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Ari Kravetz ENGL 463 Univ.

of Illinois at Urbana-Champaign Student Teaching Practica; Glenbrook North HS, Northbrook, IL Quoting vs. Paraphrasing 30 min Student Objectives -SWBAT understand how to create in-text citations according MLA for quotes and paraphrases -SWBAT effectively paraphrase using proper format without plagiarizing -SWBAT effectively quote using proper format without plagiarizing Teacher Goals -I will effectively use ZPD to have students work towards independence in accurately paraphrasing. Materials -Paraphrasing PowerPoint (Paraphrase_PowerPoint) Procedure 1. Write paraphrase and quote on the board. Call on students to provide definitions for each. (As Seniors, this information is review) a. Paraphrase: Information that is summarized in writers own words, but gives credit to original source. A paraphrase is about the same length as the quote from which information was taken. b. Quote: Must be identical to the original source. They must match the source document word for word and must be attributed to the original author. [5 min] 2. Next, under each definition, ask the class to give characteristics of each and write these down under the appropriate definition. (See italics above) 3. Now, project the Humpty Dumpty poem (found as Paraphrasing_PowerPoint) 4. Ask two students to come up to the board and paraphrase the poem. The two students should be on opposite sides of the SMART board. 5. Have the class discuss each paraphrase, its pros and cons, and accurate citations. [5-10 min] 6. Next have students take out a sheet of paper. On the PowerPoint, project the next excerpt. Students may work with the person DIRECTLY BEHIND THEM to complete a paraphrase for the excerpts (this should take about 3 min). Each student, however, is responsible for writing their paraphrase on their paper (which will be collected at the end of class). Have students share

Ari Kravetz ENGL 463 Univ. of Illinois at Urbana-Champaign Student Teaching Practica; Glenbrook North HS, Northbrook, IL what they wrote and then comment as a class. After 1 or 2 groups share, project the OWL answer and have a student read it. Briefly discuss similarities and differences between student responses and OWL. 7. Repeat this activity with the next excerpt. 8. Finally, students should work individually to create a paraphrase of the last excerpt. Have 1 or 2 different students share. Cold call if necessary. 9. Show students the final slide which is a citation of where the excerpts were taken from. Let them know that they can refer to the Purdue OWL website for all of their citation needs now and in college. [15 min]

Evaluation -Student understanding will be assessed formatively based on collected paraphrases. -Participation will be measured by completion of notes turned in after the activity.