IDLessononWorksCited

Instructional Design Lesson on Citing Work Cunningham,S.
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Part I: Identification of Learning Problem
General Audience
The primary audience is made up of 12th grade students at Burke County High School. The
students are currently taking an English Literature course. The audience is made up of 31 total
students. The demographic profile of the class is 6 white males, 12 black males, 3 white females
and 10 black females. Including in these numbers are 8 students classifies as special education.
Problem Identification
One of the major components of CCGPS is a writing component that is made up for 10 standards
and 18 elements. While students show mastery of some standards through a persuasive writing
test, one area students struggle is creating a research project. In a class of 31 students, 3 students
plagiarized a majority of their project (over 50% was copied, based on turnitin.com), 7 students
plagiarized over 30% of their project, 10 students plagiarized over 20%, 7 students plagiarized
over 10% and only 4 plagiarized under 10%. These essays, when checked by turnitin.com, were
evaluated for quoting properly (it wouldn’t count plagiarism for areas in quotes) and it took into
account the citations as well.
These statistics show that students are lacking in several standards in the writing component; the
most obvious standard not met is ELACC11-12W8, which states, “The student will be able to
gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a standard format
for citation.” By copy and pasting text as opposed to quoting, paraphrasing or summarizing it
shows that students do not know how to correctly integrate information into a text, specifically
an MLA (Modern Language Association) formatted text.
Some students struggle with being able to analyze and synthesize information from multiple
sources into a research problem while avoiding plagiarism when obtaining information from the
internet. Because we are moving to a more digital age, students will need to better themselves in
the ways of avoiding plagiarism by properly examining and integrating various sources in their
text, while maintaining academic integrity by properly citing the work used and not showing an
overreliance on a source. Students also will need to integrate information in their paper and use
proper in-text or parenthetical citations to give proper credit to their source. Students will then
create a bibliography or works cited page in order to show their sources.
Students will need to be evaluated, taught and tested on the skills needed to create a research
project and avoid plagiarism. After the initial testing for prior knowledge will be given, students
will be separated in groups by level and various lessons will be given to improve on areas that
will help them master the ELACC11-12W8 standards. A student will show mastery of this
standard by creating a research paper and submitting it through the website turnitin.com. After
submission, students will be checked for paper coherence and the ability to integrate multiple

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sources (integrated from both academic and commercial search engines) into their essay, while
following the elements stated by ELACC11-12W8.
Instructional Goals
 Students will correctly use both academic and commercial search engines.
 Students will correctly asses the validity and accuracy of a resource.
 Students will correctly quote, paraphrase or summarize a source
 Students will integrate quotes, paraphrasing and summarizations into an essay.
 Students will correctly use parenthetical or in-text citations.
 Students will correctly create a bibliography or works cited page based on their sources.
 Students will to create a properly formatted MLA essay.
 Students will a turnitin.com account.
 Students will submit an essay through turnitin.com

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Part II: Learner Analysis
Introduction
The targeted group of learners are seniors at Burke County High School in Waynesboro,
Georgia. The students range in ages from 17-19 years old. The audience is made up of 31 total
students. The demographic profile of the class is 6 white males, 12 black males, 3 white females
and 10 black females. Including in these numbers are 8 students classifies as special education.
Around 78% of the student body qualifies for free/reduced lunch. About 90% of the students in
this class have passed the Georgia High School Graduation Writing Test. Information on the
students was gathered through the computer program Power Teacher.
Entry Skills and Prior Knowledge
 Mastery of basic writing skills
 Ability to log on a computer
 Ability to use basic internet search engines
 Ability to use a word processing software
 Access to an e-mail address
Prior Knowledge
 Understand plagiarism
 Correctly create a works cited page
 Correctly use the website turnitin.com
 32% of students did not understand the concept of plagiarism
 30% plagiarized 20-30% of their essay
 38% plagiarized less than 20% of their paper
 29% correctly used a works cited page
 39% attempted a works cited page
 32% of the remaining students did not attempt a works cited page
 77% correctly uploaded their essay to turnitin.com
 23% needed assistance
Information was gathered through a benchmark research project. Students were given a topic
and to construct a 2-3 page argumentative essay. They had to use at least 3 websites and cite
their sources properly. Finally, students had to submit the essay through the website
turnitin.com.
Statistics show that 32% of students did not understand the concept of plagiarism (copy and
pasted information) because their paper displayed 30% plagiarism rate. Another 30%
plagiarized 20-30% of their essay. The remaining 38% of student show adequate understanding
of plagiarism by plagiarizing less than 20% of their paper.

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Of the 31 students, 29% correctly used a works cited page, 39% attempted a works cited page,
but did so incorrectly and 32% of the remaining students did not attempt a works cited page.
Lastly, a majority of students (77%) were able to upload their paper correctly to the website,
while 23% needed assistance to upload.
Attitudes Towards Content & Academic Motivation
Through the use of a quick survey, 84% understood the reason to give proper credit. While 16%,
did not understand why you need to give credit to information gained from an outside source. Of
the 31 students, only 22% believed they could correctly construct an accurate works cited page.
97% of students thought they would be able to correctly use the website turnitin.com. 100% of
students believed they had the skills to adequately research a topic on the internet.
Education Levels
Based on the Georgia High School Graduation Writing Test, 90% of students met the standards
for writing a persuasive essay (scored 200 or higher). When discussing students’ ability to
translate writing a persuasive essay to a research based persuasive essay, 11th grade teachers
were consulted and said they believe over 67% students did not understand how to properly cite
a sources found on the internet. They gathered this data based on a research project done during
their 11th grade year. Out of the 67% (21 students), 15 of the students did had to have assistance
on the works cited page. The remaining students did not create a works cited page.
General Learning Preferences
Learners wanted the ability to create an assignment other than a written essay. Preferences
leaned toward either a power point or a web 2.0 tool. They also wanted to use websites that
aided in writing a works cited page (i.e. www.easybib.com). Students felt unsure of their skills
and felt that they needed a teacher to assist them through each step of the research process.
Attitude Toward Teachers and School
A majority of students (28) believed that the teacher explained the project adequately and could
assist in aiding their improvement of the research process. Three students abstained from
answering. 28 students understood the importance of why the school and teachers would want
students to properly cite a source. 3 abstained.
Group Characteristics
Burke County High School is located in Burke County, Georgia and is the only public high
school in the county. The majority of the county is at or below the poverty rate. Most students
are at the appropriate age level; however, 5 students are 19 years old and were held back at least
once. Students were engaged while they were on a computer, but several 3-5 had to be observed
carefully so improper websites (games, music, etc.) were not used.

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Part III: Task Analysis
Task Analysis
I decided to use both a topic analysis and procedural analysis because in order for a student to
become effective in research they must understand and be able to define the proper way a MLA
(Modern Language Association) paper is formatted. Also, because technology will be used
throughout the research process, a procedural analysis was necessary to discuss how to use
various web 2.0 tools properly.
The major issue students were having was consistently plagiarizing during a research project.
This particular practice, if continued to allow happen, will have a detrimental effect on those
going to a university setting.
I decided it would best to give a practice assessment in order to set some benchmark data, group
students based on this data, given lessons depending on the level and then show understanding of
the unit by completing a final assessment research paper. If students showed mastery of a task
after completing the benchmark test, those students could skip the groups they demonstrated
mastery of.
I ascertained that a procedural outline needed to be created in order for students to be able to
check on their progress and make sure they have an understanding of how each step completes
the overall assessment.
Task Analysis Outline
1. Create a turnitin.com account
1.1 Go to http://www.turnitin.com
1.1 Click on create an account at the top right
1.2 Click on the student hyperlink under create a new account
1.3 Enter the appropriate class ID number (depending on period) and class enrollment
password
1.4 Fill in the information required (e-mail address required)
1.5 Students will write their user name and password.
1.6 Agree to terms and create a profile.
2. MLA formatted essay guidelines
2.1 MLA papers must contain these elements
2.1.1 1” Margins
2.1.2 12 point font
2.1.3 Times New Roman
2.1.4 Double Spaced

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2.1.5 Header (which includes)
2.1.5.1 Name
2.1.5.2 Date
2.1.5.3 Course Title
2.1.5.4 Teacher
2.1.6 Essay Title
2.1.7 Last Name and Page Number located at top right of page
(this will be put in the header section of word)
2.1.8 Parenthetical (In-Text Citations)
2.1.9 Works Cited Page
3. Creating a properly formatted MLA paper using Microsoft Word
3.1 Formatting 1” Margins
3.1.1 Click on Page Layout on the tool ribbon
3.1.2 Click on Margins
3.1.3 Select Normal
3.2 Adjusting to MLA formatted text
3.2.1 Click on Home on the tool ribbon
3.2.2 Click on the font drop down menu
3.2.3 Select Times New Roman
3.2.4 Click on font size drop down menu
3.2.5 Select 12 point font
3.3 Changing line spacing to double spaced
3.3.1 Click on Home on the tool ribbon
3.3.2 Select the line spacing drop down menu (has two vertical arrows opposing each
other)
3.3.3 Select 2.0
3.4 Creating an MLA header (not literally in the heading section of Microsoft Word)
3.4.1 Click on the top left of the word document (not in the header section of
Microsoft word)
3.4.2 Type your First and Last Name and click enter

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3.4.2 Type the project’s due date and click enter
3.4.3Type the title of the course and click enter
3.4.4 Type the teachers name and click enter
3.5 Formatting the essay title
3.5.1 Below the MLA header center the document
3.5.1.1 Click on the Home section of the tool ribbon
3.5.1.2 Click on the centered aligned icon
3.5.2 Type the title of your paper and click enter
3.5.3 Click on the left alignment button to return typing aligned left
3.5.3.1 Click on the Home section of the tool ribbon
3.5.3.2 Click on the left aligned icon
3.6 Inserting Last Name and page number into top right of Microsoft Word
3.6.1 Click on the very top of the document to activate header formatting
3.6.2 Click on page number on the heading tool ribbon
3.6.3 Select top of page on the drop down menu
3.6.4 Select “Plain Number 3” option on the drop down menu
3.6.5 Write your Last Name beside the number created in the Microsoft Word
header section
3.7 Inserting In-Text Citations
3.7.1 After quoting, paraphrasing or summarizing a text, you must add a
parenthesis and then the appropriate page number (if necessary)
3.7.2 You will do this for every source used in your essay.
3.7.3 A finished In-text citation for a book looks like (Rossetti 27)
3.7.4 A finished in-text citation for an internet source looks like
3.7.4.1 With Author (Rosetti)
3.7.4.2 Without Author (“Article Title”)

