collaborative unit - plagiarism

Plagiarism

Goal:Students must understand that even though the Internet delivers information at our fingertips we must show respect for other people’s work. Copying the work of others and presenting it as one’s own work is defined as plagiarism. Plagiarism is not acceptable in many cases without giving credit where credit is due. Students must learn that if they plagiarize there are consequences. They must understand that the easiest way to avoid plagiarism is not to do it. To avoid plagiarizing, students should learn how to cite information that they have borrowed from others.

Part I: Identification of Learning Problem

Target Audience:

My target audience consists of students within the Johnson County School System. My primary audience would be students ranging from third through fifth grades. There are approximately 15 students in the class chosen. In the class that I chose, it is a mixed ability and grade level class. There are four third graders, eight fourth graders, and three fifth graders. There is also a mixture of females and male students.

Problem Identification:

Plagiarism is an issue that needs to be addressed at an early age. Plagiarism is an issue that occurs on a daily basis because students do not understand that copying from others’ work is considered wrong. Sometimes plagiarism is an act that is completed on purpose as well as accidentally. Students need to be taught that plagiarism is an action with consequences even if it done accidentally. Without being taught the proper ways to cite their work, students will not have respect for others’ work and will continue to plagiarize. It is important that we teach our students to use their own words to show their creativity and not use someone else’s wording to take the easy way out.

Instructional Goals: Students will define plagiarism in their own words. Students will describe the consequences of plagiarism. Students will communicate when it is acceptable to use someone else’s work. Students will write a citation.

Part II: Learner Analysis

Introduction:

The targeted groups of learners are third, fourth, and fifth graders at Johnson County Elementary School in Wrightsville, Georgia. The students range in ages from 8 to 11 with the most common age group being in the fourth grade. There are a total of 15 students with a mixture of girls and boys. The class contains Caucasian and African American students. All of the students receive small group instruction with a certified teacher as needed.

Entry Skills and Prior Knowledge: Students should have experience with using computers. Students should have experience with using presentation software.

Attitudes Towards Content & Academic Motivation:Most students should have experience with researching topics to present in some format. At this grade level and age, students should understand that they are required to write in their own words and not just copy from what they have researched. I feel that the students do not fully comprehend why they are learning these skills until they are told that these skills will help them to become better and stronger writers as well as better respected students in the future. Most of the students in the class are motivated learners and show effort in their work based on grades from previous assignments.

Educational Ability Levels:Based on student testing, the students in this class are considered high ability level. Most of the students in the class have scored in the meeting and exceeding range on the CRCT and consistently make average to above average grades in the classroom. At the present time, the Georgia Milestones have not been given, so the data from the testing is not available.

General Learning Preferences:The learners show greater interest in hands on activities and activities that involve a visual. They seem to enjoy games, interactive activities and working on the computers. The students do not do as well with auditory only activities due to the fact that they do not hold their attention. This information was gathered from teacher observation.

Attitude Towards Teachers and School:Students seem to have respect for the teacher in the classroom. Some students show through effort and participation that they do not enjoy coming to school; however, the remainder of the class seems to enjoy their daily experiences in the school and classroom.

Group Characteristics:The school is located in what is known as the Wrightsville / Johnson County community. All students receive free or reduced lunch which qualifies the school as a Title I school. The students in the class are age appropriate for third through fifth grade. Students seem to enjoy small group instruction and seem to be more engaged in a small group setting. They seem to be more engaged when able to be hands-on or have a visual in front of them.

Part III: Task Analysis

I conducted the task analysis using a topic analysis approach. I created an outline of the topics that should be taught for the students to have an introduction of the concept of plagiarism. Students will have an understanding of what plagiarism is and if and when it is acceptable to use others’ work. They will also be introduced to the concept of creating a citation.

I. What is Plagiarism?a. Students will define plagiarism and describe the possible consequences of

plagiarizing.

