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| Notes/Actions |\n| --- | --- |\n| • What strategies will be used to activate students’ initial learning?\u003Cbr>• What strategies will be used to help students make connections to previous learning?\u003Cbr>• How will students know the purpose and relevance of the lesson?\u003Cbr>• How will students move from building on current understandings to reaching targeted learning? |  |\n\n\n| What will students be doing? | Notes/Actions |\n| --- | --- |\n| • What learning tasks and skills will students be asked to perform?\u003Cbr>• How will tasks be differentiated based on student ability?\u003Cbr>• How will tasks be scaffolded to challenge students to demonstrate deeper learning?\u003Cbr>• How will all students be engaged in the learning so that they have equitable opportunities to achieve? |  |\n\n\n| How will students be engaged in their learning? | Notes/Actions |\n| --- | --- |\n| • How will students use various forms of communication to make meaning of their learning?\u003Cbr>• What other representations will students use to deepen their understanding or thinking?\u003Cbr>• How will students be encouraged to use their personal experiences and knowledge to connect to new concepts and skills?\u003Cbr>• How will students collaborate with each other? |  |\n\n\n| How will students reflect on their learning? | Notes/Actions |\n| --- | --- |\n| • How will students know the learning goals, performance criteria, and purpose of the lesson?\u003Cbr>• What strategies or resources will be given to students to help them reflect on their learning and monitor their progress?\u003Cbr>• How will students be encouraged to take ownership and responsibility for their learning and progress? |  |\n\n\n| How will student progress be assessed? | Notes/Actions |\n| --- | --- |\n| • How will formative assessment be used to plan on-going learning for students?\u003Cbr>• How will students know what they are supposed to learn and what they must be able to do to demonstrate their learning?\u003Cbr>• What types of evidence of student learning will be generated during the lesson?\u003Cbr>• What instructional adjustments will be made based on the evidence of student learning? |  |","cbCaioZTb5pHP0Wo","https://ap.wps.com/l/cbCaioZTb5pHP0Wo","pdf",166668,"English","# Lesson Overview\n## Learning Focus and Objectives\n# Instructional Flow\n## Student Learning Activities\n## Engagement and Collaboration\n## Reflection and Progress Monitoring\n## Assessment and Evidence","[{\"question\":\"What sections does the NEPF lesson plan template include for basic lesson details?\",\"answer\":\"It includes fields for educator name, grade level/subject area, date, lesson topic, objectives/standards, and materials/resources.\"},{\"question\":\"How does the template guide planning for student learning during the lesson?\",\"answer\":\"It prompts for strategies to activate initial learning, connect to previous knowledge, explain the lesson’s purpose, and move toward targeted learning, along with differentiated, scaffolded tasks.\"},{\"question\":\"How is assessment addressed in the template?\",\"answer\":\"It focuses on using formative assessment to plan ongoing learning, specifying evidence generated during the lesson, and making instructional adjustments based on that evidence.\"}]","NEPF Lesson Plan Template | PDF",1788471322]