Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: Code + Web Day 10 — Walkthrough, Feedback + Pathway

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

Code + Web Day 10 — Walkthrough, Feedback + Pathway

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

Daily Learning Contract

Topic: Technical explanation and actionable feedback

Objective: Students will justify code and design choices, evaluate peer feedback for usefulness, and identify a next revision or learning step.

TEKS:
  • §126.19(c)(11)(B) — share and seek feedback on files in various formats, including text, raster and vector graphics, video, and audio files.

Demonstration of learning: Published link, 90-second walkthrough, peer feedback, and reflection naming one useful note and the next revision or learning step.

Use what is already in Canvas

Student-facing task: Day 10: Showcase + What's Next in CS. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Web Lab links
  • existing deck slides 41–49
  • CS Discoveries topic list
  • 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 explain code choices and use specific feedback.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin technical communication.
  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, 90-second walkthrough, peer feedback, 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.