II. Okay or No Way?a. Students will explain when and if it is acceptable to use other people’s work.

III. Citing a. Students will learn to write a citation using an Internet article.

Subject Matter Expert (SME) I (Rana Powell Winfrey) will serve as the SME for this instructional plan. My formal education consists of a bachelor’s degree in Early Childhood Education from Georgia Southern University in Statesboro, Georgia. I am certified to teach Pre-Kindergarten through fifth grades. I am also currently pursuing a master’s degree in Instructional Technology from Georgia Southern University in Statesboro, Georgia. My primary qualification to serve as SME is my position as an elementary school teacher for nine years.

Concept

of

Plagiarism

Successful at defining plagiarism and consequences.

Yes

Give one on one instruction or small group

instruction

No

Successful at explaining acceptable uses of others’

work

Yes


instruction

No

Successful at citing information.

Exit


instruction

No

Part IV: Instructional Objectives

Objective 1:Students will correctly define plagiarism in their own words and describe the consequences of plagiarizing.

Objective 2:Students will identify situations of when it is acceptable and unacceptable to use another person’s work.

Objective 3:Students will write a citation for a given piece of work.

Part V: Development of Assessments

The assessments that I have created are performance based and criterion referenced assessments. I want students to be able to correlate the concepts they learn and use that information to be able to perform a task. At the end of the unit, students should be able to show that they understand the concept of plagiarism and citing research information.

Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1:Students will watch a video and use a computer link to learn about plagiarism and its consequences.

Students will be able to determine the definition of plagiarism and the consequences associated with plagiarizing.


Multiple means of representation is being used. Students will watch a video as well as be presented with a website for research. Students are being given a choice in technology tools to create their presentation.

Students will be given student choice in which they create a presentation identifying plagiarism and its consequences.

Lesson 2:Students will be presented with a PowerPoint Presentation that includes several examples of acceptable and unacceptable situations of using another person’s work.

Students will accurately identify situations of when it is acceptable and unacceptable to use another person’s work.


Multiple means of expression are being used. Students are being given a choice of technology tools to create their presentation. Also, the instructor may allow students to work in partners or small groups to complete the assessment.

Students will create an example of acceptable use of another's work and unacceptable use of another's work. Students may work in partners or small groups to create their situations. Students may choose how they wish to present their material.

Lesson 3: Students will Objective 3: Multiple means Students will

Students will watch a video based on citing resources. Students will also have to read an article and paraphrase the article. After paraphrasing the article, students will create a citation for the article.

be able to write a citation of an Internet article.

Students will write a citation for a given piece of work.

of representation is being used in the lesson. Students are also being given a choice of what article they would like to read and summarize. Students may also present the paraphrased article and citation in a tool of their choice.

paraphrase an article and include the citation for the article they read.

Assessment 1: What is Plagiarism?


Students will watch a BrainPop video to introduce plagiarism. Then, they will use an internet address, http://www.plagiarism.org/ask-the-experts/faq, to learn more about plagiarism and its consequences. Once students have watched the video and read through the information presented on the website, students will choose a Web 2.0 tool to create a presentation to show what they learned about plagiarism and its consequences. I chose to use a Web 2.0 tool to create the slide presentation. I have attached the link to the Prezi.https://prezi.com/wu0pg3scgtkk/what-is-plagiarism/

Differentiation:Multiple means of representation is being used. Students are being presented information through video and word form. Multiple means of action and expression are also being used. Students are being given a choice in technology tools to create their presentation

Criteria Not Evident Somewhat Evident Clearly Evident Students defines plagiarism in their own words.

10 25 40

Students list at least one consequence of plagiarizing.

10 25 40

Students presented their information using a Web 2.0 tool.

0 5 10

Students presented their information to the class.

0 5 10

Total: Rubric:

https://prezi.com/wu0pg3scgtkk/what-is-plagiarism/

http://www.plagiarism.org/ask-the-experts/faq

Assessment 2: Okay or No Way?


