Day 2: Programming Pathway Deep-Dive — Software, Web, App, Game

Daily Learning Contract

• Topic: Programming Careers
• Objective: Students will identify programming career opportunities and research the work and preparation for three careers using a district HQIM source.
• TEKS: d(1)(C), d(2)(A)
• Demonstration of Learning: Lightweight four-Hat notes, the Day 2 HQIM sections on pages 1-3 of the salary packet, and a supported hiring decision.

Lesson Overview

Before Students Arrive

• Verify the available H&L programming Hat titles. Open the supplied Web Developer model only if a student needs help locating a task or preparation detail. Keep BLS closed; Day 3 adds the national cross-check.
• Plan for 1 Chromebook and 1 five-page salary packet per student, or 3 sheets per student when duplexed. Print 1 exit ticket per student plus 2 spares. Do not print the separate six-field research sheet.
• Packet evidence is individual. Use one elbow partner for a 45-second oral rehearsal before the hiring case; partners do not share one packet.
• If time slips, browse three available Hats instead of four and reduce whole-group sharing. Keep the three HQIM records, hiring DOL, and 3-minute close.

Warm-Up (4 min)

WARM-UP: If you could create ANY app or video game, what would it be? Who would use it?

Quick share; listen for student passion. Bridge: "The people who actually build that app for you have specific job titles. Today you research them."

Activity 1: Browse 4 Programming Hats in the H&L App (12 min)

Source: Hats & Ladders app, Programming and Software Development pathway inside the IT cluster; app steps follow (FYF p. 38: "App Exploration")

[H&L PLATFORM] Students navigate to the Programming and Software Development pathway in the H&L app. They use the Hat Finder to browse four Hats and locate job tasks before selecting the three careers they will carry through the packet.

The 4 Hats to explore:

1. Software Developer
2. Web Developer
3. App Developer (Mobile)
4. Game Developer

Use the titles exactly as the live H&L Hat presents them. If a title is unavailable or differs, let students select another available programming Hat and record its exact displayed name.

Student task: Students spend about three minutes per Hat. In a dated CCE notebook entry, they record only the exact displayed title and one job task or honest reaction for each. Use the same OneNote, physical, Canvas, or teacher-designated paper route established during onboarding. This is a quick browse, not a second research worksheet.

Active Monitoring: Walk one fixed route. The target is one exact title and one task or reaction per row. Ask: "Which three careers deserve a closer look, and what made you choose them?"

CFU before release: Project page 1 of the packet. Students point to the exact title, platform, geography, measure, figure, and date fields they will complete next.

DOK 3: What conclusions can you draw about why Software Developer salaries are higher than Game Developer salaries even though both involve coding?

Activity 2: Start the Three-Career Packet (24 min)

Source: Hats & Ladders or Xello; app steps follow (FYF p. 38: "App Exploration")

Students choose three careers from the browse and complete only the Day 2 - HQIM career evidence section on pages 1-3 of the same five-page packet:

• exact displayed career title;
• platform, geography, measure, figure, and date viewed;
• one task this worker does; and
• common preparation: education, training, or certification.

Leave every Day 3 BLS field blank. BLS comes tomorrow so students do not bounce between two sources or copy the same evidence into a second worksheet. Keep this word bank next to the preparation response: degree, certificate, certification, training, experience, skill. Complete frame: "A _ commonly prepares by ___."

The Web Developer model may help a student see the difference between a task and a preparation detail. It is not a replacement packet and does not supply fixed live salary data.

Exit Ticket (7 min)

EXIT TICKET (Mini-Case / Scenario Application) · Printable PDF:

Scenario: A local Irving business wants to hire ONE person to build a mobile game that teaches kids to read. The app must work on iPhones AND Androids.

1. Which programming career from today would you recommend for this job, and why? Use one task or preparation fact from pages 1-3.

My pick: _____

Why: ____________

2. Name ONE specific tool or programming language this person will use on the job: _____

3. In one sentence, explain how that tool connects to what the business needs (an app that works on iPhones AND Androids). (d(1)(C), d(2)(A))

Keep these evidence words beside the response: task, preparation, training, source, project. A complete response frame is: "I recommend a _ because the project needs someone who can . H&L shows this worker __."

Save and Close (3 min)

Students submit the exit ticket and place the five-page packet in the class tray or named folder for Day 3.

Differentiation

• Support: Show the Web Developer model (Printable PDF) only to help a student distinguish job tasks from preparation details. The student still completes the Day 2 sections in the shared packet.
• Extension: Students who finish early research a 5th programming Hat not on the list: Data Scientist, DevOps Engineer, Machine Learning Engineer, or Backend Engineer.
• ELL: Keep the point-of-use preparation word bank and complete frame visible. Preview these cognates: certification/certificación, training/capacitación, experience/experiencia, skill/habilidad.