Title: Creative Credit and Copyright

Paige Penry and Lauren Detrich

Grade: 9th

Overall Goal: The goal of this lesson plan is to make students proficient in their knowledge of
creative credit, copyright, and plagiarism. Another goal of this lesson is that students will be able
to properly paraphrase and cite sources. They will be given a task of paraphrasing a self-chosen
essay written by someone else and then they will submit it in through turnitin.com so that they
can see exactly how much of their new version of the essay has been plagiarized. We will then
discuss the difference between directly plagiarizing, quoting, and citing sources. They will play a
board game after the lesson has been taught to see how much they have learned about the topic
and then they will be asked to go back to their essay and re-edit it so that their plagiarism
percentage is 5-8% or below. Their works cited page will also be checked by the teacher to make
sure that everything is properly cited.

Standards Learning Objective Assessment

2C: Students demonstrate - Students will be able to Students will be

an understanding of and identify when an item needs to assessed by the
respect for the rights and be cited, quoted, and given teacher while
obligations of using and credit. playing the board
- Students will be able to game, by the
sharing intellectual
properly cite their sources in amount of progress
property.
MLA format. they have made
from their initial
submission to their
rewrite, and by the
group discussion
how well they
understand the
content.

Key Terms & Definitions:

Copyright: the exclusive legal right, given to an originator or an assignee to print, publish,
perform, film, or record literary, artistic, or musical material, and to authorize others to do
the same.
 Plagiarism: the practice of taking someone else's work or ideas and passing them off as
one's own
Credit: the ascription or acknowledgment of something as due or properly attributable to
a person, institution, etc.
Cite: to mention in support, proof, or confirmation; refer to as an example

Lesson Introduction (Hook, Grabber):

Before the students know what the lesson is about, they will each be given a randomly
assigned essay or scholarly article and will be asked to take time to read the article and
re-write it in their own words, paraphrasing and citing the original work in their new piece.
When they are finished, they will be asked to go to turnitin.com and submit their article to
check to see the percentage of their article that has been plagiarized. They will be asked
to record the percentage of their work that has been deemed as plagiarized and record
the sources that they have drawn plagiarism from.

Lesson Main:

After the hook/grabber:

Teacher will introduce the ideas of plagiarism, creative credit, copyright, and citations by
asking students what they personally think the words to mean.
They then will discuss the true definition of the words and how each term is used.
They will then play a board game in groups to further practice their knowledge of the
content and the terms in a fun way and to learn more about the topic through practice.
We will then do a short lesson on how to properly cite in MLA format, which is the typical
style used by most high school teachers when citing sources, and they will be asked to
cite their original scholarly source properly.
When the game is over they will be asked to go back to their work and re-word, re-cite,
and re-submit it to Turnitin so that they can see if their knowledge of the subjects have
changed how well they can paraphrase and give credit. They will continue to re-word and
re-submit their work until the plagiarism count is between 5-8% or below.
They will also be asked to add the MLA citation to the end of their paper, citing the article
that they had paraphrased.

Lesson Ending:

To end the lesson, we will have a class discussion to wrap up the unit. The class
discussion will predominately be student-led and about the things that surprised them,
the things that they learned, and the way that they feel this lesson will affect them in their
future schooling/career.

Assessment Rubric:
Great Average Poor

Teacher - Correct MLA - Slight MLA errors (4 - Incorrect MLA

Assessment formatting (5pts.)
- Between 5-8%
revised plagiarism
count (5 pts.)
- Active participation
and understanding of
the board game (5 pts.) the board game (4
- Active and thoughtful
participation in group
discussion (5 pts.)
pts.)
- Between 8-12%
revised plagiarism
count (4 pts.)
- Some participation
and understanding of
- Little to no participation
pts.)
- Some participation in
group discussion (4
pts.)
formatting (3 pts.)
- Over 12% revised
plagiarism count (3 pts.)
- Little to no participation
and understanding of the
board game (3 pts.)
in the group discussion
(3 pts.)

If student chooses not to participate, zero points will be awarded.

Resources / Artifacts:

- Practice Quiz: Lauren

- https://goo.gl/edTAAN :quiz
- Example presentation from outside source:
- https://prezi.com/zmdaqpg83r7e/creative-credit-copyright-tk/
- Important Term Quizlet: Paige
- https://quizlet.com/_3vtl8g
- Turnitin.com
- Board Game Video
- https://youtu.be/y7S_w4eMG68

Differentiation:

1. Differentiation for ability levels

High ability learners, low ability learners
- Expectations of each student will be based on the individual students abilities.
Higher ability students will be expected to have more thorough understanding of
the topic and higher test scores. Students will be judged mostly on the effort that
they put forth on the board game and the re-write of the paper.
- Make an effort to pair high ability students with lower ability students when playing
the board game.


2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
- It isnt foreseeable that gender, race, culture, or sexual identity will come into play
at all during this lesson but the most we can do to avoid it being an issue is to
choose scholarly articles (the ones that students will rewrite) that are culturally
appropriate and wont offend any certain gender or race.

3. Differentiation for languages

ESL, EFL, ENL
- Students with a language barrier, if they so choose, will be assigned an article that
will be given to them in their native language to make the rewriting process much
easier for them. They will also be given extra time on their quiz and can be
assigned help if need be to help read the questions.

4. Differentiation for access & resources

Computers, Internet connection, and/or Wifi access
- All of the work that needs to be completed online will be done in class, preferably
in a computer lab where students will be provided a computer for them to use as
their own for the time being. No student should have to worry about internet
access at their home or the availability of computers to them.

Anticipated Difficulties:

Some anticipated difficulties that can be expected:

- If a student is having trouble choosing an article (i.e., taking more than 5-7 minutes to
choose one), teacher will have a list of possible articles that the student can choose from
to avoid wasting time.