A Creator’s Rights
1 Hook: Have you broken the law?
The topic of plagiarism has been addressed already this school year. I find that my students are aware of what plagiarism is, but not how to apply to laws regarding it to their own lives.
I started the lesson by asking the students questions:
- "Raise your hand if you've broken a law." Students looked around, giggled, and their hands remained down.
- "Raise your hand if you know what copyright is." Most of the students raised their hands.
- "Raise your hand if you've ever taken a random picture from Google and put it into a project." All of the students raised their hands.
- "Raise your hand if you've ever posted a meme you found on the internet." About half of the class raised their hands.
- Explain to the students that, believe it or not, if they raised their hands they have broken the law.
2 Direct Instruction: 411 for Creators
Students were given a packet containing:
- 411 for Creators
- Copyright Detectives
The students take turns reading the terms and definitions from 411 for Creators:Terms. As the students read, we discuss as a class and give examples of the different types. When appropriate, I show examples of the different types of Creators Rights on the Active Board.
3 Guided Practice: Copyright Detectives - Nicole's Story
Together, we will watch "Nicole's Story" and the students will complete the PDF worksheet for Copyright Detectives. After we research and identify the copyright symbols, I will ask the students:
- Why Nicole's understanding of the copyright laws where she was posting her story is so important?
- How it could have gone very differently if Nicole had chosen a site that didn't protect her work?
Pretend you are a detective. You have to decipher the meaning behind some mysterious symbols in the bottom left corner at the end of the video, “Nicole’s Story - Copyrighting Creative Work.” Your assignment: Figure out what these symbols mean, and what they have to do with copyright!
4 Small Group Practice: 411 for Creators
- 411 for Creators: Fill in the Blank
Students will work in table groups to fill in the blanks while referencing the 411 for Creators: Terms & Definitions.
Once students have completed their group work, we will review the answers as a class and discuss any discrepancies.
In small groups, read the sentences with the missing words. Choose the right word to fill in the blank. Each word is used once.
5 Assess: A Creator's Rights
- A Creator's Rights: Assessment
The students will complete a brief assessment in which they will utilize their knowledge to identify the correct responses.
Use what you have learned today to select the best answers for questions 1-3 on the Assessment page.
6 Closing: How will we utilize this?
"Think about what we're preparing to do next week. How will you use this information?"
In this case, we are completing a brochure project based on the novel "The Giver". Students will need to find appropriate images to use in their brochures and ensure that they are from the Public Domain.