TEACHER ONLY · LESSON GUIDE
Week 0 — Syllabus, Lab Contract + Routines
Run the current student lesson with its existing evidence, resources, and submission route.
Daily Learning Contract
Topic: Responsible lab participation
Objective: Students will explain which course expectations support safe, ethical, and responsible technology use.
- §126.19(c)(9)(A) — adhere to local acceptable use policy (AUP) and practice and advocate for safe, ethical, and positive online behaviors;
Demonstration of learning: Signed return materials plus a brief student response naming one lab/AUP expectation and why it prevents harm or supports responsible use.
Use what is already in Canvas
Student-facing task: Welcome Week: Syllabus + Lab Contract. Keep the current student page, requirements, points, and rubric as the source of truth.
- Welcome Week page
- teacher-local syllabus
- VILS Lab Usage Agreement
- Verizon media release
- local CREATE expectations
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. Launch: Put the purpose in front of students: Students will distinguish course information they keep from materials that require a return.
- 2. Model: Use one current example, tool, or teacher resource before students begin classroom launch.
- 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
- 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
- 5. Check + next step: Verify this evidence before students leave: Completion of the applicable syllabus/lab-contract routine and stated signature return materials.
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.