New lesson plan: Creating a Webpage

Rawaan

Creating a Webpage - Beginner level

Creating a Webpage
Beginner level

Description

In this lesson, students will understand the building blocks of HTML through guided discovery. The lesson will start off by generating interest in the topic: different types of websites. Once completed, students will understand the basic terminology needed to build a simple webpage. The understanding and foundation of building a webpage will be introduced to the students using the PPT as well as the flip-chart board. Ultimately, students will practice building a simple webpage on paper before moving on to presenting their understanding in the form of controlled practice. The freer practice will help them build their own mini-webpage on a poster and explain it to their peers.

Materials

Handouts

OHP

Flip-Chart Board

Handouts

OHP

Flip-Chart Board

Main Aims

To practice developing a webpage in the context of Web Development.
To develop an understanding of the building blocks of HTML.
To develop an understanding of the term: HTML.

Subsidiary Aims

To develop students' ability to write the basic structure of HTML.

Procedure (35-50 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students

- Ss look at photos of images related to websites. - Ss discuss which websites are their favorite and why. - Ss write down three things they would like to include in a website made by themselves.

Useful Language (7-10 minutes) • To highlight and clarify useful language for coming productive tasks

- T introduces the term HTML. - T elicits the difference between the two pictures on the OHP. - T elaborates on the difference by breaking the code down. - T introduces the term tags. - T goes over the rules of tags.

Pre-Teach Vocabulary (5-7 minutes) • To check and go over new terminology

- T tells the Ss to work in pairs and match the tags with their definitions. - T uses ICQ's to clarify instructions. - Ss work in pairs to complete the worksheet. - T tells Ss to discuss their answers in groups. - T displays the answers on the OHP. - Ss self-check their answers. - T uses CCQ's to clarify meaning. - T copies the code on scratchpad.io, a website to help better understand the building blocks of HTML.

Clarify Understanding (2-3 minutes) • To further develop the knowledge of the students in the context of headings and paragraphs in HTML

- T uses scratchpad to show the different types of headings, and how you can also add multiple paragraphs. - T uses CCQ's to clarify meaning.

Controlled Practice (7-10 minutes) • To provide students with an opportunity to understand the HTML building blocks.

- T tells the Ss to work in pairs and put the code in the correct order. - T displays the first one using the OHP. - T uses ICQ's to ensure the Ss have understood. - Ss work in pairs to complete the activity. - T monitors and takes note of any errors being made throughout the activity. - T tells Ss to check the other pair's work. - T displays the answers using the OHP. - Ss self-check their work.

Productive Task (8-10 minutes) • To provide an opportunity to practice adding their own HTML tags.

- T tells the Ss to work in groups and use the materials provided to them. - T gives each group a sticky-note with instructions on what to do. - T demonstrates the general activity: making a poster to display the code and outcome, side-by-side. - T uses ICQ's to clarify instructions. - Ss work in groups to complete the activity. - T tells two Ss to sit on the table and the others to move to the other table. - T tells Ss about the activity: The Ss sitting have to explain what is being displayed on the poster. The other Ss take notes because they have to return to their groups and explain the concept to the ones who remained sitting. - T uses ICQ's to clarify instructions. - Ss move to the other table, gather information, and return to their seats. - Ss discuss their answers in groups.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of HTML

- T displays the most common errors gathered during the two activities. - T elicits the areas of mistakes from the Ss. - T explains why those areas are wrong and how to correct them.