This lesson covers two 45-minute periods. It provides an overview of the concepts of plagiarism, quoting, paraphrasing, summarizing and note taking. Students will develop note-taking skills by filling out an organizer and by generating MLA style citations using http://citationmachine.net.

1. Students will define plagiarism and differentiate between properly quoted and plagiarized work by identifying examples and non-examples.

2. Students will list four ways of avoiding plagiarism and explain the difference between quoting, paraphrasing, note-taking and summarizing.

3. Students will fill out all parts of an organizer by taking notes from a short paragraph, reflect on the text by relating it to their own experience and by asking questions, and summarizing it in their own words.

4. Students will generate two MLA citations (one book, one website) by using http:://citationmachine.net, and by copying and pasting the citation into an MS Word document.

Tools:

Overhead projector and transparency marker pen
Laptop and LCD projector for presentation
Computers for students’ individual work
Books on NJ

Other resources:
Resource 1: Transparency on plagiarism
Resource 2: Transparency on ways to avoid plagiarism
Resource 3: Transparency on note taking
Resource 4: Organizer on note taking (book source)
Resource 5: Organizer on note taking (Internet source)

Day 1

Gaining attention: refer to a recent news item  concerning plagiarism (for example, in 2008 Barack Obama was accused of using the same words in a speech as the MA governor did). Ask: "Why is this a big deal? What are the consequences of plagiarism in public life and in school?") (5 minutes)

State objective: "Our goal is to review what plagiarism is, learn how to avoid it and practice note taking and paraphrasing skills. "

Recall previous learning: ask for definition of “plagiarism”.
Overhead projector: display transparency with the definition of plagiarism, examples and non-examples. (see Resource 1)
(5-8 minutes)

Presenting material:
Discussion on ways to avoid plagiarism. Ask : “How can we use sources without copying and pasting? “

Compare and contrast the ways to avoid plagiarism. Use Resource 2 transparency. Ask: “What is the difference between quoting, paraphrasing, taking notes and summarizing?”  Emphasize that taking notes in NOT the same as copying word by word.
(10 minutes)

Modeling note-taking techniques:
Use Resource 3: “Note Taking” transparency. Librarian will think out loud while filling out the note-taking organizer on the overhead projector. (For example: “ I am going to read the whole paragraph first. What is the main topic? What are the key words? Jot them down. Is there anything I don’t understand? Unknown words? Questions? Etc.)
(10 minutes)

Independent practice: Hand out Resource 4 and 5 (Note taking organizer on one book source and one Internet source). Librarian, teacher and aid or literacy coach will encourage students to exhibit the desired note taking behavior by providing feedback on progress and asking probing questions. (10 minutes)

Day 2:

State objective: "Today we shall finish our note taking organizers and learn how to cite sources in MLA style using a website application."

 

Recall previous days’ learning: Ask students to define quoting, note taking, paraphrasing and summarizing.
(5 minutes)

Discuss some general points that librarian or classroon teacher observed during previous day’s note taking practice, or give general feedback.
(3-5 minutes)

Allow additional time to complete organizers if needed.
(10 minutes)

Present new material:
Using a computer and an LCD projector, open the Citation Machine website so that all students can see. Holding up a book, demonstrate finding the pertinent information, enter it into the proper field, copy and paste final citation into MS Word document.

5-10 minutes

 

Independent practice: Ask students to create their own citations with the sources they have been using for their note-taking practice. Hand out flyers on MLA citations (in case a student has no home PC.) 

(10 - 15 minutes)

Extension: for students who finish early, ask them to try citing a newspaper article from a daily at the library, or allow them to find additional information on Plainfield or Union Country history.

Day 1: During discussion, encourage students to practice self-assessment. Teacher and librarian will assess progress by observing students during independent work. At the end of the class or the next day, the completed organizers will serve as assessment tools.
Day 2: The completed citations will serve as assessment tools.