Lesson Plan Title Three Visit Lesson Plan – Visit #1 – 20 minute session

Course College Writing 1

Title/Section
Course Instructor [name]
Name
Class Location [location]
Semester/Date Fall 2017
Assignment/Task Research Prospectus / Annotated Bib / Research Paper
Instructor Computer, projector, handouts/swag, Poll Everywhere Quiz
Materials
Student Materials Computer or cell phone
Preparation for Create Poll Everywhere Quiz
Class
Needs Students need to understand how to navigate the library’s website in order to find databases. They need to
Assessment search these databases in order to find information for their assignments.
Learner These are first year students who may have never used the WU Library’s website to find information before.
Assessment They have some background with research and information literacy concepts, but this is their first time
encountering these things in a college course.
Relevant
Literature
Course or Mapped Frame Learning Outcomes to be Formative Assessment. Teaching
Assignment and Knowledge Taught and Assessed The How will I know if the students Strategy/Activity.
Learning Practice or Student Will Be Able To … have learned? What am I Summarize the
Outcomes Disposition + ACTION VERB looking for (criteria)? How well teaching activity.
do students need to perform?
How will I communicate these
expectations to students?

Teach research as Searching as 1. SWBAT: Navigate a Students are able to identify Librarian administers a
a process of Strategic variety of information specific tools they would use Poll Everywhere Quiz to
finding, analyzing, Exploration: seek systems, including the in the library and how they establish what students’
evaluating, and guidance from library’s website, catalogs, might be used by answering baseline knowledge is
synthesizing experts, such as and databases, in order to questions about them in a about resources found
sources, while librarians, access information in Poll Everywhere quiz. in the library, such as
also developing an researchers, and various formats databases and how
idea of one’s own professionals. they work/what they
and distinguishing search, what peer
that idea from the reviewed means, and
ideas of others how to find books in the
through library.
responsible
documentation.
Introduction Introduce yourself as the librarian assigned to the course. Add any additional Time: 5 m
dialog here. Pull up Poll Everywhere quiz and give students instructions on how
to access the quiz.
1: Teaching Conduct Poll Everywhere quiz. Make the quiz 5-10 questions long. Quiz can be Time: 10 - 12 m
Strategy multiple choice, short answer, problem-based, or something else.
Comprehension During quiz as students answer questions, librarian addresses answers and Time
check clarifies. For example, one question asks students to define what a database is
and what it might search. After students have answered, the librarian explains
how WUSTL Libraries have access to over 900 databases.

© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016

Close and wrap up Wrap up, pass out any handouts/swag and let the students know you’ll be back Time 3 m
later this semester.
Formative
Assessment
Result
Anticipated Research prospectus/annotated bib/research paper
Summative
Assessment
Reflection:
What worked?
What didn’t work?
What did the
students respond
to positively?
Negatively?
Things to
remember, keep,
or change for next
time?

