Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Code + Web Day 7 — Build + Publish an HTML Page

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

Code + Web Day 7 — Build + Publish an HTML Page

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

Daily Learning Contract

Topic: Audience-centered web-page design

Objective: Students will apply planning, HTML structure, testing, and revision to publish a one-page site that a defined audience can navigate.

TEKS:
  • §126.19(c)(2)(C) — modify and implement previously written code to develop improved programs.
  • §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: Published link, code/page screenshot, audience statement, test result, and reflection naming one revision.

Use what is already in Canvas

Student-facing task: Day 7: Mini-Project: My HTML Page. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CS Discoveries Unit 2 Lesson 5
  • Web Lab
  • current assignment
  • peer ten-second test

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 plan, code, and test a one-page site.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin audience-centered publishing.
  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: Published link, screenshot, 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.