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3.8 Creating a works cited page
3.8.1 A new page will be created on your research paper
3.8.2 The phrase “Works Cited” must be placed centered on the page
3.8.3 Depending on the source you will follow proper MLA guidelines for
citing your source
3.8.4 A poem citation follows this format:
3.8.4.1 Last Name, First. “Title of Poem.” Collection Name. Editor.
Place of Publication: Publisher, Date. Page Numbers for Poem. Print.
3.8.5 An internet citation follows this format
3.8.5.1 Last Name, First. “Title of Article.” Title of Website. Sponsoring
Institute, Date of last revision. Web. Date of Access.
3.8.6 The citations must be alphabetized
3.8.7 While the first line of the citation will be aligned left, every other line must
indented by pushing tap once. When you are done with typing a citation you will
need to push enter.
3.8.8 When a new citation is started it must be aligned all the way to the left, with
every other line of the citation indented.
3.8.9 Follow this process for all citations
4. Quotes, paraphrasing and summarization
4.1 When you are integrating information into your text, you need to either quote,
paraphrase or summarize the information. If this is not done, this would be
considered plagiarism.
4.2 Plagiarism- the practice of taking someone else's work or ideas and passing them
off as one's own.
4.3 Quote- Using the exact wording from a source. You will need quotation marks
around your quote.
4.4 Paraphrase- Using your own words to discuss what was found in a source. This
may not be necessarily shorter than then actual source.
4.5 Summary- Focusing on key points of the source. This should be shorter than the
actual source.
4.6 Don’t forget to include an in-text citation after you quote, paraphrase or
summarize (see MLA formatting above to review rules).

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4.7 You will need a citation on the works cited page for every source you use (see
MLA formatting above to review rules).
5. Student Analysis
5.1 Teacher will analyze data based on these criteria and then group students based on
the data analysis:
5.1.1 Validity and accuracy of sources
5.1.2 Ability to quote, paraphrase or summarize a source
5.1.3 Integrating quotes, paraphrasing or summarization into text
5.1.4 Correct use of In-Text citations
5.1.5 Correct use of a works cited page
5.1.6 Correct MLA formatting
5.1.7 Percentage of plagiarism based on turnitin.com analysis
6 Validity and accuracy of sources
6.1 A valid website is a website that has factual and credible information
6.2 Some websites found on commercial search engines are not valid (Wikipedia,
Yahoo Answers, etc.)
6.3 Valid resources can be found more abundantly on an academic search engine (i.e.
Galileo, JSTOR, etc.)
7 Finding a valid source
7.1 Use a validity form while using a commercial search engine (i.e. google or
bing) when researching the topic (Is Hamlet crazy or not?)
7.1.1 Log in and fill out this form for each site you use http://www-
personal.umich.edu/~pfa/pro/courses/WebEvalNew.pdf
7.1.2 If website matches criteria, then it is a valid and reliable source.
7.2 An academic search engine (like Galileo) does not need a validity form
7.2.1 Go to http://www.galileo.usg.edu/library/ecgrl/search/
7.2.2 Type in a key word or phrase to search for articles discussing your
topic.
8 Creating a works cited page
8.1 Use http://easybib.com to create a citation page
8.1.1 Go to http://easybib.com
8.1.2 Make sure MLA is selected
8.1.3 Click on the tab that is appropriate based on your source
8.1.3.1 Basic Website
8.1.3.1.1 Click on the appropriate tab
8.1.3.1.2 Copy and paste the URL into the bar and
hit enter.
8.1.3.1.3 Review the citation.

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8.1.3.1.4 If any source information is missing,
enter it into the appropriate area.
8.1.3.1.5 Click on Create Citation
8.1.3.1.6 Repeat for each source
8.1.3.2 Book
8.1.3.2.1 Type the title of the book or the ISBN
number into the bar and hit enter
8.1.3.3 Online Database (Like JSTOR or Galileo)
8.1.3.3.1 Click on search bar and select
appropriate source.
8.1.3.3.2 Enter article title and hit enter.
8.2 Generate a citation page (when using easybib.com)
8.2.1.1 After completing the last source, scroll down to the
bibliography section.
8.2.1.2 Click all sources you will need on your citation page.
8.2.1.3 Click export
8.2.1.4 Select print to word doc
8.2.1.5 When word opens up with citation page, copy and paste
citation page to your paper
8.2.1.6 Complete citation page
8.2.1.6.1 Make sure all of your sources are listed
and cited properly
8.2.1.6.2 Make sure your citation page is the last
page of your paper and is on its own
page.
8.2.1.6.3 If you need to create a new page, select
insert at the top of Microsoft word and
select page break
8.2.1.6.4 A new page should be created. Move
your citations to this page.

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8.2.1.6.5 Label page Works Cited at the top-center
of the page.
9 Submitting a paper to turnitin.com
9.1.1 Log-in to turnitin.com
9.1.2 Click on appropriate class
9.1.3 Click on appropriate assignment
9.1.4 Submit assignment
9.1.4.1 Click on submit assignment
9.1.4.2 Click single file upload
9.1.4.3 Browse your computer using the pop-up window in
order to find your assignment
9.1.4.4 Click on the correct document
9.1.4.5 Select upload
9.1.4.6 Wait for the confirmation page
10 Reviewing the percentage of plagiarism based on turnitin.com analysis (for learner)
10.1 Log on to http://www.turnitin.com
10.2 Click on the appropriate class
10.3 Look at the originality rate
10.4 If a paper scores over 20% on the plagiarism rate, review what has been
highlighted, make corrections and then resubmit their paper.
10.5 Repeat until plagiarism is under 20%
10.6 After this step is completed, you have finished the assessment.
11 Final data analysis
11.1 Teacher will analyze data based on these criteria and then group students
based on the data analysis:
11.1.1 Validity and accuracy of sources
11.1.2 Ability to quote, paraphrase or summarize a source
11.1.3 Integrating quotes, paraphrasing or summarization into text
11.1.4 Correct use of In-Text citations
11.1.5 Correct use of a works cited page
11.1.6 Correct MLA formatting
11.1.7 Percentage of plagiarism based on turnitin.com analysis
Subject Matter Expert (SME)
I (Stephen Cunningham) will serve as the SME for this instructional plan. My formal education
consists of a bachelor’s degree in Secondary Education with an emphasis in English from
Georgia Southern University in Statesboro, Georgia. I am currently in pursuit of a master’s
degree in Instructional Technology from Georgia Southern with certification in the field Media
Specialist.

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My primary qualification to serve as SEM is my current position of English Teacher at Burke
County High School in Waynesboro, Georgia. In this position, I am put in charge of the
preparation of high school seniors to advance to collegiate studies. I have previously used
turnitin.com as a way to educate students on plagiarism and one of two teachers who consistently
use the website. I have been using turnitin.com for over 2 years and have taught members of the
Burke County High School faculty on how to use turnitin.com properly for their classroom.

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Topic Analysis
MLAFormattedEssay
Guidelines
1" Margins
12 Point Font
Times New
Roman
Double Spaced
Header
Name
Date
Course Title
Teacher
Essay Title
Last Name and
Page Number
Paranthetical (In-
Text Citations)
Works CIted Page

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Quotes,Paraphrasingand
Summarizing
When you areintegrating information into your text, you need to
either quote, paraphrase or summarize the information. If this is not
done, this would be considered plagiarism.
Plagiarism- the practice of taking someone else's work or ideas and
passing them off as one's own.
Quote- Using the exact wording from a source. You will need
quotation marks around your quote
Paraphrase- Using your own words to discuss what was found in a
source. This may not be necessarily shorter than then actualsource.
Summary- Focusing on key points of the source. This should be
shorter than the actual source.
Don’t forget to include an in-text citation after you quote, paraphrase
or summarize (see MLA formatting above to review rules).
You will need a citation on the works cited page for every source you
use (see MLA formatting above to review rules).
Validityandaccuracyof
sources
A validwebsiteisawebsite thathasfactual and
credible information
Some websites found on commercial search engines
are not valid (Wikipedia, Yahoo Answers, etc.)
Valid resources can be found more abundantly on an
academic search engine (i.e. Galileo, JSTOR, etc.)

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Procedural Analysis:
Creating a turnitin.com account
Do You Have a Turnitin.com
Account?
Yes
Log-In to check
informaiton
Was your
Information
Correct?
Yes?
Finished
No?
Ifaccount
information is
wrong, click
forgot
password.
Check E-mail
Enter new
password
Finished
NO
Go to http://www.turnitin.com
Click on create an account at the
top right
Click on thestudenthyperlink
under create a newaccount
Enter the appropriateclass ID number
(depending on period) and class enrollment
password
Fill in the information required(e-
mail address required)
Students will writetheir user name
and password.
Agree to terms and create a profile.
Finished

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Creating a properly formatted MLA paper using Microsoft Word
Formatting 1"
Margins
Click on Page
Layout on the
tool ribbon
Click on
Margins
Select Normal
Adjusting to
MLA formatted
text
Click on Home
on the tool
ribbon
Click on the font
drop down
menu
Selct Times
New Roman
Cick on font size
drop down
menu
Select 12 point
font

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Creating a properly formatted MLA paper using Microsoft Word (continued)
Changing line
spacing to double
spaced
Click on Homeon
the tool ribbon
Select theline
spacing dropdown
menu (has two
vertical arrows
opposing each
other)
Select 2.0
Creating an MLA
header (notliterally
in the heading
sectionofMicrosoft
Word)
Click on thetop left
ofthe word
document(not in
the header section
ofMicrosoft word)
Type your Firstand
Last Name andclick
enter
Type the project’s
due date andclick
enter
Type the title ofthe
course and click
enter
Type the teachers
name andclickenter
Formatting the
essay title
Below the MLA
header center the
document
Click on theHome
sectionofthetool
ribbon
Click on the
centered aligned
icon
Type the title of
your paper andclick
enter
Click on theleft
alignment button to
return typing
aligned left
Click on theHome
sectionofthetool
ribbon
Click on theleft
aligned icon

