Lesson Plan

Cite Your Sources! Creative Credit & Copyright

Students learn and practice the nature of academic honesty.
Nathan G.
Classroom teacher
Nagoya International School
Nagoya, 23
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My Grades 8, 9, 11, 12
My Subjects Social Studies
Objectives

Students will be able to...

  • identify the difference between copy-paste behaviour with creating original work
  • identify forms of academic citation (MLA, APA, Chicago)
  • use digital tools to create citation lists / bibliographies
Subjects
English Language Arts
Math
Science
Social Studies
Arts
World Languages
English Language Learning
Health & Wellness
Grades 5 - 12
All Notes
Teacher Notes
Student Notes

1 HOOK/ATTENTION GETTER

  • Students are given a reading in the recent news. (a flipped approach would maximize discussion time, if possible) They post individual thoughts on Today's Meet (use a pseudonym if privacy is needed): https://todaysmeet.com/AcademicHonesty
  • The teacher puts students in groups. Students brainstorm concepts, attitudes, and behaviours related to 'academic honesty'
  • The teacher elicits examples from each group.
  • Groups create a definition of the term 'academic honesty'
Student Instructions
  • Students read and respond to an article the news related to academic cheating with Today's Meet: https://todaysmeet.com/AcademicHonestyStudents
  • After breaking into groups, students brainstorm ideas that come to mind with concepts, attitudes, and behaviours related to 'academic honesty' - after several minutes they will share out
  • Students create definitions of the term "academic honesty" 

2 DIRECT INSTRUCTION

Activity: Other — Gallery Walk

Students are instructed to make new groups. (to mix things up). The teacher hands out sticky notes; on the notes, the teacher instructs students to write their ideas about things related to academic honesty (see below); this is done as individuals and is anonymous. They will do a Gallery Walk around the classroom, sticking their ideas on large sheets of paper with the same prompts given earlier. This leads to a teacher-facilitated discussion in which academic honesty is the focus.

Prompts

  • What is 'plagiarism'?
  • Have you ever copied other work without citing the source?
  • What do you know about copyright?
  • Is there any kind of work you do that you DO NOT want people to copy? How would you feel if they did copy your work and not give you credit for it?
  • Why do people copy and paste work without citations?
  • What strategies do we use to ensure we are academically honest? How do we prove our work is 'unique' or 'original'?
  • How can we learn to be 'academically honest'? 

The teacher may choose to use the Common Sense Education resource: https://d1pmarobgdhgjx.cloudfront.net/education/NicoleStory_Copyrighting...

Student Instructions

Students new groups. (to mix things up) On sticky notes students write their ideas about things related to academic honesty (see below); this is done as individuals and anonymously. Students do a Gallery Walk around the classroom, sticking their ideas on large sheets of paper with the same prompts given earlier. This leads to a discussion in which academic honesty is the focus. The teacher conducts the discussion in whatever way they think is appropriate. (ie) allow groups to talk first and then elicit from groups, or a general whole-class discussion. 

Prompts

  • What is 'plagiarism'?
  • Have you ever copied other work without citing the source?
  • What do you know about copyright?
  • Is there any kind of work you do that you DO NOT want people to copy? How would you feel if they did copy your work and not give you credit for it?
  • Why do people copy and paste work without citations?
  • What strategies do we use to ensure we are academically honest? How do we prove our work is 'unique' or 'original'?
  • How can we learn to be 'academically honest'? 

3 GUIDED PRACTICE

1. The teacher reviews a note-taking sheet. Students use a piece of text and practice the strategies noted on the worksheet. As a class, the teacher goes over the notes. 

2. The teacher draws attention to how to format different forms of media with a Works Cited sheet. Students choose two forms and write out their own examples. In groups, they peer review. 

Student Instructions

1. Students review use a note-taking sheet and a piece of text to practice the strategies noted on the worksheet. They self-asses on how well they did with note-taking and the teacher elicits from students what they did.

2. Students use a Works Cited sheet for reference and choose two forms of citation and write out their own examples. In groups, they peer review.  

4 INDEPENDENT PRACTICE

The teacher introduces Chrome extensions that assist with citing online sources. (arguably the main source of student information in schools today) The teacher directs attention again to a proper citation list and reminds students of the approach to citations and their different forms. The teacher explains the activity (to create a complete and properly formatted Works Cited list of citations based on some work they are doing or have done, if possible; if not, focus on one topic of interest of upcoming research).  The list should include:

  • A book
  • An online database
  • A YouTube video
  • An article from a website
  • An entire website
  • An image
Student Instructions

Students will create a full Works Cited list of citations based on some work they are doing or have done, if possible. (if not, focus on one topic of interest of upcoming research).  The list should include:

  • A book
  • An online database
  • A YouTube video
  • An article from a website
  • An entire website
  • An image

5 WRAP-UP

The teacher directs students to a short Youtube that clarifies academic honesty. The teacher gives students an exit ticket to get a general idea of student (perhaps new) attitudes towards academic honesty.

Student Instructions

Students have the option to view the video (unless the teacher chooses to show it) and must complete a Google Form exit ticket to give their (hopefully appropriate) views of academic honesty.