Exploring Plagiarism, Copyright, and Paraphrasing

This lesson helps students understand copyright, fair use, and plagiarism by focusing on why students should avoid plagiarism and exploring strategies that respect copyright and fair use. The lesson includes three parts, each framed by a KWL chart. In the first part, focusing on plagiarism, students discuss plagiarism and look at examples to determine whether the passages are plagiarized. Part two introduces copyright and fair use. Students use a Think-Pair-Share strategy to explore questions about fair use, then read several scenarios and determine if the uses described are fair use. In the third part, students develop paraphrasing skills through direct practice with paraphrasing text book passages using an online notetaking tool. This lesson provides varied texts for students to determine fair use of materials. After determining the value of text, the student writes paraphrases.

Weblink address (URL): 
Exploring Plagiarism, Copyright, and Paraphrasing

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a...
CCSS.ELA-Literacy.L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a...
CCSS.ELA-Literacy.RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-Literacy.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and...
CCSS.ELA-Literacy.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact...
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,...
CCSS.ELA-Literacy.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and...
CCSS.ELA-Literacy.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen...
CCSS.ELA-Literacy.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language...
CCSS.ELA-Literacy.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional...
CCSS.ELA-Literacy.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each...
GLE 0601.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0601.8.5
Identify and analyze common literary terms (e.g., personification, conflict, theme).
GLE 0801.2.7
Participate in work teams and group discussions.
GLE 0801.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0801.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0801.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0801.5.5
Explore the concept of premises, including false premises.
SPI 0601.1.15
Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.
SPI 0601.1.16
Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.
SPI 0601.1.17
Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.
SPI 0601.1.20
Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.
SPI 0601.5.5
Specify a logical word choice to complete an analogy using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.
SPI 0601.8.7
Analyze figurative language (i.e., hyperbole, simile, metaphor, personification,) within context.
SPI 0801.1.19
Recognize and use grade appropriate and/or content specific vocabulary.
SPI 0801.1.2
Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.
SPI 0801.2.4
Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 0801.2.7
Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each...
SPI 0801.2.8
Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
SPI 0801.3.11
Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.
SPI 0801.3.5
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0801.3.8
Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.
SPI 0801.3.9
Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.
SPI 0801.4.2
Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).
SPI 0801.8.14
Identify the authors purpose for writing.
TSS.ELA.6.L.VAU.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 6th grade-level text by choosing flexibly from a range of...
TSS.ELA.6.L.VAU.5
When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them ...
TSS.ELA.8.L.KL.3
When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.
TSS.ELA.8.L.VAU.6
Acquire and accurately use grade-appropriate general academic and domainspecific words and phrases; develop vocabulary knowledge when considering a word or...
TSS.ELA.8.RI.CS.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
TSS.ELA.8.RI.IKI.8
Delineate and evaluate the rgument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the...
TSS.ELA.8.RL.CS.6
Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.
TSS.ELA.8.SL.CC.1
Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing...
TSS.ELA.8.SL.CC.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence; identify when...
TSS.ELA.8.SL.PKI.4
Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well-chosen details; use appropriate eye...
TSS.ELA.8.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.8.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.8.W.RBPK.7
Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused...
TSS.ELA.8.W.RBPK.8
Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of...
TSS.ELA.8.W.TTP.1
Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.8.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.8.W.TTP.3
Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Student Objectives:

Students will:

  • define plagiarism, fair use, and paraphrasing. 
  • recognize and provide examples of plagiarism, fair use, and paraphrasing. 
  • use appropriate paraphrasing strategies to replace advanced-level words with age/grade/level appropriate vocabulary.

Note: In addition to the stated NCTE/IRA standards, this lesson is also aligned to the following American Association of School Librarians Standards for the 21st-Century Learner.

  • Inquire, think critically, and gain knowledge 
  • Respect copyright/intellectual property rights of creators and producers. 
  • Follow ethical and legal guidelines in gathering and using information 
  • Share knowledge and participate ethically and productively as members of our democratic society 
  • Use information and technology ethically and responsibly. 
  • Respect the principles of intellectual freedom.

Lesson Variations

Blooms taxonomy level: 
Understanding

Helpful Hints

Preparation:

  • This lesson is designed to be co-planned and co-taught by the classroom teacher and the school library media specialist. Meet to decide responsibilities for teaching the lessons and assessing student work, as well as to arrange logistics for using the library media center.  In advance, agree upon lead and support educator roles for each session. Educators are strongly encouraged to alternate roles depending upon individual strengths and expertise.
  • Ideally, the library media specialist and English language arts teacher will also collaborate with a willing colleague from the science or social science department for the activities in this lesson. 
  • Choose a section or chapter in the student textbook to use during each part of the lesson and as part of the student assessment. Textbook sections that have not/may not be covered in class work best. 
  • Make copies of the Research Skills KWL handout and Checklist for Fair Use for each student. 
  • Make arrangements to project the Paraphrasing Practice PowerPoint Presentation and the Identifying Plagiarism PowerPoint Presentation, or create separate transparencies for each sentence on the Paraphrasing Practice and Identifying Plagiarism sheets. 
  • If students need additional practice, choose passages from available texts (e.g., an elementary level encyclopedia; student writing; unfamiliar school or college textbooks). Work together to create your own paraphrased and plagiarized versions of the passages to extend student options for identifying plagiarism. 
  • The classroom teacher and library media specialist should test the ReadWriteThink Notetaker on the computers to familiarize themselves with the tool and to ensure the Flash plug-in is installed. Schools can download the plug-in from the Technical Support page.

 

Materials and Technology:

  • Student textbook from a content area such as social studies or science 
  • Internet connection and projection capabilities 
  • Identifying Plagiarism PowerPoint Presentation
  • Paraphrasing Practice PowerPoint Presentation

 

Printouts:

  • Research Skills KWL
  • Checklist for Fair Use
  • Paraphrasing Practice handout
  • Identifying Plagiarism examples

 

Websites:

  • Ball State University: Copyright for Students
  • Advertising: What is a Copyright, Patent and Trademark?
  • Copyright Basics
  • The Library Media Center and Citing Sources
  • U.S. Copyright Office: Fair Use
  • U.S. Copyright Office: Frequently Asked Questions

 

References

Contributors: 
Mary Ann Stewart
Originator: 
Ayers Institute for Learning & Innovation