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Inserting Last Name
and page number into
top right of Microsoft
Word
Click on the verytop
of the document to
activate header
formatting
Click on page number
on the headingtool
ribbon
Select top ofpage on
the drop downmenu
Select “Plain Number
3” optiononthe drop
down menu
Write your Last Name
beside the number
createdinthe
Microsoft Word
header section
Inserting In-Text
Citations
After quoting,
paraphrasing or
summarizing a text, you
must add a parenthesis
and then the appropriate
page number (if
necessary)
You will dothis for
everysource usedin
youressay.
A finishedIn-text
citation for a book
looks like (Rossetti 27)
A finishedin-text
citationforan internet
source looks like
With Author (Rosetti)
Without Author
(“Article Title”)

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Creating a works citedpage
A new page willbecreated onyour research paper
The phrase“Works Cited”must beplaced centeredon the page
Depending on the sourceyouwill followproperMLAguidelines for citing your source
A poem citation follows this format:
Last Name,First. “TitleofPoem.” Collection Name.Editor. PlaceofPublication: Publisher,
Date. Page Numbers for Poem. Print.
An internetcitation follows this format
Last Name,First. “TitleofArticle.”TitleofWebsite. Sponsoring Institute, Dateoflast
revision. Web.Dateof Access.
The citations must bealphabetized
While thefirst lineofthecitationwill bealignedleft, every otherline must indentedby
pushing tap once. When youare donewith typing a citationyou willneedto pushenter.
When a newcitation is startedit must bealignedall the way totheleft, withevery other
line ofthe citationindented.
Follow this process for all citations

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Student Analysis by Teacher
Finding a valid source
Teacher will analyze data based on these criteria and then group students based on the data
analysis:
Validity and accuracy of sources
Ability to quote, paraphrase or summarize a source
Integrating quotes, paraphrasing or summarization into text
Correct use of In-Text citations
Correct use of a works cited page
Correct MLA formatting
Percentageof plagiarism based on turnitin.com analysis
Use a validity formwhile using a
commercial search engine (i.e. google or
bing) when researchingthe topic (Is Hamlet
crazy or not?)
Log in and fill outthis form for each siteyou
use http://www-
personal.umich.edu/~pfa/pro/courses/Web
EvalNew.pdf
If website matches criteria,then it is a valid
and reliablesource.
An academic search engine(likeGalileo)
does not need a validity form
Go to
http://www.galileo.usg.edu/library/ecgrl/se
arch/
Type in a key word or phraseto search for
articles discussingyour topic.

21
Creating a Works Cited Page Using Easy Bib
Use
http://easybib.com to
create a citation page
Go to
http://easybib.com
Make sure MLA is
selected
Click on the tab that is
appropriatebased on
your source
Basic Website
Click on the
appropriatetab
Copy and pastethe
URL into the bar and
hit enter.
Review the citation.
If any source
information is
missing,enter it into
the appropriatearea.
Click on Create
Citation
Repeat for each
source

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Citing a Book and Online Database
Book
Type the title of the book or the ISBN
number into the bar and hit enter
If any sourceinformation is missing,enter it
into the appropriatearea.
Click on Create Citation
Repeat for each source
OnlineDatabase(Like JSTOR or Galileo)
Click on search bar and select appropriate
source.
Enter articletitleand hit enter.
If any sourceinformation is missing,enter it
into the appropriatearea.
Click on Create Citation
Repeat for each source

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Generating a Citation Page (When using easybib.com)
Generate a citation page (when usingeasybib.com)
After completingthe lastsource,scroll down to the bibliography section.
Click all sources you will need on your citation page.
Click export
Select printto word doc
When word opens up with citation page, copy and pastecitation page to your
paper
Complete citation page
Make sure all of your sources arelisted and cited properly
Make sure your citation pageis the lastpageof your paper and is on its own
page.
If you need to create a new page, select insertat the top of Microsoftword and
select page break
A new page should be created. Move your citations to this page.
Label page Works Cited at the top-center of the page.

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Submitting a Paper to Turnitin.com
Reviewing the Percentage of Plagiarism Based on Turnitin.com Analysis (For Learner)
Log-in to turnitin.com
Click on appropriateclass
Click on appropriateassignment
Submit assignment
Click on submit assignment
Click single file upload
Browse yourcomputerusingthe pop-upwindow inordertofindyour
assignment
Click on the correctdocument
Select upload
Wait for the confirmation page
Log on to http://www.turnitin.com
Clickonthe appropriate class
Look at the originalityrate
If a paperscoresover20% on the plagiarismrate, reviewwhathasbeenhighlighted,
make correctionsandthenresubmittheirpaper.
Repeatuntil plagiarismisunder20%
Afterthisstepiscompleted,youhave finishedthe assessment.

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Final Data Analysis
Teacher will analyze data based on these criteria and then group students based on the data
analysis:
Validity and accuracy of sources
Ability to quote, paraphrase or summarize a source
Integrating quotes, paraphrasing or summarization into text
Correct use of In-Text citations
Correct use of a works cited page
Correct MLA formatting
Percentageof plagiarism based on turnitin.com analysis

26
Part IV Instructional Objectives
Terminal Objective 1: Asses the validity and accuracy of a source.
Enabling Objectives:
1A: Discuss the differences between a valid source and an invalid source
1B: List the ways to check a source for validity
1C: Identify, based on validity form, if a source is valid or not.
Terminal Objective 2: Use both academic and commercial search engines.
2A: Understand the difference between an academic and commercial search engine.
2B: Give examples of both academic and commercial search engines.
2C: Correctly use both academic and commercial search engines.
Terminal Objective 3: Quote, paraphrase or summarize a source correctly
3A: Understand what it means to plagiarize
3B: Understand how to quote source information
3C: Understand how to paraphrase source information
3D: Understand how to summarize to source information
3E: Discuss differences between quoting, paraphrasing and summarizing
3F: Identify the appropriate time when quoting, paraphrasing or summarizing is necessary
Terminal Objective 4: Integrate a source’s information into a text.
4A: Define integrate
4B: Determine the suitable stage to integrate information in an assessment
4C: Determine when it is appropriate to use quoting, paraphrasing or summarizing when
integrating source information

27
Terminal Objective 5: Correctly use in-text citations.
5A: Define in-text citation
5B: Identify when to appropriately use an in-text citation
5C: Identify which type of in-text citation to use
Terminal Objective 6: Create a properly formatted MLA essay.
6A: Understand formatting rules when dealing with the first page of a MLA paper
6B: Understand formatting rules when dealing with font.
6C: Understand formatting rules when dealing with the header
6D: Understand formatting rules when dealing with the title
6E: Understand formatting rules when dealing with the header section
6F: Understand formatting rules when dealing with margins.
6G: Paragraph Indention
Terminal Objective 7: Create a works cited page based on their sources.
7A: Define a works cited page
7B: Identify the different types of citation based on a source
7C: Determine which citation is appropriate based on the source
7D: Correctly create a citation based on a source
7E: Correctly order the citations based on alphabetical order
7F: Correctly format a works cited page based on MLA format
Terminal Objective 8: Create a turnitin.com account.
8A: Perform the procedure to set up a turnitin.com account

28
8B: Correctly log-in to turnitin.com
8C: Enroll into the correct course
Terminal Objective 9: Submit an essay through turnitin.com
9A: Log into turnitin.com
9B: Correctly select the appropriate assignment
9C: Correctly submit an assignment
Classification of Instructional Objectives
Content Performance
Recall Application
Fact 1A. 2A, 2B, 3A, 3B, 3C, 3D,
4A, 5A, 6A, 7A
Concept 3E, 4C, 5B, 5C, 7B, 7C
Principles 1B, 3F 1,
Procedure 1C. 2C, 4B, 4C, 2, 3, 4, 5, 6, 6B,6C, 6D, 6E,
6F, 6G, 7, 7D, 7E, 7F, 8, 8A,
8B, 8C, 9, 9A, 9B, 9C
Interpersonal
Attitude
Standards Reached Through Objectives
Objective Standard Reached
4, 4A, 4B, 4C, 5, 5A, 5B, 5C, 6, 6A, 6B, 6C,
6D, 6E, 6F, 6G, 7D, 7E, 7F
ELACC11-12W4
8, 8A, 8B, 8C, 9, 9A, 9B, 9C ELACC11-12W6
2, 2A, 2B, 2C, 3, 3A, 3B, 3C, 3D, 3E, 3F ELACC11-12W7
7, 7A, 7B, 7C ELACC11-12W8
1, 1A, 1B, 1C ELACC11-12W9

29
Part V
Instruction
al
Strategies
Goals Objectives UDL Assessments
Lesson 1:
Finding
Valid
Resources
Students
will be able
to choose
the
websites
they think
would be
the most
helpful.
Students
will
understan
d how to
find valid
resources.
Objective 1: To
correctly asses
the validity and
accuracy of a
resource.
1A:
Understand the
difference
between valid
and invalid
sources.
1B: Understand
how and when
to use a
validity form.
The UDL principle that
will be applied is the
use of formative
assessment strategies to
check for
understanding. This
will be given not only
through the tutorial, but
also through
demonstrating
understanding of a
valid website through
the three forms and
through the quiz.
(CAST 2011)
The student will download a
validity form located at
http://www-
personal.umich.edu/~pfa/pro/co
urses/WebEvalNew.pdf . The
student will use this form when
researching the topic of “Is
Hamlet crazy or not” based on
the play Hamlet. The student
can use a variety of websites, to
find information on their topic,
but they will need to fill out the
form for each site to assess the
validity and must access at least
3 valid sources. These forms
will be submitted to the teacher
through e-mail @
scunning@burke.k12.ga.us .
Lesson 2:
Correctly
use
academic
and
commercia
l search
engines.
Students
will be
given a
choice in
order to
express
their
understandi
ng of
academic
and
commercia
l search
engines.
Students
will find
valid
sources
using both
academic
and
commerci
al search
engines.
Objective 2: To
correctly use
both academic
and
commercial
search engines.
2A:
Understand the
difference
between an
academic and
commercial
search engine.
2B: Give
examples of
both academic
and
commercial
search engines.
2C: Correctly
use both
academic and
commercial
The UDL principle is
providing multiple
means of expression to
show understanding of
how to use academic
and commercial search
engines properly.
(Morra & Reynolds).
Student will select a famous
painting from the list of 100
greatest paintings
http://www.listology.com/lukep
rog/list/100-greatest-paintings-
all-time-pics and then log into
Galileo and find three full
length articles that discuss the
painting selected, the students
will take note of the article
name and author. The student
will then search Google or a
commercial search engine for
three articles discussing the
painting, the student will take
note of the article name and
author.
After the search, the student
needs to type a journal or create
a web based comic (i.e. pixton
or bitstrip) which they discuss
what they learned through the
lesson. Was using an academic