Lesson Plan Title Three Visit Lesson Plan – Visit #2 – 50 minute session
Course College Writing 1
Title/Section
Course Instructor [name]
Name
Class Location [location]
Semester/Date Fall 2017
Assignment/Task Research Prospectus / Annotated Bib / Research Paper
Instructor Computer, projector, shared doc
Materials
Student Materials Computers (?), topic
Preparation for Create shared doc in Black Board, Canvas, or Box. Share with instructor and Class
Class
Needs Students need to understand how to navigate the library’s website in order to find databases. They need to
Assessment search these databases in order to find information for their assignments.
Learner These are first year students who may have never used the WU Library’s website to find information before.
Assessment They have some background with research and information literacy concepts, but this is their first time
encountering these things in a college course.
Relevant
Literature
Course or Mapped Frame Learning Outcomes to be Formative Assessment. Teaching Strategy/Activity.
Assignment and Knowledge Taught and Assessed The How will I know if the Summarize the teaching
Learning Practice or Student Will Be Able To … students have learned? activity.
Outcomes Disposition + ACTION VERB What am I looking for
(criteria)? How well do
students need to
perform? How will I
communicate these
expectations to
students?
Teach research as Searching as 1. SWBAT: Navigate a Students are able to Students pitch topic to the
a process of Strategic variety of information navigate to specific tools class. The class librarian
finding, analyzing, Exploration: systems, including the such as the library takes notes on the topic and
evaluating, and understand how library’s website, catalogs, catalog; the A-Z provides suggestions to the
© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016
synthesizing information and databases, in order to database list; and a student on what databases
sources, while systems (i.e., access information in database of the and search terms they could
also developing collections of various formats. librarian’s choice, such use to search a database.
an idea of one’s recorded as Academic Search
own and information) are Complete.
distinguishing that organized in
idea from the order to access
ideas of others relevant
through information.
responsible
documentation.
Introduction Reintroduce yourself as class librarian. Explain that you’re here to give them ideas Time 2 m
about where to begin their research by listening to them pitch their topics and
identifying websites, databases, or other resources where they may start their
research.
1: Teaching As students begin to pitch their topics, open the shared doc. Next to student’s Time 35 m
Strategy topic, start inputting specific sources and terms they may find useful.
Comprehension Have a student demo where to find the databases they need Time 5m
check
Closing & Wrap Give students a handout with general search tips on it. Direct them to the BB site, Time 3 m
up or course site where they will find the doc as well as the Search as Strategic
Exploration video. Instruct them to watch the video prior to the next time you’re
together. https://youtu.be/4CHKYaJkuO0
Formative
Assessment
Result
Anticipated Research prospectus/annotated bib/research paper
Summative
Assessment
Reflection:
What worked?
What didn’t work?
What did the
students respond
to positively?
Negatively?
Things to
remember, keep,
or change for next
time?

Lesson Plan Title Three Visit Lesson Plan – Visit #3 – 50 minute session
Course College Writing 1
Title/Section
Course Instructor [name]
Name
Class Location [location]
Semester/Date Fall 2017
Assignment/Task Research Prospectus / Annotated Bib / Research Paper
Instructor Computer, projector, online shareable spreadsheet, quiz
Materials
Student Materials Computers, handouts, pens/pencils, topics

© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016

Preparation for Discuss class with instructor; print quiz; set up room/computer/projector
Class Have students watch search is strategic video as prep for class activities: https://youtu.be/4CHKYaJkuO0
Needs Students need to understand how to navigate the library’s website in order to find databases. They need to
Assessment search these databases in order to find information for their assignments.
Learner These are first year students who may have never used the WU Library’s website to find information before.
Assessment They have some background with research and information literacy concepts, but this is their first time
encountering these things in a college course.
Relevant
Literature
Course or Mapped Frame Mapped Learning Formative Assessment. Teaching Strategy/Activity.
Assignment and Knowledge Outcomes to be Taught How will I know if the Summarize the teaching
Learning Practice or and Assessed The students have learned? activity.
Outcomes Disposition Student Will Be Able To … What am I looking for
+ ACTION VERB (criteria)? How well do
students need to
perform? How will I
communicate these
expectations to
students?
Teach research as Searching as 1. SWBAT: Experiment Students will answer a Quiz recap of searching is
a process of Strategic with different types of quiz about the search as strategic video.
finding, analyzing, Exploration: search language such as strategic video.
evaluating, and understand how keywords, synonyms, Questions are about
synthesizing information related terms, and subject specific concepts
sources, while systems (i.e., terms in order to efficiently introduced in the video,
also developing collections of search for information. such as importance of
an idea of one’s recorded keywords and various
own and information) are types of databases that
distinguishing that organized in exist.
idea from the order to access
ideas of others relevant
through information.
responsible
documentation.
Teach research as Searching as 2. SWBAT: Experiment Students experiment Partner activity: google doc,
a process of Strategic with different types of with searching students fill in the doc as they
finding, analyzing, Exploration: use search language such as languages and search for things; then perform
evaluating, and different types of keywords, synonyms, strategies in a database, further searching based off of
synthesizing searching related terms, and subject such as Academic partner’s search results.
sources, while language (e.g., terms in order to efficiently Search Complete.
also developing controlled search for information.
an idea of one’s vocabulary,
own and keywords, natural
distinguishing that language)
idea from the appropriately.
ideas of others
through
responsible
documentation.
Teach research as Authority is 3. SWBAT: Critically Students will be asked to Discussion about credibility and
a process of Constructed and evaluate sources for critically think about the relevance – Why do you think
finding, analyzing, Contextual: use quality, relevance, and sources they and their your partner chose that
evaluating, and research tools and perspective, in order to partners found. They source? What makes it
synthesizing indicators of select information most should participate in the credible? Can a non-scholarly
sources, while authority to discussion about the
© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016
also developing determine the appropriate for the criteria they used to source be credible? How do
an idea of one’s credibility of research assignment(s). determine relevance and you know?
own and sources. credibility of these
distinguishing that sources.
idea from the
ideas of others
through
responsible
documentation.
Introduction Reintroduce yourself as class librarian. Explain the objectives of today’s class. Time 2 m
Add any additional dialog here.
1: Teaching Recap of the second visit. Give students a worksheet/quiz about searching video Time 5 m
Strategy they were supposed to watch prior to class. Ask for questions. Collect papers to
reevaluate post-class.
Comprehension Embedded in teaching strategy. Review worksheets/quiz results quickly during or Time -
check after the class and follow up with instructor if there are major issues.
Transition The video emphasized the importance of keywords, when searching. We are going Time 1 m
to partner up and work on developing a search strategy together that will allow
everyone to effectively search a database. This activity involves working with a
partner and helping each other out with your searching.
2: Teaching Everyone has a Spreadsheet (google/BB/Canvas/or something else) pulled up Time 30 m
Strategy their computer. The librarian should have shared this document with the instructor,
so they will all have access to their research when class is over. Pair students up,
give them instructions.

