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Create a mind map on the whiteboard or chart paper with 'HTML Tags' in the center. Students take turns adding what they already know about HTML tags around the center. Include any prior knowledge about websites, coding, or computer languages. This helps assess prior knowledge before starting the lesson.

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Set up a 'Wonder Wall' where students write their questions about HTML tags on sticky notes. Questions might include: 'How do websites know how to display text?', 'What makes text bold on a webpage?', 'How are websites created?'. Display these questions prominently and refer back to them throughout the unit.

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Show students printed webpages and have them work in pairs to identify different text formatting (headings, paragraphs, bold, italic). They guess what HTML tags might create these effects. Provide magnifying glasses to make it feel like detective work. Students record their hypotheses before learning the actual tags.

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At the end of each lesson, students complete a learning journal entry documenting: 1) New HTML tags learned, 2) How each tag works, 3) One thing that surprised them, 4) One question they still have. This creates a personal record of their learning journey.

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Create cards with HTML opening tags on one set and closing tags on another set. Students play memory games matching opening tags like
with their closing counterparts
. Include basic tags like p, h1-h6, strong, em, and br. This reinforces proper tag syntax and pairing.

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Students visit simple websites and use 'View Source' (Ctrl+U) to find basic HTML tags in real website code. They create a checklist of tags to find:
, <h1>, </h1><p>, <strong>, <em>. Students screenshot or note down examples of each tag they discover in actual website code.</em></strong></p>

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Students write a short story about their school day, then 'markup' their story using HTML tags. They identify which parts should be headings (
,

), paragraphs (

), emphasized text (), and important text (). This connects HTML structure to familiar content.

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Students form a human chain representing an HTML document. Some students hold signs representing opening tags, others hold content, and others hold closing tags. They arrange themselves to create proper HTML structure like
My Title

This is a paragraph
. This kinesthetic activity reinforces proper tag nesting.

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Show students plain text documents and the same content formatted as webpages. Students work in groups to identify differences and hypothesize about what HTML tags created each formatting change. They create comparison charts showing 'Plain Text' vs 'Webpage View' vs 'Possible HTML Tags'.

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Give students sentences and ask them to predict which HTML tags would be most appropriate. For example: 'Welcome to Our School' (likely
), 'Today we learned about science' (likely

), 'very important' (likely ). Students justify their choices and discuss alternatives.

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Create a quiz show format where teams compete to identify HTML tags, their purposes, and proper syntax. Include categories like 'Opening Tags', 'Closing Tags', 'Tag Purposes', and 'Spot the Error'. Use buzzers or raise hands for answering. Award points for correct tag identification and explanations.

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Students create a simple digital portfolio page about themselves using only basic HTML tags learned. They include headings for sections like 'About Me', 'My Hobbies', 'My Goals', and use appropriate tags for each content type. This applies learning in a personal, meaningful context.

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Provide students with HTML code snippets containing common errors (missing closing tags, incorrect nesting, typos). Students work as 'debugging detectives' to find and fix the errors. Start with simple errors and gradually increase complexity. This develops attention to detail and problem-solving skills.

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Return to the original K-W questions and have students reflect on their learning journey. They create a final presentation showing: what they knew initially, questions they had, how they learned (favorite activities), and what they've learned. Students can present using HTML-formatted content they've created.