Lesson Design Schema

	Goal - Curriculum Standards, benchmarks, objectives  Stated at the beginning of a lesson and unit, clear targets let students know the direction of the learning and they can begin to track their own progress.   Feedback toward this goal helps the student to understand learned progress throughout the instruction.
	Access Prior Knowledge Accessing prior knowledge allows students the neural courtesy to reach into their own memories for information in order to prepare to connect to new ideas and procedures.
	New Information Presentation of new information (declarative and procedural) through reading, lectures, video, or discussion with strategies that help the learner gather and organize the information such as notetaking, graphic organizers, questioning, and practice.
	Application Students use thinking skills with declarative knowledge to construct new ideas and practice to automaticity and strategic use for procedural knowledge.
	Generalize Generalizing completes the cycle of the lesson bringing the learner back to the goal. Using strategies such as nonlinguistic representations,  generating questions or self-evaluating allows students to put "the tab on the folder" in order to retain information for longer periods of time.
	Homework extends the school day, if necessary. Formative and summative assessment Assessment provides the teacher with a picture of student learning. Assessment and feedback begin as soon as the learning goal has been set for the lesson and may take the form of tasks or scores throughout and after the lesson.