SAMPLE INSTRUCTIONS: Each of you will individually write your names in the
first box, and a brief description about your topic in the next box. Then you will
discuss your topic with your partner. Ask them these questions (and others if you
think appropriate): What is your topic? What do you already know? What do you
still need to find out? Why do you care about this topic? Based off this discussion,
your partner will write 3-5 terms he/she thinks might be helpful to search and you
will write them in a Boolean search string. Then, you will take the search string and
search for articles for your partner in Academic Search Complete. Find one that
you think is credible, relevant, and appropriate for your partner’s project. This
involves some evaluation of the resource on your part. Find the MLA citation, copy
and paste it into that box.

Once you’re done finding an article for your partner, you can evaluate the article
they found for you. Is it relevant? Would you use it for your project? Answer the
next question in the next box: What idea, source, or author do you want to find
more about based on the source you just found? Now go find another resource on
your own. Copy and paste the citation in the next box, and answer the next
question in the next box: Based on the results you found, list 2-3 other search
terms you might use to find more sources.
Comprehension During the activity, the librarian will monitor student input and facilitate searching Time -
check strategies, giving feedback and feed forward to the students. After the activity, the
librarian will recap and ask for questions.
Transition So now that we’ve all had a chance to search for our partner’s topic and our own, Time 1 m
let’s debrief a bit and talk about what we found.
3: Teaching This will be a debrief activity, a discussion about credibility and relevance. Time 10
Strategy
SAMPLE QUESTIONS: How did everyone feel searching for their partner’s topic?
Did it make you think about finding information differently? Did anyone find an
article on the very first search? What would you do different next time? Now let’s
switch gears and talk about evaluating sources. Why do you think your partner
© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016
 chose that source? What makes it credible? Can a non-scholarly source be
credible? How do you know? What about the research process and searching for
your own topic – did you find it easier or more difficult after you searched for your
partners’ topic? How do you feel about using Boolean to search a database?
Comprehension During the activity. Time -
check
Closing & Wrap Wrap up. Thank everyone for their participation. Remind them they will have Time 2 m
up access to the doc after class. Remind them how to ask for help. Invite them into
the library for questions. Invite to lib for 1:1 appointments, help using chat
embedded in databases, etc. Insert additional dialog here.
Formative
Assessment
Result
Anticipated Research prospectus/annotated bib/research paper
Summative
Assessment
Reflection:
What worked?
What didn’t work?
What did the
students respond
to positively?
Negatively?
Things to
remember, keep,
or change for next
time?

© 2010 Megan Oakleaf / Edited – SH 6/2013 / Edited – MO 9/2013 / Edited – AA 7/2016