30
They can
either write
a journal or
create a
web-based
comic.
search engines. search engine easier to find
valid sources for? Was the
stereotype for academic search
engines not being user friendly
true? If you’re using a comic,
visualize what you found
enlightening or frustrating about
your searches.
Lesson 3:
Integrating
source
informatio
n into a
MLA essay
Students
will be
building
upon prior
knowledge
by taking
their
knowledge
on finding
valid
websites
and then
identifying
the
important
informatio
n into their
writing.
Student
will find
important
informatio
n on a
website
and then
quote,
paraphrase
or
summariz
e that
informatio
n onto a
note card.
Objective 3: To
quote,
paraphrase and
summarize a
source
3A:
Understand
what it means
to plagiarize
3B: Understand
what it means
to quote
3C: Understand
what it means
to paraphrase
3D:
Understand
what it means
to summarize
3E: Understand
how to quote,
paraphrase or
summarize
information
found in a
source
The UDL principle
being used is the idea
of building upon
previous levels for
support and practice.
We are taking the skills
of searching from the
previous lesson and
now adding the ability
to interpret the
information found.
(Morra & Reynolds).
Students will brainstorm ideas
to discuss in their essay on
whether Hamlet is crazy or not.
Students will need to select a
side to defend and defend that
with secondary sources.
Students will log onto
Galileo.com and search the
topic “Is Hamlet crazy or not?”
The student will find 3 articles
using Galileo to support their
topic. On a note card, the
student will paraphrase, quote
or summarize the information
that they found informative.
The student will write at the top
of the note card the author,
article title and URL to give
credit to their source (also in
order to cite it easier at a
separate time).
The student will then take an
online quiz to check for
understanding.
(http://highered.mcgraw-
hill.com/sites/0072873469/stud
ent_view0/avoiding_plagiarism
_tutorial/summarize_paraphrase
/summary_paraphrase_quiz.htm
l)
Lesson 4:
Integrating
source
informatio
n into a
MLA essay
Students
Student
will
integrate
informatio
n from a
source
into an
essay.
Objective 4: To
integrate a
quote,
paraphrasing or
summarization
into an essay
4A: Correctly
integrate
The UDL principles
that are being applied
are (1) building upon a
previous level and (2)
fostering collaboration
and communication.
(Morra & Reynolds).
Now that you know how to
integrate sources into your
essay, look back at your warm-
up on the areas you could
integrate your sources. Begin
to write your body paragraphs
and don’t forget to use your
sources to support your own

31
will be
building on
prior
knowledge
by taking
the
summarizat
ion,
paraphrasin
g and
quoting
from the
previous
lesson and
integrating
it into body
paragraphs.
Also,
students
will be
working
with a
partner
which will
increase
cooperative
learning.
source
information in
an essay
ideas. DO NOT let the source
material write your essay for
you, only use it to supplement
your own original thoughts.
When you are done, select a
peer in the class, and message
them your body a paragraphs.
Have them check and revise it
and e-mail it back to you with
suggestions.
Lesson 5:
Using in-
text
citations in
a MLA
formatted
essay.
Students
will take
ideas
learned in
lesson 3
about in-
text
citations
and apply
it to their
Student
will
integrate
in-text
citations
after using
source
informatio
n.
Objective 5: To
use a
parenthetical or
in-text citation
after
integrating a
source
5A: Correctly
cite a source
after quoting,
paraphrasing or
summarizing in
a text
The UDL principle
being applied in the
lesson is building upon
and integrating prior
knowledge to a current
principle being learned.
(Morra & Reynolds).
Using your notes from in-text
citations and your body
paragraphs that were peer-
reviewed, find the areas of the
paragraphs that had integrated
sources and insert the correct
in-text citation. This should be
a relatively quick process, since
all you should have to do is
insert your basic source
information.

32
work.
They will
also use
informatio
n gained
from their
partner.
Lesson 6:
Creating
and
Formatting
a MLA
Paper
Students
will be
using
informatio
n gained
from
previous
lessons
(especially
integrating
informatio
n) in order
to write
their essay.
Students
will also
work with
their
partner to
focus on
improving
their essay,
which will
foster
cooperative
learning.
Students
will
construct
an MLA
formatted
essay.
Objective 6: To
format a paper
based on MLA
standards
6A:
Understand
formatting
rules when
dealing with
the first page of
a MLA paper
6B: Understand
formatting
rules when
dealing with
font.
6C: Understand
formatting
rules when
dealing with
the header
6D:
Understand
formatting
rules when
dealing with
the title
6E: Understand
formatting
rules when
dealing with
the header
section
6F: Understand
formatting
rules when
dealing with
margins.
6G: Paragraph
The UDL principles
being applied are
building on a previous
lesson and fostering
collaboration and
communication. (Cast
2011)
Student will begin to work on
the essay for the topic, “Is
Hamlet Crazy or Not?”
Students will use MLA
formatting gained through the
initial instruction. Students will
also follow correct MLA
formatting when integrating
sources into their own text, as
learned with previous lesson.
The essay should be between 3-
5 pages not including works
cited page.
When students are done writing
their essay, they will submit
their essay to their peer review
partner to read over it. Any
corrections that their peer
suggested should be reviewed
and applied if necessary.

33
Indention
Lesson 7:
Creating
and
Formatting
a MLA
Works
Cited Page
The lesson
would be
scaffolded
because the
students
who need
additional
assistance
can use a
website to
assist in
creating a
works cited
page. This
website
will
provide a
template if
needed,
which
students
could use
to insert
informatio
n and then
create a
citation
page.
Students
will create
a works
cited page.
Objective 7: To
create a works
cited page
based on
resources used
7A: Creating a
works cited
page
7B: Correctly
formatting a
citation
7C: Understand
what type of
citation is
needed based
on source type
(i.e. book,
online article,
etc.)
The UDL strategy
being used is guiding
information through
manipulation. This is
used by offering
multiple ways to
complete a task (using
Easy Bib, Citation
Machine, or manual
citation creation). (Cast
2011)
Now that students have some
background on creating a
citation page and the correct
format to use, students will
navigate to either
http://www.easybib.com or
http://citationmachine.net/ .
Both of these websites can be
used to help create a works
cited page.
If you use Easy Bib, click on
the appropriate tab (website,
book, newspaper, journal or
database) and enter the url or
title for the article. If
information is missing, the
website will make you aware of
it by highlighting the missing
information in red. Review the
information the site has entered
to also make sure it is correct.
Finally, click “create citation”
and it will give you a formatted
citation.
If you use Citation Machine,
click on the appropriate form
and fill in the information and
click submit. This will also
give you a formatted citation.
Repeat the steps until all of
your citations are completed
and then create a citation page
for your “Is Hamlet Crazy or
Not?” paper.
Lesson 8:
Using
Turnitin.co
m
By
allowing
students to
Students
will use
turnitin.co
m
correctly.
Objective 8: To
create a
turnitin.com
account
8A: Create a
turnitin.com
account
8B: Join
The UDL strategy
being used is allowing
students to reflect on
their work and what
they have learned. The
student will reflect over
what they have learned
over this unit before
Students will create an account
using turnitin.com and then
upload a practice document.
On the practice document the
student will reflection on what
they have learned over the
previous few lessons. Students
will also connect the lessons on

34
reflect to
what they
learn it
allows
them to
gain more
meaning
from
activity.
classroom
Objective 9:
Submit an
essay through
turnitin.com
9A: Log into
turnitin.com
9B: Correctly
select the
appropriate
assignment
9C: Correctly
submit an
assignment
they finish their unit
through the summative
assessment. (Cast
2011)
how it affects plagiarism and
how the tips learned in the
lesson will prevent plagiarism.
The tasks are performance driven because they need to learn the concepts then apply them to
complete the summative task. The summative task will have students create a MLA formatted
essay that gives integrates and gives credit to sources researched.
Pre-test/Post-test
There will be two assessments given that are similar. The pre-test is a MLA formatted essay on
the topic of “How is innocence loss displayed in The Goblin Market?” and the post-test is a
MLA formatted essay on the topic of “Is Hamlet crazy or not?” Both essays will use
turnitin.com to submit their essay.
The rubric below will be used to assess the essay.
Argument Essay
Descriptio
n
5
Exceptional
4
Skilled
3
Proficien
t
2
Developing
1
Inadequate
Claim:
The text
introduces a
clear,
arguable
claim that
can be
supported
by reasons
The text
introduces a
compelling
claim that is
clearly
arguable and
takes a
purposeful
position on
The text
introduces a
precise
claim that is
clearly
arguable and
takes an
identifiable
position on
The text
introduces
a claim
that is
arguable
and takes
a position.
The text
has a
The text
contains an
unclear or
emerging
claim that
suggests a
vague
position.
The text
The text
contains an
unidentifiabl
e claim or
vague
position. The
text has
limited
structure and

35
and
evidence.
an issue. The
text has a
structure and
organization
that is
carefully
crafted to
support the
claim.
an issue.
The text has
an effective
structure and
organization
that is
aligned with
the claim.
structure
and
organizati
on that is
aligned
with the
claim.
attempts a
structure
and
organization
to support
the position.
organization.
Developme
nt:
The text
provides
sufficient
data and
evidence to
back up the
claim while
pointing out
the strengths
and
limitations
of both the
claim and
counterclaim
. The text
provides a
conclusion
that supports
the
argument.
The text
provides
convincing
and relevant
data and
evidence to
back up the
claim and
skillfully
addresses
counterclai
ms. The
conclusion
effectively
strengthens
the claim
and
evidence.
The text
provides
sufficient
and relevant
data and
evidence to
back up the
claim and
fairly
addresses
counterclai
ms. The
conclusion
effectively
reinforces
the claim
and
evidence.
The text
provides data
and evidence
to back up
the claim and
addresses
counterclaim
s. The
conclusion
ties
to the claim
and evidence.
The text
provides
data and
evidence
that attempt
to back up
the claim
and
unclearly
addresses
counterclai
ms or lacks
counterclai
ms. The
conclusion
merely
restates the
position.
The text
contains
limited data
and
evidence
related to
the claim
and
counterclai
ms or lacks
counterclai
ms. The text
may fail to
conclude
the
argument or
position.
Audience:
The text
anticipates
the
audience’s
knowledge
level,
concerns,
values, and
possible
biases about
the claim.
The text
addresses
The text
consistently
addresses the
audience’s
knowledge
level,
concerns,
values, and
possible
biases about
the claim.
The text
addresses the
specific
needs of the
The text
anticipates
the
audience’s
knowledge
level,
concerns,
values, and
possible
biases about
the claim.
The text
addresses
the specific
needs of the
The text
considers
the
audience’s
knowledge
level,
concerns,
values, and
possible
biases about
the claim.
The text
addresses
the needs of
the
The text
illustrates an
inconsistent
awareness
of the
audience’s
knowledge
level and
needs.
The text
lacks an
awareness
of the
audience’s
knowledge
level and
needs.

