Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Week 0 — Canvas Launch

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TEACHER ONLY · LESSON GUIDE

Week 0 — Canvas Launch

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: Canvas course navigation

Objective: Students will explain the module-to-submission path and diagnose where to seek help when that path breaks.

TEKS: No independent Grade 8 Technology Applications TEKS claim. This lesson provides operational, preparatory, or cross-curricular evidence.

Demonstration of learning: Teacher observation that the student can open the named module, locate the submission checklist, and name the exact page or error when help is needed.

Use what is already in Canvas

Student-facing task: Student's Guide: Getting Started. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Student's Guide: Getting Started
  • English and Spanish Canvas orientation videos
  • course Modules menu

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will locate the named module and use the submission checklist.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin course navigation.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Students follow Modules, use the orientation video, and identify the exact page or error to show their teacher.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.