The following is a suggested teaching sequence for a four-day teaching week with two class hours per day:

Week 1

Day 1:

• Class introductions + partner introductions
• Canvas + Syllabus overview
• Introduction: Online Learning and Digital Literacy

Day 2:

• Reading + Vocabulary: Understanding Digital Literacy
• Grammar: Present Simple and Continuous Tenses
• Listening: Identity Theft

Day 3:

• Reading + grammar review: How Digital Literacy Prepares Students for Modern Life
• Writing: Introduction to Google Docs and How to Write a Paragraph.

Day 4:

• Reading: Five Reasons Why Online Learning is Great for Education
• Discussion: The role of digital literacy in our lives.
• Project: Introduction to Google Slides.

Week 2

Day 1:

• Warm-Up: Write up on board some technology used in work environments.
• Reading + Vocabulary: Technology in the workplace

Day 2:

• Activity: Using search engines effectively
• Grammar: Past tense
• Listening: What Will the Future Office Look Like? + answer questions

Day 3:

• Vocabulary: Prefixes and Suffixes
• Writing: Comparing and Contrasting

Day 4:

• Reading: What Will the Future Office Look Like? + answer questions
• Grammar: Past tense review
• Project: Create a slide about using technology to keep in touch with people back home.

Week 3

Day 1:

• Warm-Up: Write up on board some things that you know staying safe online.
• Introduction: Overview of the different ways we connect to the internet and how to stay safe.
• Reading/Vocabulary: Learn important vocabulary and complete a practice exercise.

Day 2:

• Discussion: Risks of using the internet.
• Reading 1: 2 case studies on security breaches with comprehension questions
• Grammar 1: Modal verbs for advice

Day 3:

• Grammar 2: Modal verbs for unreal situations
• Reflection: Write about your own personal online safety habits.
• Writing: persuasion essay introduction

Day 4:

• Reading 2: 1 case study on security breaches with comprehension questions
• Discussion: The role of security in internet usage.
• Grammar review
• Project review: Create a slide on staying safe online.

Week 4

Day 1

• Introduction to Social Media Terminology

Activity: Learn some new words and learn social media etiquette. Do follow up matching activity. If time allows, build sentences and examples for each vocabulary word.

• Netiquette across Technology

Activity: Discuss effective note-taking. Listen to the video on netiquette, and share the main points that you wrote down.

Day 2

• Debate on Social Media Effects

Activity: In groups, prepare a list of pros and cons to social media. Using modified debate form, debate whether the effects of social media are more positive or negative. Every student should present a point or counter point.

• The Social Media Coin

Activity: Read through comprehension questions, discussing vocabulary and concepts that will show up in the reading.

Read through “The Social Media Coin” pulling out topic sentences/main ideas from each section.

If time allows, do further discussion questions together. Students can discuss social media marketing strategies for their own businesses.

You may use some examples of popular businesses utilizing social media: https://docs.google.com/document/d/1LpPVBxa7gca-pdtztylSUoGw7Ly0rCRd0SNqfxqro5E/edit?usp=sharing

Day 3

• Writing Great Examples

Activity: Discuss what qualities make great examples. Show sentences that use “for example” to illustrate.

Various fruits, for example, oranges and strawberries, are rich in vitamin C.

For example, you can enhance your vocabulary by reading diverse literature.

Several outdoor activities, such as hiking, biking, and, for example, kayaking, can be enjoyed in the summer.

Share any other words that could be used for examples.

Practice writing clear examples that support topic sentences.

• Using Imperatives for Social Media Instructions

Activity: Discuss rules of imperatives and practice writing clear and kind commands for the classroom. Follow up with other situations where you may need to use imperatives (ie. giving a pep talk to a discouraged friend or child, giving directions over the phone, sharing a recipe).

Day 4

Write about Social Media

• Activity: Review parts of a strong paragraph.

Focus on an aspect of society impacted by social media. Write example topic sentences together. Use at least 2 examples using the form practiced Day 3.

• Prepare last slide in the Google Slides deck (Project: Pros and Cons of Technology)
• Prepare for presentation in Week 5 | Watch the Digital Literacy Presentation Video and share notes.