36
the specific
needs of the
audience.
audience. audience. audience.
Cohesion:
The text
uses words,
phrases, and
clauses as
well as
varied
syntax to
link the
major
sections of
the text,
creates
cohesion
and clarifies
the
relationship
between the
claim and
reasons,
between
reasons and
evidence,
and between
claims and
counterclaim
s.
The text
strategically
uses words,
phrases, and
clauses as
well as
varied syntax
to link the
major
sections of
the text. The
text explains
the
relationships
between the
claim and
reasons as
well as the
evidence.
The text
strategically
links the
counterclaim
s to the
claim.
The text
skillfully
uses words,
phrases, and
clauses as
well as
varied syntax
to link the
major
sections of
the text. The
text
identifies the
relationship
between the
claim and
reasons as
well as the
evidence.
The text
effectively
links the
counterclaim
s to the
claim.
The text
uses words,
phrases, and
clauses as
well as
varied
syntax to
link the
major
sections of
the text. The
text
connects the
claim and
reasons. The
text links the
counterclaim
s to the
claim.
The text
contains
limited
words,
phrases, and
clauses to
link the
major
sections of
the text. The
text attempts
to connect
the claim
and reasons.
The text
contains few,
if any, words,
phrases, and
clauses to
link the
major
sections of
the text. The
text does not
connect the
claims and
reasons.
Style and
Convention
s:
The text
presents a
formal,
objective
tone that
demonstrate
s standard
English
conventions
of usage and
mechanics
while
The text
presents an
engaging,
formal and
objective
tone. The text
intentionally
uses standard
English
conventions
of usage and
mechanics
while
attending to
the norms of
the discipline
The text
presents a
formal,
objective
tone. The
text
demonstrate
s standard
English
conventions
of usage
and
mechanics
while
attending to
the norms
The text
presents a
formal tone.
The text
demonstrate
s standard
English
conventions
of usage
and
mechanics
while
attending to
the norms
of the
discipline
The text
illustrates a
limited
awareness of
formal tone.
The text
demonstrates
some
accuracy in
standard
English
conventions
of usage and
mechanics.
The text
illustrates a
limited
awareness
of or
inconsistent
tone. The
text
demonstrate
s inaccuracy
in standard
English
conventions
of usage and
mechanics.

37
attending to
the norms of
the
discipline
(i.e. MLA,
APA, etc.).
(i.e. MLA,
APA, etc.).
of the
discipline
(i.e. MLA,
APA, etc.).
(i.e. MLA,
APA, etc.).
Lesson 1: Finding Valid Resources
Objective 1: To correctly asses the validity and accuracy of a resource.
1A: Understand the difference between valid and invalid sources.
1B: Understand how and when to use a validity form.
Lesson1 Assessment 1
The student will download a validity form located at http://www-
personal.umich.edu/~pfa/pro/courses/WebEvalNew.pdf . The student will use this form when
researching the topic of “Is Hamlet crazy or not” based on the play Hamlet. The student can use
a variety of websites, to find information on their topic, but they will need to fill out the form for
each site to assess the validity and must access at least 3 valid sources. These forms will be
submitted to the teacher through e-mail @ scunning@burke.k12.ga.us .
A website will be deemed valid if it scores 60 and above. As a teacher, you will check for
validity based on what is turned in. Pick one source out of the three to check to see if the form
was done correctly.
Lesson1 Quiz
Student will also take an online quiz. http://zunal.com/quiz.php?w=60815 The quiz is graded
automatically online.
UDL Principles: The UDL principle that will be applied is the use of formative assessment
strategies to check for understanding. This will be given not only through the tutorial, but also
through demonstrating understanding of a valid website through the three forms and through the
quiz.

38
Quiz
1. What does the suffix .net stand for?
a. Government
b. Net
c. Network
d. Education
2. What does the suffix .com stand for?
a. Comedy
b. Government
c. Charity
d. Commercial
3. What does the suffix .mil stand for?
a. Militia
b. Main
c. Military
d. Government
4. When is the date a website was revised not important
a. When the info is less than five years old
b. When the info is more than five years old
c. When the info is more than 10 years old
d. When the info are historical facts
5. Typically, information on a website should not be more than how many years old?
a. 6 years
b. 10 years
c. 4 years
d. 7 years
e. 5 years
6. What does copyright mean?
a) means you can't copy stuff
b) means anyone can change someone's work
c) means that the creator of the work owns it
d) None of the above
7. What are Fair User Laws?
a. laws that let students use certain info from the Internet freely
b. laws that say you can't copy
c. laws that tell students how to use info on the Internet
8. 8: A vaild website is
a. a reliable, good site
b. an unreliable site
c. a site that can be trusted
d. both a and c
e. both b and a
9. What does it mean to cite your source?
a. give the author credit for someone else's work
b. giving the author credit for their work
c. the author gives you permission to use their work

39
d. None of the above
10. Authors of valid websites have to be what?
a. people who know something about the subject
b. people who know a little about each subject
c. people who are experts on the subject
11. What are credentials?
a. When you give an author credit for their work
b. the items that make a person an expert on the subject
c. when the author gets an award
d. when the author writes something
12. All of the following are examples of credentials EXCEPT:
a. diplomas
b. degrees
c. awards
d. college attended
e. opinions written
13. Webpages with broken links are probably
a. not valid
b. valid
c. it doesn't matter
14. Well-designed webpages should have all the following EXCEPT
a. must be organized
b. must be neat
c. must have ways to contact the author
d. must have broken links
Answer Key
1. B
2. D
3. C
4. D
5. E
6. C
7. C
8. D
9. B
10. C
11. B
12. E
13. A
14. D
Lesson 2: Finding information on a commercial and academic search engine.
Objective 2: To correctly use both academic and commercial search engines.

40
2A: Understand the difference between an academic and commercial search engine.
2B: Give examples of both academic and commercial search engines.
2C: Correctly use both academic and commercial search engines.
Lesson2 Assessment 1:
Student will select a famous painting from the list of 100 greatest paintings
http://www.listology.com/lukeprog/list/100-greatest-paintings-all-time-pics and then log into
Galileo and find three full length articles that discuss the painting selected, the students will take
note of the article name and author. The student will then search Google or a commercial
search engine for three articles discussing the painting, the student will take note of the article
name and author.
After the search, the student needs to type a journal or create a web based comic (i.e. pixton or
bitstrip) which they discuss what they learned through the lesson. Was using an academic search
engine easier to find valid sources for? Was the stereotype for academic search engines not
being user friendly true? If you’re using a comic, visualize what you found enlightening or
frustrating about your searches.
UDL Principle: Students will be given multiple ways to express their feelings on their research
process. They can write a basic journal or they can create a comic. It fits the idea of providing

41
multiple means of expression to show understanding of how to use academic and commercial
search engines properly.
Lesson 3: Integrating source information into a MLA essay
Objective 3: To quote, paraphrase and summarize a source
3A: Understand what it means to plagiarize
3B: Understand what it means to quote
3C: Understand what it means to paraphrase
3D: Understand what it means to summarize
3E: Understand how to quote, paraphrase or summarize information found in a source
Lesson3 Assessment1:
Students will brainstorm ideas to discuss in their essay on whether Hamlet is crazy or not.
Students will need to select a side to defend and defend that with secondary sources. Students
will log onto Galileo.com and search the topic “Is Hamlet crazy or not?” The student will find 3
articles using Galileo to support their topic. On a note card, the student will paraphrase, quote or
summarize the information that they found informative. The student will write at the top of the
note card the author, article title and URL to give credit to their source (also in order to cite it
easier at a separate time).
Lesson3 Quiz:
Students will login to http://highered.mcgraw-
hill.com/sites/0072873469/student_view0/avoiding_plagiarism_tutorial/summarize_paraphrase/s
ummary_paraphrase_quiz.html. After the quiz is finished, students will enter the teacher’s e-
mail address into the portion listed for instructor and the results will be e-mailed.
UDL Principles: The principle being applied is the idea of building upon a previous lesson. In
the previous lesson, learners began to learn how to use commercial search engines to find
information. In this lesson, students are taking that information they found and they are
beginning to learn how to paraphrase, quote and summarize the information without it being
declared as plagiarism.
1. Fagan suggests that a serious drought--the worst in centuries--contributed to famine for both
the colonists on Roanoke Island and the Croatan natives in 1587-89 and probably led to the
colonists' demise. While the Roanoke colonists may not have been adequately prepared for

