collaborative mapping encourages discussion,
negotiation, and shared sense-making, allowing students to learn from
each other's perspectives.

Application of Knowledge: Building a concept map involves applying

learned concepts to real-world scenarios. Students must think about how
concepts can be interconnected and how they relate to practical
situations.

Metacognition: While creating the map, students engage in metacognition

—thinking about their own thinking. They reflect on their understanding of
the material and consider the most effective ways to represent it visually.

Teaching Plan Multiple Intelligences/Learning Style/ Student Centered Plan:

Rationale:

Incorporating multiple intelligences, learning styles, and a student-

centered approach into the teaching plan is a strategic way to cater to the
diverse needs and strengths of individual learners. This plan aims to create
an inclusive and engaging learning environment that empowers students
to take ownership of their learning. Here's the rationale for this approach:

Diverse Learners: Every student has unique strengths and preferences. By

recognizing and addressing different learning styles (such as visual,
auditory, kinesthetic) and multiple intelligences (such as linguistic, logical-
mathematical, interpersonal), the plan ensures that various learning

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Engage Student Centered Lesson Plan Student Template

Navigate Stage Instructional Strategy or Teaching Methods

modalities are accommodated.

Engagement and Motivation: Tailoring instruction to students' preferences

and strengths enhances their engagement and motivation. When students
are actively involved in learning through methods that resonate with
them, they are more likely to stay focused and enthusiastic.

Personalized Learning: A student-centered approach allows for

personalized learning experiences. Students have the opportunity to
choose activities or projects that align with their interests and
intelligences, fostering a deeper sense of ownership and commitment.

Differentiated Instruction: Providing multiple ways to access information

and demonstrate understanding ensures that all students can succeed.
This differentiation acknowledges that learners have varying levels of
readiness, background knowledge, and skills.

Review Plan Review Technique: Reciprocal Teaching

Rationale:

Reciprocal teaching is an effective review technique that promotes active

engagement, critical thinking, and collaborative learning. This technique
involves students taking on the role of the teacher by leading discussions
and interactions about a particular topic. Here's the rationale behind using
reciprocal teaching for the review plan:

Active Participation: Reciprocal teaching requires students to actively

participate in the review process. They actively explain concepts, ask
questions, and engage in discussions, which helps reinforce their
understanding.

Critical Thinking: Students are tasked with generating questions and

leading discussions. This encourages them to think critically about the
material, identify key points, and make connections between different

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Engage Student Centered Lesson Plan Student Template

Navigate Stage Instructional Strategy or Teaching Methods

concepts.

Meta-cognition: Taking on the role of the teacher allows students to

engage in metacognition – thinking about their own thinking. They reflect
on what they know, what they need to review, and how to best explain
concepts to their peers.

Generate Stage
Goal: Involve students in the learning process.
Purpose: Transfers knowledge into long-term memory.
Blooms Taxonomy Stage: Applying, Analyzing

Generate Stage Instructional Strategy or Teaching Method

Retention Plan Retention/Memory/Information Processing Techniques: Spaced Repetition
and Concept Mapping

Rationale:

The Retention Plan combines two powerful techniques, spaced repetition

and concept mapping, to enhance the transfer of knowledge into long-
term memory. This plan is designed to actively involve students in the
learning process and facilitate the application and analysis of the learned
material.

Spaced Repetition:

Active Recall: Spaced repetition involves reviewing and recalling

information at increasing intervals over time. This prompts students to
actively retrieve information from memory, reinforcing the neural
pathways associated with that knowledge.

Optimized Timing: The intervals are strategically spaced to maximize

memory retention. Reviewing material just as forgetting begins to occur
helps strengthen memory traces and prevent forgetting in the long term.

Distributed Practice: Spreading out review sessions over time is more

effective than cramming. This approach capitalizes on the psychological
spacing effect, leading to better retention and understanding.

Concept Mapping:

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Engage Student Centered Lesson Plan Student Template

Generate Stage Instructional Strategy or Teaching Method

Organization and Visualization: Concept mapping allows students to

visually organize and connect concepts. Creating meaningful relationships
between ideas reinforces understanding and memory.

Higher-Order Thinking: Constructing a concept map requires analyzing

relationships between concepts. This higher-order thinking promotes
deeper understanding and long-term retention.

Relevance Plan Learning Goal Check: Real-World Application Scenarios

Rationale:

The Relevance Plan focuses on checking the attainment of learning goals

through the application of knowledge in real-world scenarios. This plan
ensures that students not only understand the concepts but also recognize
their practical significance

Meta-Cognitive Plan Learning Self-Reflection Techniques:

Rationale:

A meta-cognitive plan involving learning self-reflection techniques

enhances students' awareness of their learning process, promotes active
engagement, and fosters a deeper understanding of the alphabet
adventure. By encouraging students to reflect on their learning journey,
this plan helps them take ownership of their learning and develop valuable
meta-cognitive skills.

Awareness of Learning Strategies: Self-reflection prompts students to think

about the strategies they used during the alphabet adventure. They
become more conscious of effective and ineffective approaches, enabling
them to make informed decisions about their learning methods.

Identification of Strengths and Weaknesses: Through reflection, students

can identify their strengths in understanding certain letters or concepts, as
well as areas that may require more practice. This self-awareness guides
their future learning efforts.

Apply Stage
Goal: Showcase student learning.