Students will be presented with a PowerPoint Presentation that includes several examples of acceptable and unacceptable situations of using another person’s work. After reviewing the PowerPoint, students will identify a situation of when it is acceptable and unacceptable to use another person’s work.I chose to use PowerPoint and upload it to a Web 2.0 tool. I have attached the link to SlideShare.http://www.slideshare.net/rana_winfrey/okay-or-not-okay-situations

Differentiation:Multiple means of expression are being used. Students are being given a choice of technology tools to create their presentation. Also, the instructor may allow students to work in partners or small groups to complete the assessment.

Assessment 3: Citing

http://www.slideshare.net/rana_winfrey/okay-or-not-okay-situations


Students will watch a BrainPop video based on citing resources. Students will read an article from www.timeforkids.com and paraphrase the article. After paraphrasing the article, students will create a citation for the article.

Example:Miss P, a beagle, won the Westminster Kennel Club Dog Show. It was a surprising

win because Miss P competed against 3,000 other dogs to win the big honor. The judge thought that there was something special about the brown and white beagle. This is a big honor because Miss P is only the second beagle to win Best in Show.Joyce, Jaime. “A Winner at Wesminster.” Time for Kids. Time Inc., 18 Feb. 2015. Web. 08 Apr. 2015. <http://www.timeforkids.com/news/winner-westminster/216306>.

Differentiation:Multiple means of representation is being used in the lesson. Students are also being given a choice of what article they would like to read and summarize. Students may also present the paraphrased article and citation in a tool of their choice.Criteria No Somewhat YesStudent read article. 0 15 25

Student accurately summarizes or paraphrases article.

0 15 25

Student summarizes or paraphrases using own words.

0 15 25

Students cites the article correctly.

5(Citation contains 4 or more mistakes.)

15(Citation contains 1-3

mistakes)

25(Citation contains no

mistakes.)Total:

Rubric:

Part VI: Content Sequencing and Instructional Strategies

http://www.timeforkids.com/

Instructional Sequence:

Sequence Description Objective1 Define plagiarism and its consequences 12 Identify situations that are okay and not okay to use others

work2

3 Citing articles 3

Lesson 1 – What is Plagiarism?


Initial Presentation: The instructor will create an anchor chart to see what prior knowledge the students have about the term plagiarism. Next, students will watch a BrainPop video to introduce plagiarism. Then, they will use an internet address, http://www.plagiarism.org/ask-the-experts/faq, to learn more about plagiarism and its consequences.

Generative Strategy:Once students have watched the video and read through the information presented on the website, students will choose a Web 2.0 tool to create a presentation to show what they learned about plagiarism and its consequences.

Differentiation:Multiple means of representation is being used. Students are being presented information through video and word form. Multiple means of action and expression are also being used. Students are being given a choice in technology tools to create their presentation

Lesson 2 – Okay or Not Okay

Objective 2: Students will identify situations of when it is acceptable and unacceptable to use another person’s work.

Initial Presentation:The instructor will discuss several situations with students. Students will orally discuss with a partner if they believe it is okay or not okay to use others work from the situation. Once answers are given, the instructor will identify the correct answers.

Generative Strategy:Students will be presented with a PowerPoint Presentation that includes several examples of acceptable and unacceptable situations of using another person’s work. After reviewing the PowerPoint, students will identify a situation of their own of when it is acceptable and unacceptable to use another person’s work.

http://www.plagiarism.org/ask-the-experts/faq

Differentiation:Multiple means of expression are being used. Students are being given a choice of technology tools to create their presentation. Also, the instructor may allow students to work in partners or small groups to complete the assessment.

Lesson 3: Citing


Initial Presentation:Students will watch a BrainPop video based on citing resources.

Generative Strategy:Students will read an article from www.timeforkids.com and paraphrase the article. After paraphrasing the article, students will create a citation for the article.

Differentiation:Multiple means of representation is being used in the lesson. Students are also being given a choice of what article they would like to read and summarize. Students may also present the paraphrased article and citation in a tool of their choice.

