Hong Ma
EDSL 689
April 2nd, 2013
Lesson Plan
Effective Instructional Sequence
Subject / Level: This lesson is designed for students in course EFLN170 (English as a Foreign
Language) at California State University, Chico.
Standards / Frameworks Addressed:
Communication: interpersonal, interpreted and presentative communication
Connection: connection to unreachable information
Community: community for out of classroom setting
Lesson objectives:
Students should be able to using their student I.D. and password to log into their library account.
Students should be able to locate the searching information by using multiple databases available
through the library catalog.
Students should be able to using key words to start searching.
Students should be able to use the appropriate search norms “AND”, “OR”, and “NOT”, and
other options to refine their searching results.
Students should be able to found references online from Gale Virtual Reference or Oxford
Reference Online.
Students should be able to navigate in the searching engine to “CQ searcher”, “Academic
search”.
Students should be able to use multiple ways to get connection with a librarian.
Materials:
Computers with internet access
Work sheets
Projector and screen
Effective instructional sequences:
Setting the Stage:
(1) Talk about the most popular searching engine GOOGLE, that whenever people need sources,
they will google it, based on the common believe that Google can provides everything. Google is
great, but there are disadvantages and inconveniences of using it. It contains tons of
advertisement and it doesn’t necessary filter irrelevant information for your academic writing,
because everyone can write and post anything they want online, whether it’s right or wrong.
(2) Talking about the advantage of searching with school library database.
A. No advertising to distract you
B. Less time wasted, the result list is much more likely to have just what you need
C. Scholarly publications
Comprehensible Input:
(1) After talking about the importance of using the library database for sources of academic
writing. Tell students that we are going to learn how to search for materials for their article.
(2) Show students how to get to the library page from the main page of CSU, Chico first, and
show them how to log on with their student I.D. and password.
*Remind students that when they are at school, it is not required to log on to access to the
database. But when they search at home, they need to log into the system to be able to start
searching.
(3) Show them the “contact Librarian” tab on the main page of the library. Review the options of
contacting a librarian.
(4)Show students how to use the common searching toolbar on the first page of the library with
Academic Research by using a basic key word searching example: search for information of
“religion in public school”
Show students how to refine their searching results by using the following options:
A. “ ”
B. “and”, “or”, and “not”
C. select scholarly (Peer reviewed) Journals
D. select full text only
E. limit publication date.
F. Select source type(s)
Explain the definition of synonyms and explain how synonyms can help them with the
researching.
(5)Show students another way of searching for online reference sources: Gale Virtual Reference
and Oxford Reference Online
(6) Introduce “CQ Researcher”
Guided Practice:
Hand out the work sheet for this lesson, put students into pairs to work on the exercises based on
the procedures in the instruction. The exercises are mainly for filling the blanks.
*Teacher can combine the exercises with the instruction by asking students to work on a certain
exercise after the teacher showed students how to work on it first.
Application / Extension:
When students confront difficulties in the guided practice, ask students to contact a librarian for
help. Capture a few screen shots of their connection with the librarian on the computer and show
it to the teacher. (Due to the time limit in class, this part will not be covered in my present
teaching)
Assessment / Evaluation
Ask students to search for a list of articles based on their own research topic for their essays.
Putting them into a word document in the right citation format (we covered citation format in the
last few classes already) and hand it in. In the next class, have a few students to demonstrate in
front of the class, that how they searched to get their lists. (Due to the time limit in class, this part
will not be covered in my present teaching)