This document outlines a lesson plan for teaching students about plagiarism. It includes activities where students consider what plagiarism means, read definitions and articles about it, and learn strategies for taking notes, quoting, paraphrasing and summarizing sources. Students practice these skills by analyzing passages and writing their own summaries, quotes and paraphrases. The goal is for students to understand what plagiarism is and how to properly cite sources in their own writing to avoid it.

2. 4 Corners Warm-Up
 Think about the term plagiarism. What does it mean?
 Before we read an article and discuss this term, think
about your level of understanding. Be ready to move to
the appropriate corner.
 D1 I know very little, but I want to know more.
 D2 I something about it ,but I am confused and
sometimes frustrated about how to avoid plagiarism in
my work.
 D3 I am familiar with the term, and I know some
strategies on how to avoid plagiarism in my work
 D4 Step out the way Mrs. Ilko, I could teach this lesson!

3. Definition of Plagiarism
 “Plagiarizing is the act of passing off someone else’s
ideas or opinions as your own. Commonly, students
who commit plagiarism will copy another’s work
word for word. Other forms of plagiarism include
not citing the original author of the work or idea,
changing the word order of the original work, or
changing key words to make a sentence appear
different.”
 http://www.ehow.com/info_7993538_students-use-
plagiarism.html

4. Not just a bad idea…
 The act of plagiarism is actually against the law.
Original ideas are protected under the law as
intellectual property. That means that you can
copyright your work, and make sure that others
can’t use your words or ideas without your express
permission.
 You will be using the internet to find information
about your research question. How do you cite
those sources, take notes and use that information
to create your own product to share?
 That is what we will be working on this week.

5. What is Plagiarism?
 Today we will be reading an article about plagiarism.
 As you listen to the audio, highlight important
information you hear and be ready to justify your
notes with your table group.
 http://kidshealth.org/kid/feeling/school/plagiarism.ht
ml#

6. After the Highlighting,
Now What?
Summarizing Paraphrasing Quoting
Much reference the Must reference the Must reference the
original source original source original source
Usually shorter for
example, the article Could be shorter or The text produced is
we just read can be longer than the the exact length of the
summarized in a few original text original text quoted
paragraphs (because you are
Must be in your own copying word for
You must use your words word)
own words, very little Put quotations around
use of direct quotes Third person the original author’s
exact words
In third person Include page number
of the source.
http://owl.english.purdue.edu/owl/resource/930/02/

7. Finding Important Quotes
 We are going to re-read the article and select 3
important quotes that we may want to use in writing
our summary. ( We will only use one in our final
piece)
 Select a quote and copy it into your journal. Think
about why this quote is a critical main idea of this
article.
 When people quote from an article, they often
forget to introduce the quote and then explain what
the quote means. Remember, the reader of your
paper hasn’t read the article.

8. Templates for Introducing
Quotations
 X states “_______________.”
 As the world famous scholar X explains it, “ ___________.”
 As claimed by X, “ ______________________.”
 In her article ___________, X suggests that
“ ___________.”
 In X’s perspective, “ _______________.”
 X concurs when she notes, “________________.”
 These templates are derived from Gerald Graff and Cathy
Birkenstein’s “They Say/I Say”; The Moves That Matter in
Academic Writing. Second edition

9. Templates for Explaining
Quotations
 In other words, X asserts _______________.
 In arguing this claim, X argues that ___________.
 X is insisting that ______________________.
 What X really means is that ___________.
 The basis of X’s argument is that _______________.
 These templates are derived from Gerald Graff and
Cathy Birkenstein’s “They Say/I Say”; The Moves
That Matter in Academic Writing. Second edition

10. Writing Your Own Quote
Citations
 Using the suggested templates, write 3 different
quotes from the article in your journal. Make sure to
include both an introduction to the quote, and then
a sentence that explains the meaning and why it is
relevant or important.
 Read your sentences to a partner. Together choose
the best one and write that on an index card. They
will be your exit slip today.

11. [‘]]]]]]]]]]]]]]]]]]]]]]
Warm Up
 Cheating Survey Number 1
 Read this article and write a Quick Write response to
the question: What are your attitudes about
cheating and plagiarism? What do you know about
plagiarism?
 http://learning.blogs.nytimes.com/2010/02/16/what-
are-the-attitudes-toward-cheating-and-plagiarism-
among-your-peers/
 Be prepared to share your thoughts.