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Engage Student Centered Lesson Plan Student Template
Purpose: Expands learning comprehension.
Blooms Taxonomy Stage: Analyzing, Evaluating, Creating

Apply Stage Instructional Strategy or Teaching Method

Application Plan Demonstration Techniques: Alphabet Art Gallery:

Rationale:

I will set up an alphabet art gallery where each student contributes a

creative artwork inspired by a specific letter. Encourage them to think
critically about objects or concepts starting with that letter. This technique
aligns with the "Creating" stage of Bloom's Taxonomy, as students are
generating original ideas and artworks. The chosen demonstration
techniques align with different stages of Bloom's Taxonomy and are
designed to showcase student learning while expanding their
comprehension of letters. By incorporating activities that involve creating,
analyzing, and evaluating, the application plan aims to provide a well-
rounded approach to learning the alphabet.

This technique encourages creativity and originality as students create

visual representations of letters and associated concepts. It fosters a
deeper understanding of letters beyond their basic sounds.

Feedback Plan Feedback Techniques: One-on-one or small group conferences

Rationale:

Arrange one-on-one or small group conferences where students discuss

their learning progress, ask questions, and seek clarification. Provide
personalized feedback, guidance, and encouragement based on individual
needs. This technique promotes a deeper level of understanding and
addresses specific concerns, aligning with the "Analyzing" and "Evaluating"
stages of Bloom's Taxonomy.

The chosen feedback techniques align with different stages of Bloom's

Taxonomy and are designed to provide meaningful and constructive
feedback to students, enhancing their learning experience. Personalized
conferences provide individualized feedback, address specific concerns,
and promote deeper understanding. It supports both analyzing their
progress and evaluating their learning strategies.

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Engage Student Centered Lesson Plan Student Template

Gauge Stage
Goal: Encourage meaningful learning.
Purpose: Deepens learning connections.
Blooms Taxonomy Stage: Evaluating, Creating

Gauge Stage Instructional Strategy or Teaching Method

Review/Retention Plan Knowledge Checks, Review, Retention, Memory, Information Processing
Techniques:

Rationale:

Present students with a series of letters and ask them to quickly identify
the corresponding sounds. This technique helps evaluate their letter-
sound recognition and reinforces memory recall. Have students sing or
recite the alphabet song together. This familiar activity reinforces the
sequential order of letters and aids in memory retention. Encourage
students to create mnemonic phrases or sentences for each letter to aid
memory. For instance, "A is for Apple, B is for Banana." This technique
promotes the "Creating" stage of Bloom's Taxonomy as students generate
mnemonic aids.

Assessment Plan Assessment Techniques:

Rationale:

Organize an interactive quiz game where students answer questions

related to letter recognition, sounds, and associated objects. This
technique evaluates their knowledge and comprehension of letters while
making the assessment process engaging and enjoyable.

Ask students to choose a letter and create a brief presentation explaining

its sound, words that start with the letter, and its significance. This
technique promotes the "Creating" stage of Bloom's Taxonomy as
students synthesize information and present it in a new format.

Extend Stage
Goal: Make learning active.
Purpose: Increase active knowledge.
Blooms Taxonomy Stage: Application, Analyzing, Evaluating, Creating

Extend Stage Instructional Strategy or Teaching Method

Application Plan Action/Knowledge Application Plan:

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Engage Student Centered Lesson Plan Student Template

Extend Stage Instructional Strategy or Teaching Method

Rationale:

Divide the class into groups and assign each group a letter. Instruct them
to create an adventurous story where each sentence must start with their
assigned letter. This activity promotes the "Creating" stage of Bloom's
Taxonomy as students apply their letter knowledge to construct a unique
narrative. By creating a story with assigned letters, students apply their
knowledge in a creative and practical context, fostering a deeper
connection to letters.

Challenge students to design a letter scavenger hunt for their peers. Each
student or group hides objects that start with a specific letter around the
classroom. This task involves the "Application" stage of Bloom's Taxonomy
as students apply their understanding of letters to create an engaging
activity. Designing and participating in the scavenger hunt requires
applying letter knowledge to real-world scenarios, enhancing their
application skills

Collaboration Plan Support Networks:

Rationale:

The Collaboration Plan aims to leverage support networks to enhance the

learning experience and aligns with the goals of the lesson. Assign
students into pairs or small groups where they can collaborate on various
activities such as the alphabet scavenger hunt, storytelling, and
presentations. This peer-to-peer interaction provides a supportive
environment for sharing ideas and learning from each other. Collaborating
in pairs or small groups fosters a sense of community and allows students
to learn from one another. It promotes communication, teamwork, and
the exchange of different perspectives, enhancing their overall
understanding of letters.

Section 4: Reference Page

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Piaget's Theory of Cognitive Development. Part II: Educational Psychology. Education, Society

and the K-12 Learner. Lumen. Retrieved from

https://courses.lumenlearning.com/teachereducationx92x1/

Sucharitha, G., Matta, A., Dwarakamai, K., & Tannmayee, B. (2020). Correction to: Theory and

Implications of Information Processing. Emotion and Information Processing, C1–C1.

https://doi.org/10.1007/978-3-030-48849-9_14

Seifert, K. & Sutton, R. (2009). Global Text: Educational Psychology. The Global Text Project

Shrier, C. (2014, May 2) Kindergarten readiness: Social and emotional development -

MSU Extension. MSU Extension.

Singh, Dr. Yash & Agrawal, Anju. (2011). INTRODUCTION TO CO-OPERATIVE

LEARNING. Indian Streams Research Journal ISSN:- 2230-7850. 1.

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