Irving Independent School District Smart Solutions

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Facilitator Guide: Emoji Lesson 3 — Prototype + Small-Size Test

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TEACHER ONLY · LESSON GUIDE

Emoji Lesson 3 — Prototype + Small-Size Test

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

Daily Learning Contract

Topic: Prototype testing at authentic scale

Objective: Students will evaluate whether a shapes-only emoji remains recognizable at small size and revise it using test evidence.

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 prototype, documented small-size test, specific revision, and export evidence.

Use what is already in Canvas

Student-facing task: Step 3: Prototype. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Emoji Hub
  • Canva
  • Emoji deck slides 14–28
  • authentic model

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 build and revise a shapes-only emoji that works at small scale.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin digital prototyping.
  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: Emoji prototype, small-size test, revision/export evidence in the current assignment.

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.