42
survival in the New World, Fagan maintains that the difficult weather conditions would have
made failure quite likely for almost any colony in that time and place (96).
A) Acceptable
B) Unacceptable
2. According to Fagan, the colonists on Roanoke Island, North Carolina, last seen by their
British compatriots on August 22, 1587, probably succumbed to the driest growing season in
eight hundred years (96).
A) Acceptable
B) Unacceptable
3. A serious drought--the worst in centuries--probably led to the demise of the British colonists
on Roanoke Island, North Carolina, in the late 1580s (96).
A) Acceptable
B) Unacceptable
4. According to Fagan, the Roanoke colonists were last seen by Europeans on August 22, 1587,
in the middle of the driest growing season in eight hundred years. Even as the British departed,
the colony's Indian friends were worried about the bad potential for their harvest. The dry
conditions lasted for two more years and brought about a serious famine both for the native
Croatan people and the Roanoke colonists. The dependence of the British colonists on the
Croatan must have exacerbated the severe shortage of provisions. Although many historians have
blamed the Roanoke colonists for bad preparation and for an apparent lack of concern over how
they would eat, even the best prepared colony would have been threatened by the drought of
1587-89 (96).
A) Acceptable
B) Unacceptable
5. According to Fagan, the Roanoke colonists were not entirely to blame for their predicament,
which was exacerbated by a severe drought that made food scarce for all people in the area. Any
colony trying to establish itself in Roanoke during the 1587-89 drought might have failed (96).
A) Acceptable
B) Unacceptable
Answer Key
1. A
2. B
3. A
4. B
5. A
Lesson 4: Integrating source information into body paragraphs

43
Objective 4: To integrate a quote, paraphrasing or summarization into an essay
4A: Correctly integrate source information in an essay
Students will take the note cards from the previous lesson and begin to integrate the note cards
into the body paragraphs on their “Is Hamlet Crazy or Not?” essay. Students need to make sure
that they source information helps express their opinion and not completely drive their essay.
When the students are done, they will select a peer in the class, and message them their body
paragraphs. The students will then check and revise it and e-mail it back to the original writer
with suggestions.
Analysis of peer
review
Does Not Meet Meets
Collaboration
50%
Student does not
select a partner and
allow them to review
the body paragraphs
Student selects a partner and allows them to
review their body paragraphs
Review of Content
50%
Content is not
reviewed and/or no
changes or
suggestions are made.
Content is reviewed and
suggestions/comments are made that express
how to integrate source information.
UDL Principles: The students will be building on the previous lessons about integrating
information, but now they will also be sharing their ideas with a peer. This will require them to
communicate with classmates and hopefully begin to foster a sense of community. By using
their classmates, more collaborative planning will take place.
Lesson 5: Integrating in-text citations into your MLA formatted essay.
Objective 5: To use a parenthetical or in-text citation after integrating a source
5A: Correctly cite a source after quoting, paraphrasing or summarizing in a text
Students will take the essay that was peer reviewed and identify where they used source
information. Students will then place in-text citations using the source information noted in their
cards. Students will use MLA formatting as discussed in lesson 3.
Students will exchange papers with a peer and review the in-text citations.

44
Analysis of peer
review
Does Not Meet Meets
Collaboration
50%
Student does not
select a partner and
allow them to review
the body paragraphs
Student selects a partner and allows them to
review their body paragraphs
Review of Content
50%
Content is not
reviewed and/or no
changes or
suggestions are made.
Content is reviewed and
suggestions/comments are made that express
if in-text citations were done properly.
Lesson 6: Creating and Formatting a MLA Paper
Objective 6: To format a paper based on MLA standards
6A: Understand formatting rules when dealing with the first page of a MLA paper
6B: Understand formatting rules when dealing with font.
6C: Understand formatting rules when dealing with the header
6D: Understand formatting rules when dealing with the title
6E: Understand formatting rules when dealing with the header section
6F: Understand formatting rules when dealing with margins.
6G: Paragraph Indention
Lesson6 Assessment 1
Student will begin to work on the essay for the topic, “Is Hamlet Crazy or Not?” Students will
use MLA formatting gained through the initial instruction. Students will also follow correct
MLA formatting when integrating sources into their own text, as learned with previous lesson.
The essay should be between 3-5 pages not including works cited page.
When students are done writing their essay, they will submit their essay to their peer review
partner to read over it. Any corrections that their peer suggested should be reviewed and applied
if necessary.

45
Lesson6 Quiz 1
The quiz can be taken online at
http://www.uvu.edu/owl/infor/test_n_games/practice_tests/MLApracticetest.htm
1. Where should I put the page number?
a. Top left corner
b. Bottom center
c. Top right corner
d. Bottom right corner
2. Starting at the top, in what order should the items in the header be listed?
a. Student's name, teacher's name, class, and date.
b. Date, student's name, class, and teacher's name.
c. Student's name, date, teacher's name, and class.
d. Student's name, class, date, and teacher's name.
3. The title should be centered and bolded.
a. True
b. False
4. How should I structure a block quotation?
a. Indent the left side of the first line only, single-space the quotation, and include
the in-text citation at the end.
b. Indent the left side of all lines, double-space the quotation, and include the in-text
citation at the end.
c. Indent both sides of all lines, double-space the quotation, and leave out the in-text
citation.
d. Indent both sides of all lines, single-space the quotation, and include the in-text
citation at the end.
5. If I want to add or omit information from a quotation, how do I do that?
a. Add or omit without marking your changes because readers can go to the source if
they really want to see the original.
b. Use parentheses ( ) around the information you add and ellipses (...) for
information you omit.
c. Bold the information you add, and insert ellipses (...) for information you omit.
d. Use brackets [ ] around the information you add and ellipses enclosed in brackets
[...] for information you omit.
6. For in-text citations, both the author's last name and the page number need to be listed in
the in-text citation.

46
a. True
b. False
7. I should end my sentence with a period before using a regular in-text citation.
a. True
b. False
8. If I include the author's last name in my sentence, then I do not need to include it in the
parenthetical citation.
a. True
b. False
9. What should I do if no author is given for the work I am citing?
a. Omit the author's name and list only the page number.
b. Use "anonymous" in place of the author's name.
c. Use the year of publication in place of the author's name.
d. Use an abbreviated form of the title in place of the author's name.
10. I should include in the works cited all the sources I read, regardless of whether I cited
them in the paper or not.
a. True
b. False
11. Sources listed in a works cited page are alphabetized.
a. True
b. False
12. How do I format the works cited pages?
a. The first line of each source should be flush against the left side, while the second
line (if any) should be indented one-half inch. The entire page should be double
spaced.
b. All lines of each source should be flush against the left side. The entire page
should be double spaced.
c. All lines of each source should be centered and single spaced.
d. The first line of each source should be flush against the left side, while the second
line should be indented one-half inch. There should be two spaces between each
entry, the entries themselves are single spaced.
13. In the works cited list, how should I cite a work that has more than three authors?
a. List only the first author's name.
b. List all authors' initials.
c. List all authors' names in alphabetical order.
d. List the first author followed by et al.
14. What is wrong with the following citation? Jupiter, Janie and Suellen Powers. The Nitty
Gritty Lit Book. New York: Banter Press, 1991.
a. The title should be underlined or italicized.
b. Initials should be used for the authors' names.
c. Page numbers need to be listed for a book.
d. Instead of a colon, there should be a comma.
15. What is wrong with the following citation? Allan, Joseph. "How the Americans Made
Sugar in the West." Journal of American History (1986) 23:245-257.
a. Initials should be used for the author's name.
b. Page numbers do not need to be listed for an article.

47
c. The year should come after the volume number.
d. There needs to be a period immediately after the journal title.
Answer Key:
1. C
2. A
3. B
4. B
5. D
6. A
7. B
8. A
9. D
10. B
11. A
12. A
13. D
14. A
15. C
Lesson 7: Creating a works cited page
Objective 7: To create a works cited page based on resources used
7A: Creating a works cited page
7B: Correctly formatting a citation
7C: Understand what type of citation is needed based on source type (i.e. book, online article,
etc.)
Students will look over their essay and look at what sources they have used. They will then
begin to cite these sources. They can do this in 3 ways. They can do it manually or use either
http://www.easybib.com or http://citationmachine.net . The student will enter their information
into either of these sources and use them to create a works cited page.
Criteria 4 3 2 1 or 0
Format of
Works Cited
Page
All parts of
format (above)
are followed
consistently
One part of
format is
missing.
More than one
element is
consistently
incorrect
Works Cited page is
missing or not done
according to any of
the correct format.

48
Elements of
citation
according to
lessons on print
and web site
citation and with
use of EasyBib,
Citation Machine
or manually.
All parts of the
citation
(author, title,
publisher etc.)
are included
correctly.
One part of a
citation is
missing in
one place.
One part of a
citation is
consistently
missing for several
entries
Little to no attempt
to use EasyBib,
Citation Machine or
manually correctly
Quality of
Resources,
especially web
sites. Only sites
appropriate for a
research paper
are used.
1 primary and 3
secondary
sources must be
used
Forms for each
cited web site
included, when
necessary,
showing that
the sites are
credible.
All required
sources are
used.
Some
question
about
credibility of
websites.
One source is
missing.
Form for website
evaluation is
missing for more
than one site and/or
some questions
about credibility of
sites.
Two sources are
missing.
Student includes
wikipedia or
google.com in
works cited list
and/or
Student shows poor
judgment (based on
website evaluations)
in choice of
websites.
3 or more sources
are missing.
UDL Principles: Students will be given the option whether to do the works cited page manually
or through technology. If they choose to use technology, it offers the ability to then use
technology to manipulate the information, which also fits UDL.
Lesson 8: Using Turnitin.com
Objective 8: To create a turnitin.com account
8A: Create a turnitin.com account
8B: Join classroom
Objective 9: Submit an essay through turnitin.com
9A: Log into turnitin.com
9B: Correctly select the appropriate assignment
9C: Correctly submit an assignment

49
Students will create an account using turnitin.com and then upload a practice document. On the
practice document the student will reflection on what they have learned over the previous few
lessons. Students will also connect the lessons on how it affects plagiarism and how the tips
learned in the lesson will prevent plagiarism.
Rubric for
Journal Entry
Does Not Meet Meets Exceeds Score
Content Entry is not clear,
original or
relevant. Does
not reflect on
specific aspects
of the unit.
Entry is clear,
original and
relevant. May
not reflect on
specific aspects
of the unit.
Entry is clear,
original and
relevant.
Correctly reflects
on specific
aspects of the
unit.
_____/3
Writing Clarity &
Quality
Writing is not
clear or coherent.
There are many
spelling and
grammar errors
Writing is clear,
concise and
professional.
There are few
spelling or
grammar errors.
Writing is clear,
concise and
professional.
There are no
spelling or
grammar errors.
_____/3
Turnitin.com use Student does not
submit their
reflection through
turnitin.com or
submits reflection
late.
Student submits
reflection through
turnitin.com with
assistance and on
time
Student submits
reflection through
turnitin.com
without assistance
and on time.
UDL Principles: Students will follow the UDL principle that allows time for the student to
reflect on the unit/assignment. This will also be an area where students can state any major
issues before going into the summative assessment.

