Professional Documents
Culture Documents
Co Teachinglessonplans
Co Teachinglessonplans
Objective
Materials and
Resources
Students will learn why popular search engines do not provide the highest quality
information for academic research. They will become familiar with what to search
instead.
Teachers - laptop, projector, and presentation slides
Students - computer and internet access
Anticipatory Set
Direct Instruction
1) Show Video: What are Databases and Why You Need Them (02:35)
https://www.youtube.com/watch?v=Q2GMtIuaNzU
2) Summarize.
3) [4U] Have students give examples of information that would be appropriate
to find on Google and examples of information that would be better to find in a
library database.
Modeling/Guided
Practice
Help students navigate to the updated database page. Explain which databases will
be best for various research topics. Show them how to search and browse various
databases for their topic. Mention academic search engines and how they can help if
a topic cant be found within the databases.
Closure
Materials and
Resources
Students will learn how to build a list of keywords and related works that can be use in
a database search. Students will also learn some tricks to searching databases.
Teachers - laptop, projector, and presentation slides
Students - paper and pen/ pencil, reseach topic
Anticipatory Set
1) Divide the class in half and have them play a quick game of Heads Up (the
Ellen Degeneres game) to get the students thinking in keywords and related
Terms.
2) [4U] What words did you have to use to get your teammate to guess the
word? (Synonyms)
Direct Instruction
1)
2)
3)
4)
Modeling/Guided
Practice
Closure
Write down your topic. Use a sentence if thats what youre comfortable with.
Circle important words.
Write down synonyms of those keywords.
[4U] If you need help, where can you find synonyms?
Beginning with a research question, have the students identify the keywords and
suggest possible synonyms for those words (this is done as a whole group). Then,
have students individually write their own research question on a paper, circle the
keywords, then write synonyms. Then have everyone pass their paper to the right.
Ask the class to look at their peers paper. Have them write additional synonyms or
related topics. Have them record any thoughts or questions explaining that their input
may guide and inform their classmates research.
1) Provide some final tips and tricks
a) exact phrase searching
b) truncation
c) boolean operators
Students will learn all the aspects of plagiarism and how to avoid it (citing sources and
properly quoting or paraphrasing).
Materials and
Resources
Anticipatory Set
1) What is plagiarism?
2) Show the first plagiarism slide. [ 4U] Did we plagiarize? Discuss.
3) Have students read the tagline on the next slide (Plagiarism: Getting in trouble
for something you didnt do.)
Direct Instruction
Modeling/Guided
Practice
Teach the students the steps of paraphrasing (this is different than summarizing).
Have the students practice paraphrasing a nursery rhyme together. Break the group
into groups of three or four and have them work together to paraphrase a paragraph
on plagiarism.
Closure
1) Have the students stand as a group and share their paraphrase with the class.
2) Did any of the paraphrased texts sound the same? Did they have the same
meaning?
Students will learn how to cite books, databases, and websites using NoodleTools.
Teachers - laptop and projector
Students - computer, internet access, and NoodleTools account
Anticipatory Set
Direct Instruction
Modeling/Guided
Practice
Have them navigate to NoodleTools. Show them how to log in. Show them the
dashboard and how to get to the citation builder. As a class, cite a book, a database,
and a website. Allow them to get started on their research topic. Stay closeby to
answer questions as they arise.
Closure
Materials and
Resources
Students will learn how to use NoodleTools notecards as they find information on their
research topic. They will be able to use these notecards to plan an outline for their
paper.
Teachers - laptop, projector, and facts on a notecard
Students - computer and internet access
Anticipatory Set
1) Give the students notecards of facts and have them group themselves into
topics and subtopics. Then have them put the groups into an order that would
make sense in an academic paper.
2) Explain that you will be teaching them how to do this using a digital tool.
Direct Instruction
1) Teach students that as they find good information, they need to record it. One
fact per card. Refer to the way they were able to arrange and rearrange
themselves during the opening activity.
2) [4U] Why is it important to only put one fact on each card? Isnt that
wasteful?
Modeling/Guided
Practice
Have students log in to NoodleTools. Show them how to navigate to the notecard
desktop. Explain the layout of the digital space. Then have the students follow along
to create a notecard. Provide work time and stay closeby for questions that may
arise.
Closure
1) 4 Picture 1 Word (Text) to preview what they will be learning next time.
Students will learn how to reference their citations in the body of their paper.
Teachers - laptop, projector, and presentation slides
Students - computer and internet access
Anticipatory Set
1) Why would we need to include citation information in the body of the paper if
you already cited the source at the end? (brief pre-assessment)
2) Explain that in-text citations are like a road map that will lead a reader to the
course.
Direct Instruction
1) Using the presentation, teach students how to create a basic in-text citation.
This must be done for both paraphrased text as well as actual quotations.
Also teach them what to do if author or page number cannot be found.
2) Explain that when using quotes, they must be both introduced and discussed.
Its like a sandwich where the quote is the filling and the bread are your words.
Dont just leave a quote out in the open!
Modeling/Guided
Practice
Closure
Give the students time to work on their own research. Be available to answer
questions as they arise.
1) Have them brainstorm for unusual scenarios (authors with the same last
name, articles with multiple authors, etc.).
2) Have them navigate to Purdues Online Writing Lab and show them how to
find the MLA In-Text Citation Guide.