TEACHER ONLY · LESSON GUIDE
Video Game Design Lesson 1 — Skillmap, Sign-in + Save
Run the current student lesson with its existing evidence, resources, and submission route.
Daily Learning Contract
Topic: MakeCode workflow and project recovery
Objective: Students will apply file-management strategies to preserve a MakeCode Arcade project in cloud and downloadable formats and explain how either copy can be recovered.
- §126.19(c)(12)(B) — implement effective file management strategies independently, including file naming conventions, local and remote locations, backup, hierarchy, folder structure, file conversion, tags, and emerging digital organizational strategies;
Demonstration of learning: Screenshots of two completed Skillmap pieces, a downloaded project PNG, and a reflection that identifies the save and recovery route.
Use what is already in Canvas
Student-facing task: Lesson 1: Skillmap. Keep the current student page, requirements, points, and rubric as the source of truth.
- Video Game Design guide
- MakeCode Arcade Skillmap
- school Microsoft sign-in
- teacher deck slides 1–12
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. Launch: Put the purpose in front of students: Students will complete two tutorials and preserve a recoverable project.
- 2. Model: Use one current example, tool, or teacher resource before students begin makecode onboarding.
- 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
- 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
- 5. Check + next step: Verify this evidence before students leave: Screenshot of two completed Skillmap pieces, reflection, and saved/downloaded project PNG.
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.