50
Part VI
Pre-instructional Strategy
In this module, the student will learn how to correctly use sources in an MLA (Modern Language
Association) formatted paper, which will then lead to a decline in plagiarism among students
being instructed. This module will be divided into four lessons. Lesson one will focus on how
to correctly use both commercial and academic search engines and assess the validity of those
sources. Lesson two will discuss how to correctly integrate resources into an MLA formatted
paper. In lesson three, students will learn how to create a properly formatted MLA paper along
with a works cited page. In lesson four, students will learn how to use http://www.turnitin.com ,
which will include create of a log-in and the ability to submit a paper.
Instructional Sequence
Sequence Description Objective
1 To correctly asses the validity and accuracy of a resource. 1
2 To correctly use both academic and commercial search engines. 2
3 To quote, paraphrase and summarize a source 3
4 To integrate a quote, paraphrasing or summarization into an essay 4
5 To use a parenthetical or in-text citation after integrating a source 5
6 To format a paper based on MLA standards 6
7 To create a works cited page based on resources used 7
8 To create a turnitin.com account 8
9 To submit an essay through turnitin.com 9
The instructional sequence that is being used is learning-related. Each concept will build on each
other in order to teach not only how to create a correctly formatted MLA paper, but also teach
the concepts of correctly integrating sources in a paper, which will decrease plagiarism when
using information from sources.
Lesson1: Finding Valid Resources

51
Objective 1: To correctly asses the validity and accuracy of a resource.
Objective 1A: Understand the difference between valid and invalid sources.
Objective 1B: Understand how and when to use a validity form.
Objective 1C: Identify, based on validity form, if a source is valid or not.
Initial Presentation: Students will go to http://padlet.com/wall/awrnlevpcj and write what they
believe is the difference between a valid and invalid resource.
Students will then navigate to http://flash.learning.com/easytech/sample/35-
sourcingethics.htm?iframe=true&width=622&height=428 to view a video that will explain the
differences between valid and invalid websites.
The UDL principle that will be applied is a video that not only uses text and narration, but also
animation and interactive formative quizzes that check for understanding. This ensures students
have multiple means to learn and understand a concept. (Morra & Reynolds).
Generative Strategy: The student will download a validity form located at http://www-
personal.umich.edu/~pfa/pro/courses/WebEvalNew.pdf . The student will use this form when
researching the topic of “Is Hamlet crazy or not” based on the play Hamlet. The student can use
a variety of websites, to find information on their topic, but they will need to fill out the form for
each site to assess the validity and must access at least 3 valid sources. These forms will be
submitted to the teacher through e-mail @ scunning@burke.k12.ga.us .
Student will then take a quiz to assess their knowledge http://zunal.com/quiz.php?w=60815.
The UDL principle that will be applied is the use of formative assessment strategies to check for
understanding. This will be given not only through the tutorial, but also through demonstrating
understanding of a valid website through the three forms and through the quiz. (CAST 2011)
Lesson2: Using academic and commercial search engines correctly
Objective 2: To correctly use both academic and commercial search engines.

52
Objective 2A: Understand the difference between an academic and commercial search
engine.
Objective 2B: Give examples of both academic and commercial search engines.
Objective 2C: Correctly use both academic and commercial search engines.
Initial Presentation: Students will read the article
http://www.theguardian.com/education/librariesunleashed/story/0,,2275375,00.html. While
reading the article, the students need to take notes using two strategies (1)pro/con chart located
on http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html. The notes will
be based on the pros/cons of using academic search engines. (2) Students can also use quadrant
notes https://www.dropbox.com/s/88zgxt8e49501v2/SearchEngineQuadrantNotes.docx .
The UDL principle that will be applied is based on student choice. The student can choose what
type of notes they can take based on how comfortable they feel based on the material. (Morra &
Reynolds).
Generative Strategy: Student will select a famous painting from the list of 100 greatest paintings
http://www.listology.com/lukeprog/list/100-greatest-paintings-all-time-pics and then log into
Galileo and find three full length articles that discuss the painting selected, the students will take
note of the article name and author. The student will then search Google or a commercial
search engine for three articles discussing the painting, the student will take note of the article
name and author.
After the search, the student needs to type a journal or create a web based comic (i.e. pixton or
bitstrip) which they discuss what they learned through the lesson. Was using an academic search
engine easier to find valid sources for? Was the stereotype for academic search engines not
being user friendly true? If you’re using a comic, visualize what you found enlightening or
frustrating about your searches.
The UDL principle is providing multiple means of expression to show understanding of how to
use academic and commercial search engines properly. (Morra & Reynolds).

53
Lesson3: Paraphrasing, summarizing and quoting important information from a valid
source
Objective 3: To quote, paraphrase and summarize a source
Objective 3A: Understand what it means to plagiarize
Objective 3B: Understand how to quote source information
Objective 3C: Understand how to paraphrase source information
Objective 3D: Understand how to summarize to source information
Objective 3E: Discuss differences between quoting, paraphrasing and summarizing
Objective 3F: Identify the appropriate time when quoting, paraphrasing or summarizing
is necessary
Initial Strategy: The student will post on Padlet wall what ethical use of information means.
Student will then take the tutorial at http://library.acadiau.ca/tutorials/plagiarism/). The tutorial
will guide them through notes and narrate as well. Also, it is interactive with various character
selections and quizzes.
The UDL principle is multiple means of representation because it gives notes, narrates the notes
and allows students to interact through games and quizzes. (Morra & Reynolds).
Generative Strategy: Students will brainstorm ideas to discuss in their essay on whether Hamlet
is crazy or not. Students will need to select a side to defend and defend that with secondary
sources. Students will log onto Galileo.com and search the topic “Is Hamlet crazy or not?” The
student will find 3 articles using Galileo to support their topic. On a note card, the student will
paraphrase, quote or summarize the information that they found informative. The student will
write at the top of the note card the author, article title and URL to give credit to their source
(also in order to cite it easier at a separate time).
The student will then take an online quiz to check for understanding. (http://highered.mcgraw-
hill.com/sites/0072873469/student_view0/avoiding_plagiarism_tutorial/summarize_paraphrase/s
ummary_paraphrase_quiz.html)

54
The UDL principle being used is the idea of building upon previous levels for support and
practice. We are taking the skills of searching from the previous lesson and now adding the
ability to interpret the information found. (Morra & Reynolds).
Lesson4:
Objective 4: To integrate a quote, paraphrasing or summarization into an essay
Objective 4A: Define integrate
Objective 4B: Determine the suitable stage to integrate information in an assessment
Objective 4C: Determine when it is appropriate to use quoting, paraphrasing or
summarizing when integrating source information
Initial Strategy: Look over the information you gathered in the last objective. Label based on if
the note card demonstrates a quote, paraphrase or summarization. Then look back at your
brainstorm. What areas in your essay would be a good place to use your information?
Look over the presentation on how to properly integrate information into your essay. There is
also a text based version, if you do not want to watch the presentation. Just click on text version.
http://www.slideshare.net/WingateWriting/integrating-source-material
The UDL principles that are being focused on are (1) building upon a previous level and (2) the
presentation is presented in multiple formats to adjust to the learners needs. (Morra & Reynolds).
Generative Strategy: Now that you know how to integrate sources into your essay, look back at
your warm-up on the areas you could integrate your sources. Begin to write your body
paragraphs and don’t forget to use your sources to support your own ideas. DO NOT let the
source material write your essay for you, only use it to supplement your own original thoughts.
When you are done, select a peer in the class, and message them your body a paragraphs. Have
them check and revise it and e-mail it back to you with suggestions.
The UDL principles that are being applied are (1) building upon a previous level and (2)
fostering collaboration and communication. (Morra & Reynolds).

55
Lesson5: Using in-text citations in an MLA formatted essay
Objective 5: Correctly use in-text citations.
Objective 5A: Define in-text citation
Objective 5B: Identify when to appropriately use an in-text citation
Objective 5C: Identify which type of in-text citation to use
Initial Strategy: Go to Purdue’s Online Writing Lab and take notes on in-text citations based on
the site http://www.kyvl.org/html/tutorial/research/intext.shtml . Focus on the various forms of
in-text citations (i.e. how to cite a book, internet article, journal, etc.). Notice how on this
website, you navigate to the area you need help on.
The UDL principle being applied is based on being able to customize the displaying of
information. You could use the website to increase the size of the text, but also the learner could
focus on the specific area they need help on.
Generative Strategy: Using your notes from in-text citations and your body paragraphs that were
peer-reviewed, find the areas of the paragraphs that had integrated sources and insert the correct
in-text citation. This should be a relatively quick process, since all you should have to do is
insert your basic source information.
The UDL principle being applied in the lesson is building upon and integrating prior knowledge
to a current principle being learned. (Morra & Reynolds).
Lesson6: Creating and Formatting a MLA Paper
Objective 6: To format a paper based on MLA standards
Objective 6A: Understand formatting rules when dealing with the first page of a MLA
paper
Objective 6B: Understand formatting rules when dealing with font.
Objective 6C: Understand formatting rules when dealing with the header

56
Objective 6D: Understand formatting rules when dealing with the title
Objective 6E: Understand formatting rules when dealing with the header section
Objective 6F: Understand formatting rules when dealing with margins.
Objective 6G: Paragraph Indention
Initial Instruction: Students will watch video
(http://www.youtube.com/watch?v=OAMIuFroFK8) discussing how to use Microsoft Word to
set up the first page of a MLA paper. If a student would prefer a written explanation the student
can go to https://owl.english.purdue.edu/owl/resource/747/01/ and receive a print version of how
to format a MLA paper (including first page).
The UDL principle that will be applied is based on student choice. The student has a choice in
whether they would want text based or visual based notes. (Cast 2011)
Generative Instruction: Student will begin to work on the essay for the topic, “Is Hamlet Crazy
or Not?” Students will use MLA formatting gained through the initial instruction. Students will
also follow correct MLA formatting when integrating sources into their own text, as learned with
previous lesson. The essay should be between 3-5 pages not including works cited page.
When students are done writing their essay, they will submit their essay to their peer review
partner to read over it. Any corrections that their peer suggested should be reviewed and applied
if necessary.
The UDL principles being applied are building on a previous lesson and fostering collaboration
and communication. (Cast 2011)
Lesson7: Creating and Formatting a MLA Works Cited Page
Objective 7: To create a works cited page based on resources used
Objective 7A: Define a works cited page
Objective 7B: Identify the different types of citation based on a source
Objective 7C: Determine which citation is appropriate based on the source

