JSS 3 First Term

Lesson objectives

By the end of the week, learners should be able to:

1. Define HTML and explain its role as the structure of web pages.
2. Name at least five HTML tags and describe each role.
3. Build a simple webpage using headings, paragraphs and lists.
4. Add a hyperlink to link sections within one page.
5. Save the HTML file and open it in a browser.

Key vocabulary

• HTML: markup language defining page structure.
• Tag: a labelled instruction such as <h1>.
• Heading: a title tag used for hierarchy.
• Paragraph: a container for flowing text.
• List: bulleted or numbered items made of list tags.
• Hyperlink: a link connecting one page to another.
• Structure: the skeletal layout of content.
• Markup language: a language describing content via tags.
• Browser: software rendering HTML into visible pages.

Common misconceptions

• "HTML is the same as the web." HTML is one markup language among many; the web includes CSS and JavaScript too.
• "Every tag carries its own behaviour." Tags mostly carry structure; behaviour comes from scripting and styling.
• "An HTML page needs no closing tag." Every opening tag needs a matching closing tag in well-formed HTML.

Teacher activities

1. Starter: show a heading and a paragraph and ask which carries structure.
2. Define HTML and name five tags one by one with a brief description.
3. Demonstrate building a simple webpage with headings, paragraphs and lists.
4. Add a hyperlink linking one page to another.
5. Save the HTML file and open it in a browser to confirm.
6. Close with the build-your-own-page task and exit question.

Student activities

1. Choose the structure carrier from the starter and explain the reason.
2. Define HTML in their own words and name five tags with descriptions.
3. Build a simple webpage with headings, paragraphs and lists.
4. Add a hyperlink linking one page to another.
5. Save the HTML file under a clear filename and reopen it to confirm.
6. Answer the exit question in one sentence about HTML versus the web.

Practical / learning evidence

A saved HTML file with headings, paragraphs, lists and one hyperlink, plus an inspection checklist confirming the browser renders it. Submit the file and checklist for marking.

Resources and preparation

Computers with a text editor and a browser, blank templates and sample HTML. Check the editor opens cleanly and that browsers render HTML instantly. Disable Caps Lock before typing. Verify the computer starts reliably.

Assessment for learning

Inspect the saved HTML for correct opening and closing tags. Check the inspection checklist for browser rendering confirmation. Ask a learner to describe the difference between HTML and CSS behaviour. Flag any learner who thinks HTML runs on its own.

Inclusion and homework

Provide the template with sample HTML prebuilt so learners focus on structure. Allow extra time for saving and reopening. Extend confident learners with three tags and a second homework listing real websites built with HTML alone. Homework: add one heading, one paragraph and one list to an existing HTML page.