12. Group Share
 Take your journal and pencil.
 Form a group of three people who are not at your
table. (1 minute)
 Share your thoughts on the article and read your
response. (3 minutes)
 When you come back to your seat, write a gist
summary sentence about what you learned from the
others in your group.

13. Reviewing the Quotes
 Today we will quickly review the quote citations we
created yesterday.
 I will post on the docucam a few samples from
yesterday’s partner work.
 Please note the following:
 1. Is the quote cited from the text correctly?
 2. Do they have an introduction to the quote?
 3. Do they explain the meaning/relevance of the
quote?

14. A Paraphrase is…
“Your own rendition of essential information and ideas
expressed by someone else presented in a new
form. It is a more detailed restatement than a
summary, which focuses concisely on a single main
idea.”
Paraphrasing is a valuable skill because in order to
paraphrase successfully, you really need a strong
understanding of the material. You have to re-read it
several times and re-work your notes to make a
strong statement.
http://owl.english.purdue.edu/owl/resource/619/01/

15. The Shrinking Notes
 Re-read the text from article posted on the Docucam.
 You have an index card and two post its on your desk.
 Re-read the article and take important notes on the 3 X5
index card. Now cover the article.
 Next, review the index card, and transfer only the most
important notes from that card to the 3X3 post it.
 Finally, using only the 3X3 post- it, select just the key
words from there, and write them on the 1X2 post it.

16. Write Your Paraphrase
 Using the card and post-its, write your paraphrase
from only that information on a separate piece of
paper. Make sure to use complete sentences and
your own words when writing your paraphrase.
 Remember, the purpose of the paraphrase is to add
your perspective and your point of view to the
writing. What ends up in the writing is your own
understanding of the passage and it is in your own
words.
 Turn in your paraphrase at the end of the period.

17. Writing Warm-Up
 We have been reading about and discussing plagiarism
this week. With that background information in mind,
read the following article and respond in your journal to
one of the following prompts posted below.
 http://learning.blogs.nytimes.com/2010/08/03/are-you-
part-of-generation-plagiarism/
 Tell us what you think about plagiarism. Do you ever cut
and paste without citing your source? Do you consider
such copying to be plagiarism and a "serious misdeed," or
not? Are students today confused over how to avoid
plagiarism? How do you think teachers can and should
address this issue? Discuss key ideas at your table.

18. Anonymous Paraphrasing
 Today we will be reviewing the paraphrase. Please
take out your article and note cards/post-its from
yesterday.
 As we look at a few samples from yesterday’s lesson
checking to see that the writer uses their own
words, but captures the main idea from the text and
their words are not too similar to the original work.
 http://owl.english.purdue.edu/owl/resource/930/04/

19. Writing a Summary
 Now we are ready to summarize!
 Take a look at your article, your quote pages, and
your paraphrase.
 A summary is taking the best of both worlds, using
one or two quotes as needed and then highlighting
the big ideas of the article in your own words.
 You will be using your notes and cards to write the
summary.

20. Summary
 Remember, a summary highlights the main ideas. It
should be shorter than the original article.
 Remember our work with GIST summary writing.
Include only the important facts:
 The who, what, where, when, why this is relevant
and how can it apply to my research?
 Try to keep it to about a paragraph or two.

21. This Week’s Blog Post!
 What have you learned about plagiarism?
 What have you learned about taking notes,
summarizing, quoting and paraphrasing?
 Share with your readers what you have learned this
week. What are some things that may help other
students as they learn to research?
 Have your post done by Friday!

22. Works Cited
 Avoiding Plagiarism Activities Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/resource/930/01/
Students That Use Plagiarism by Si Kingston
http://www.ehow.com/info_7993538_students-use-plagiarism.html
What is Plagiarism? Article Reviewed by Dr. Steven Dowshen
http://kidshealth.org/kid/feeling/school/plagiarism.html#
Articles from The Learning Network of The New York Times
http://learning.blogs.nytimes.com/2010/08/03/are-you-part-of-generation-plagiarism/
http://learning.blogs.nytimes.com/2010/02/16/what-are-the-attitudes-toward-cheating-and-plagiarism-among-your-peers/
http://www.internet4classrooms.com/grade_level_help/research_paraphrasing_summarizing_language_arts_eighth_8th_grade.htm