57
Objective 7D: Correctly create a citation based on a source
Objective 7E: Correctly order the citations based on alphabetical order
Objective 7F: Correctly format a works cited page based on MLA format
Initial Instruction: Students will watch the presentation for created a works cited page at
http://www.slideshare.net/crystalnortonthomas/how-to-write-a-works-cited. This site also has a
transcript of the presentation if students would prefer that.
Students can also navigate to https://owl.english.purdue.edu/owl/resource/747/05/ and look over
the basic formatting rules. Students will then look on the left bar on the website and then look
over the formats they will need based on the format of their sources used in their essay.
The UDL principle that will be applied is based on student choice. The student has a choice in
whether they would want text based or visual based notes. Also, students can control the speed
of the notes through the presentation. (Cast 2011)
Generative Strategy: Now that students have some background on creating a citation page and
the correct format to use, students will navigate to either http://www.easybib.com or
http://citationmachine.net/ . Both of these websites can be used to help create a works cited
page.
If you use Easy Bib, click on the appropriate tab (website, book, newspaper, journal or database)
and enter the url or title for the article. If information is missing, the website will make you
aware of it by highlighting the missing information in red. Review the information the site has
entered to also make sure it is correct. Finally, click “create citation” and it will give you a
formatted citation.
If you use Citation Machine, click on the appropriate form and fill in the information and click
submit. This will also give you a formatted citation.
Repeat the steps until all of your citations are completed and then create a citation page for your
“Is Hamlet Crazy or Not?” paper.

58
The UDL strategy being used is guiding information through manipulation. This is used by
offering multiple ways to complete a task (using Easy Bib, Citation Machine, or manual citation
creation). (Cast 2011)
Lesson8: Using Turnitin.com
Objective 8: To create a turnitin.com account
Objective 8A: Create a turnitin.com account
Objective 8B: Successfully log into turnitin.com
Objective 8C: Enroll into the correct course
Objective 9: Submit an essay through turnitin.com
Objective 9A: Log into turnitin.com
Objective 9B: Correctly select the appropriate assignment
Objective 9C: Correctly submit an assignment
Initial Strategy: Ask students to post on postly.com about what they think the purpose of
turnitin.com is. Ask them what benefits it would have for teachers and teachers.
Have them look over the overview at http://turnitin.com/en_us/features/overview. Have them
reflect over what they posted and have them re-post on the same page what they have learned.
The UDL strategy being utilized is having students realize the relevancy of using a website like
turnitin.com and how it can be helpful and not hurtful for a student. (Cast 2011)
Generative Strategy: Students will create an account, join a class and submit a practice upload.
Students will use http://turnitin.com/en_us/training/student-training/student-quickstart-guide as a
guide to start up their account. They will need an e-mail address as well as the course ID and
password. The course ID is 7899798 and the password is gobears. Fill out the appropriate
account creation form and then hit create account.

59
Once you are on your home page for turnitin.com click on the course title (Web Based 12th
English), then click on the assignment practice upload. At this point in time, go to Microsoft and
enter your name, class, and a short reflection on what you have learned over the past few lessons.
Explain what you have learned about plagiarism and steps your can do to prevent yourself from
doing it. When you are done with your reflection, save the paper, and submit it through your
turnitin.com practice upload assignment.
You will turn in your Hamlet paper for your summative assessment at the end of this unit.
The UDL strategy being used is allowing students to reflect on their work and what they have
learned. The student will reflect over what they have learned over this unit before they finish
their unit through the summative assessment. (Cast 2011)
References
CAST (2011). Universal Design for Learning Guidelines version 2.0. Udlcenter.org. Retrieved
from http://www.udlcenter.org/aboutudl/udlguidelines
Morra, T., & Reynolds, J. (2010). Universal Design for Learning: Application for Technology-
Enhanced Learning. Inquiry, 15(1), 43-51.

60
Part VII
Instruction
al
Strategies
Goals Objectives UDL Assessments
Lesson 1:
Finding
Valid
Resources
Students
will be able
to choose
the
websites
they think
would be
the most
helpful.
Students
will
understan
d how to
find valid
resources.
Objective 1: To
correctly asses
the validity and
accuracy of a
resource.
1A:
Understand the
difference
between valid
and invalid
sources.
1B: Understand
how and when
to use a
validity form.
The UDL principle that
will be applied is the
use of formative
assessment strategies to
check for
understanding. This
will be given not only
through the tutorial, but
also through
demonstrating
understanding of a
valid website through
the three forms and
through the quiz.
(CAST 2011) Students
will be able to choose
what websites they
choose to use and by
giving the students
choices, it increases
their willingness to
participate.
The student will download a
validity form located at
http://www-
personal.umich.edu/~pfa/pro/co
urses/WebEvalNew.pdf . The
student will use this form when
researching the topic of “Is
Hamlet crazy or not” based on
the play Hamlet. The student
can use a variety of websites, to
find information on their topic,
but they will need to fill out the
form for each site to assess the
validity and must access at least
3 valid sources. These forms
will be submitted to the teacher
through e-mail @
scunning@burke.k12.ga.us .
Lesson 2:
Correctly
use
academic
and
commercia
l search
engines.
Students
will be
given a
choice in
order to
express
their
understandi
ng of
academic
Students
will find
valid
sources
using both
academic
and
commerci
al search
engines.
Objective 2: To
correctly use
both academic
and
commercial
search engines.
2A:
Understand the
difference
between an
academic and
commercial
search engine.
2B: Give
examples of
both academic
and
commercial
search engines.
The UDL principle is
providing multiple
means of expression to
show understanding of
how to use academic
and commercial search
engines properly.
(Morra & Reynolds).
Student will select a famous
painting from the list of 100
greatest paintings
http://www.listology.com/lukep
rog/list/100-greatest-paintings-
all-time-pics and then log into
Galileo and find three full
length articles that discuss the
painting selected, the students
will take note of the article
name and author. The student
will then search Google or a
commercial search engine for
three articles discussing the
painting, the student will take
note of the article name and
author.
After the search, the student
needs to type a journal or create

61
and
commercia
l search
engines.
They can
either write
a journal or
create a
web-based
comic.
2C: Correctly
use both
academic and
commercial
search engines.
a web based comic (i.e. pixton
or bitstrip) which they discuss
what they learned through the
lesson. Was using an academic
search engine easier to find
valid sources for? Was the
stereotype for academic search
engines not being user friendly
true? If you’re using a comic,
visualize what you found
enlightening or frustrating about
your searches.
Lesson 3:
Integrating
source
informatio
n into a
MLA essay
Students
will be
building
upon prior
knowledge
by taking
their
knowledge
on finding
valid
websites
and then
identifying
the
important
informatio
n into their
writing.
Student
will find
important
informatio
n on a
website
and then
quote,
paraphrase
or
summariz
e that
informatio
n onto a
note card.
Objective 3: To
quote,
paraphrase and
summarize a
source
3A:
Understand
what it means
to plagiarize
3B: Understand
what it means
to quote
3C: Understand
what it means
to paraphrase
3D:
Understand
what it means
to summarize
3E: Understand
how to quote,
paraphrase or
summarize
information
found in a
source
The UDL principle
being used is the idea
of building upon
previous levels for
support and practice.
We are taking the skills
of searching from the
previous lesson and
now adding the ability
to interpret the
information found.
(Morra & Reynolds).
Students will brainstorm ideas
to discuss in their essay on
whether Hamlet is crazy or not.
Students will need to select a
side to defend and defend that
with secondary sources.
Students will log onto
Galileo.com and search the
topic “Is Hamlet crazy or not?”
The student will find 3 articles
using Galileo to support their
topic. On a note card, the
student will paraphrase, quote
or summarize the information
that they found informative.
The student will write at the top
of the note card the author,
article title and URL to give
credit to their source (also in
order to cite it easier at a
separate time).
The student will then take an
online quiz to check for
understanding.
(http://highered.mcgraw-
hill.com/sites/0072873469/stud
ent_view0/avoiding_plagiarism
_tutorial/summarize_paraphrase
/summary_paraphrase_quiz.htm
l)
Lesson 4:
Integrating
source
informatio
Student
will
integrate
informatio
Objective 4: To
integrate a
quote,
paraphrasing or
The UDL principles
that are being applied
are (1) building upon a
previous level and (2)
Now that you know how to
integrate sources into your
essay, look back at your warm-
up on the areas you could

62
n into a
MLA essay
Students
will be
building on
prior
knowledge
by taking
the
summarizat
ion,
paraphrasin
g and
quoting
from the
previous
lesson and
integrating
it into body
paragraphs.
Also,
students
will be
working
with a
partner
which will
increase
cooperative
learning.
n from a
source
into an
essay.
summarization
into an essay
4A: Correctly
integrate
source
information in
an essay
fostering collaboration
and communication.
(Morra & Reynolds).
integrate your sources. Begin
to write your body paragraphs
and don’t forget to use your
sources to support your own
ideas. DO NOT let the source
material write your essay for
you, only use it to supplement
your own original thoughts.
When you are done, select a
peer in the class, and message
them your body a paragraphs.
Have them check and revise it
and e-mail it back to you with
suggestions.
Lesson 5:
Using in-
text
citations in
a MLA
formatted
essay.
Students
will take
ideas
learned in
lesson 3
about in-
Student
will
integrate
in-text
citations
after using
source
informatio
n.
Objective 5: To
use a
parenthetical or
in-text citation
after
integrating a
source
5A: Correctly
cite a source
after quoting,
paraphrasing or
summarizing in
a text
The UDL principle
being applied in the
lesson is building upon
and integrating prior
knowledge to a current
principle being learned.
(Morra & Reynolds).
Using your notes from in-text
citations and your body
paragraphs that were peer-
reviewed, find the areas of the
paragraphs that had integrated
sources and insert the correct
in-text citation. This should be
a relatively quick process, since
all you should have to do is
insert your basic source
information.

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