Irving Independent School District Smart Solutions

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Facilitator Guide: Code + Web Day 6 — Headings, Lists + Nesting

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TEACHER ONLY · LESSON GUIDE

Code + Web Day 6 — Headings, Lists + Nesting

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

Daily Learning Contract

Topic: Semantic HTML organization

Objective: Students will analyze how headings, lists, and nesting communicate page hierarchy in both code and rendered output.

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

Demonstration of learning: Structured-page screenshot, outline, and reflection explaining how one heading or nested list makes the organization clearer.

Use what is already in Canvas

Student-facing task: Day 6: HTML Headings + Structure. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CS Discoveries Unit 2 Lesson 3
  • Web Lab
  • current assignment
  • existing deck

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 make a page outline visible in HTML.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin semantic organization.
  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: Structured-page screenshot, outline, and 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.