Part VII: Design of Instruction

http://www.timeforkids.com/

Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1:Students will watch a video and use a computer link to learn about plagiarism and its consequences.

Students will be able to determine the definition of plagiarism and the consequences associated with plagiarizing.


Multiple means of representation is being used. Students will watch a video as well as be presented with a website for research. Students are being given a choice in technology tools to create their presentation.

Students will be given student choice in which they create a presentation identifying plagiarism and its consequences.

Lesson 2:Students will be presented with a PowerPoint Presentation that includes several examples of acceptable and unacceptable situations of using another person’s work.

Students will accurately identify situations of when it is acceptable and unacceptable to use another person’s work.


Multiple means of expression are being used. Students are being given a choice of technology tools to create their presentation. Also, the instructor may allow students to work in partners or small groups to complete the assessment.

Students will create an example of acceptable use of another's work and unacceptable use of another's work. Students may work in partners or small groups to create their situations. Students may choose how they wish to present their material.

Lesson 3:Students will watch a video based on citing resources. Students will also have to read an article

Students will be able to write a citation of an Internet article.


Multiple means of representation is being used in the lesson. Students are also being given a choice

Students will paraphrase an article and include the citation for the article they read.

and paraphrase the article. After paraphrasing the article, students will create a citation for the article.

of what article they would like to read and summarize. Students may also present the paraphrased article and citation in a tool of their choice.

Part VIII: Formative Evaluation Plan

I will be using an open ended questionnaire for my SME and an online survey for my learners for my formative evaluation plan. I would provide a comfortable setting for the SME to follow through with working through the instructional unit. I feel that the SME would give a truthful evaluation of the plan because they would also be in the same role as me. I would expect for the SME to give recommendations for revising any instruction to make improvement on the unit. The SME would provide valuable information that would lead to refining the instruction to be the most successful for the students participating in the unit.

Open-Ended Questionnaire for SME:

1. After completing the unit, what are your feelings on the topic of this unit?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. In your opinion, what was the greatest strength of the teaching approach(es) used for learning the material on this unit?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Do you feel that the content and organization of the unit was adequate for the targeted audience? Please explain your thinking._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. In your opinion, do you think the learner is provided with all the necessary content to complete the unit successfully?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Is there any content that should be included to make the unit more successful? Please explain your thinking.__________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

6. Is there any content that should be taken out to make the unit more successful? Please explain your thinking.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How demanding do you feel the online experience was compared to a conventional unit? Explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What suggestions would you give to the instructor of the unit to improve the lessons or overall unit?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Survey for Learners:

1. Before completing the online unit, how interested were you in the topic that was presented?1 – I did not know anything about the topic

2 – not interested

3 – not sure

4 – a little interested

5 – very interested

2. As you completed the online unit, how easy or difficult did you find the unit to be for you?1 – too easy

2 – a little easy

3 – perfect for me

4 – a little difficult

5 – too difficult

3. Were the lessons and directions easy and clear to follow?1 – very unclear

2 – a little unclear

3 – undecided

4 – pretty clear

5 – very clear

4. After completing the unit, how interested are you in the topic that was presented?1 – I do not know anything about the topic

2 – not interested

3 – not sure

4 – a little interested

5 – very interested

5. After completing this online unit, how confident are you in your abilities of understanding plagiarism and citing resources?1 – not confident

2 – a little confident

3 – not sure

4 – a little confident

5 – very confident

After the surveys have been completed, I will review the information provided and look at the data using qualitative analysis. This will help me to see the reaction and thoughts of the learners as well as the SME. After reviewing the data from the questionnaire, I will use the information to help me review the unit and see where the participants believe improvements need to be made. I will go through each suggestion and take them into consideration; however that does not mean that each suggestion will be implemented into the revised unit. Overall, I will use the suggestions to try to help to improve the unit as well as instruction to help the participants to be successful when the unit is fully implemented.

collaborative unit - plagiarism

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