# Set the goal: SWBAT

At the end of this lesson, **S**tudents **W**ill **B**e **A**ble **T**o `_______X_______`.

## Status Quo
Determine: What do they already know?
## Motivation
Based on what they already know, how can you show them that they **already care** about what you want them to learn?

## Sub-lesson goal: SWBAT

Second we need: SWBAT `_______X2_______`.

### Status Quo
What do they already know?
### Motivation
How can you show them that they **already care** about what you want them to learn?

## Sub-lesson goal: SWBAT

First we need: SWBAT `_______X1_______`.

### Status Quo
What do they already know?
### Motivation
How can you show them that they **already care** about what you want them to learn?

### Sub-sub-lesson goal: SWBAT

SWBAT `_______X1.1_______`.

#### Status Quo
What do they already know?
#### Motivation
What do they **already care** about?

### Sub-sub-lesson goal: SWBAT

SWBAT `_______X1.2_______`.

#### Status Quo
What do they already know?
#### Motivation
What do they **already care** about?

### Sub-sub-lesson goal: SWBAT

SWBAT `_______X1.3_______`.

#### Status Quo
What do they already know?
#### Motivation
What do they **already care** about?

## Sub-lesson 3: SWBAT

SWBAT `_______X3_______`.

### Status Quo
What do they already know?
### Motivation
How can you show them that they **already care** about what you want them to learn?

#### Notes & Context
*This template is based on the talk "[Teaching Elm to Beginners](https://www.youtube.com/watch?v=G-GhUxeYc1U)" by [Richard Feldman](https://twitter.com/rtfeldman)*

## How to use this template
In *designing* lessons, it helps to work backwards from the goal:
1. Set goal with SWBAT
2. Find status quo
3. Use SWBAT and status quo to find motivation.

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When *presenting* lessons, move in the opposite direction:
1. Find the motivation.
2. Build incrementally from status quo via most direct path.
3. Until your students are able to do what you set as a SWBAT goal.