Irving Independent School District Smart Solutions

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Facilitator Guide: Code + Web Day 5 — Web Pages + First HTML

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TEACHER ONLY · LESSON GUIDE

Code + Web Day 5 — Web Pages + First HTML

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

Daily Learning Contract

Topic: HTML structure and rendered output

Objective: Students will explain how an HTML tag changes document structure or visible output and use that understanding to correct code.

TEKS:
  • §126.19(c)(2)(C) — modify and implement previously written code to develop improved programs.

Demonstration of learning: Screenshot showing HTML code and preview plus a reflection that names one tag, its visible effect, and one correction made.

Use what is already in Canvas

Student-facing task: Day 5: Exploring Websites + Intro to HTML. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CS Discoveries Unit 2 Lessons 1–2 / Web Lab
  • existing deck
  • current assignment

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 connect HTML tags to the rendered page.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin html structure.
  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: Readable screenshot showing first HTML code and preview, plus reflection.

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.