Irving Independent School District Smart Solutions

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Facilitator Guide: Emoji Lesson 1 — Define the Gap

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Unpublished

TEACHER ONLY · LESSON GUIDE

Emoji Lesson 1 — Define the Gap

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

Daily Learning Contract

Topic: Defining a communication gap

Objective: Students will analyze where existing emoji fail to communicate a specific idea for a specific audience and define the design need.

TEKS:
  • §126.19(c)(3)(B) — discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and

Demonstration of learning: Emoji Define proposal naming the audience, intended meaning, limitation of current options, and design need.

Use what is already in Canvas

Student-facing task: Step 1: Define. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Emoji Hub
  • Emoji Project guide
  • History of Emoji deck
  • Define form/Word fallback

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 identify an idea existing emoji do not communicate well.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin need finding.
  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: Current Emoji Define proposal or identified communication gap.

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.