Week 5

Day 1:

• Presentations of Google Slides from Weeks 1-4
• Warm-Up: Share an AI technology you have used. What AI do you have in your house? Your work? Your car?
• Preview the work in Canvas for the week.
• Introduction: Overview of artificial intelligence.
• Reading: Basic concepts and definitions of AI. Do vocabulary activity in small groups. Then, discuss as a group.

Day 2:

• Discussion: Applications of AI in daily life.
• Activity: Read
  

  “AI: The Superpower in Your Pocket (and Everywhere Else!) | Find the Main Ideas and Examples” and identify main ideas and examples. 

• Listening: Listen to the video about the pros and cons of AI. Add any others to the list. 

Day 3:

• Listening: Prepare for Sphere listening by discussing what you would ask a humanoid AI device if you had the opportunity to meet. Listen to the clip and answer the comprehension questions.
• Grammar Activity: Identify forms of the future tense.
• Discussion: Ethical considerations and challenges of AI using present tense.
• Reflection: Write a short paragraph about students opinion of AI technology.

Day 4:

• Group Project: Introduce a presentation of challenges and positive impacts of AI. Students will be given class time to plan their presentation. Then, students will present to the class in their groups. The audience will be required to write follow-up questions for each presentation.

Week 6

Day 1:

• Warm-Up: Listen to BBC News for 5 minutes.
• Vocabulary Introduction: Key journalism terms. Discuss the different ways the vocabulary could be used.
• Reading:
  

  ” Unraveling the Web of Misinformation: How to Spot False News”

  Discuss how to summarize. Students can share their summaries with a partner.

• Introduce the week’s work in Canvas

Day 2:

• Discuss: Journalism and Democracy
• Listening Activity: How journalists find news.

Day 3:

• Suffix Practice: Words ending in “-ist.”
• Sentence Fragments: Correcting incomplete sentences.

For Day 4: Ask students to bring in 5 news headlines from a news source they know.

Day 4:

• Warm Up Option: Review sentence fragments (bring in a couple sentences for students to correct)
• Pre-activity: Students write the headlines they found on the board or type into chat.
• Grammar Activity: Identify verb tenses in news headlines.

Discuss the two verb tenses. Identify the verb tenses in the examples on the board/in chat.

• Reflection: Write about a trusted news source.
• Project: Review the Google Slide Requirements for the week about an article. Use class time to get started, if time allows. These will not be presented.

Week 7

Week 8

Day 1: Introduction to Fact-Checking

• Interactive activity to learn key terms.
• Vocabulary Discussion: Explore terms like verification, credibility, misinformation, disinformation, and bias.

Day 2: Listening to Fact-Checkers

• Listen to fact-checkers discuss their work.
• Discussion Questions

Day 3: Debunking Fake News

• Techniques for identifying and countering misinformation.
• Discussion Questions:

Day 4: Writing Fact-Check Reports

• Write a fact-check report on a selected news article.
• Fact-Checking Project:
  • Choose a news piece to fact-check.
  • Research and Document:
    • Verify the accuracy of the information and document findings.
• Presentation and Reflection:
  • Present findings to the class and discuss the challenges faced.

Week 9

Day 1: Introduction to Journalism Ethics

• Warm-Up: Discuss definitions of ethics and their importance in journalism.
• Introduction: Overview of core principles of journalism ethics.
• Reading: Read and discuss articles on ethics in journalism.

Day 2: Historical Cases in Journalism Ethics

• Reading: Study historical cases of ethical challenges in journalism.
• Activity: Analyze case studies in small groups.
• Discussion: Debate impact and lessons learned from historical cases.

Day 3: Ethics in Practice – Real-Life Dilemmas

• Activity: Group discussion on real-life ethical dilemmas faced by journalists.
• Writing: Reflective writing exercise on personal ethical standards in journalism.

Day 4: Grammar Focus – Conditionals and Modals

• Grammar Activity: Review and practice using conditionals and modals.
• Writing Exercise: Write journalistic pieces using grammar to discuss hypothetical ethical scenarios.