What is Plagiarism?

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SWBAT...write summaries of researched information in their own words and quote text accurately.

Big Idea

When we "borrow" words from others we need to give them the credit.

Creating the Purpose

5 minutes

I read through the first paragraph the plagiarism worksheet with the class, but I don't give the students a copy. I treat Charlie as a real student and ask students in class the leading questions after each paragraph.

"What crime did Charlie commit? Why didn't he realize he was doing something wrong? What else could Charlie have done to show that these ideas were not his own? 

I take students responses. I share the rest of the story and then introduce the objective.

I tell students:  Today we will be reading factual statements about our class topic and then writing summary statements in our own words. Then you will apply what you learned to your own topic and begin researching facts and writing them in your own words in your writing notebooks.  

Guiding the Learning

15 minutes

I project the worksheet on the board and read the next two paragraphs. I ask students to turn-pair-share "What is plagiarism?" with their neighbors.  I cold call for student responses and add their responses to the worksheet on the board and students complete on their worksheets.

Then I ask "What can you avoid plagiarism?".  Students signal and we write down the responses.

I tell students:  Citing a source means that we write down the webpage or book we used in the bibliography to give credit to the authors.  I ask students add this to their worksheets.

Lastly I ask "What is summarizing?" and we complete this on the worksheet.  

I share with students that they will now get the opportunity to practice what we just learned on a sample passage about food allergies (a topic we had just used as a persuasive piece in class) 

I tell students:  When I read the article there was a word that I did not understand, "anaphylaxis"? I read the article and thought about context clues. I knew that this was a serious reaction to a food allergy because it talked about "serious health problems" and "death" in the same sentence.  I still didn't understand what this word meant so I looked it up in a dictionary. It is an allergic shock.

I cross off this word and write "allergic shock" in its place. I then tell students that in order to write information in our own words we need to think about the main ideas of the passage and then rewrite it in our own words. 

I read the first two sentences and call on students to tell me the main points and ideas of these sentences.  I ask how we could rewrite the main idea of these sentences in our own words. I take responses and write on the first line of the paragraph. (I use these so that I can show students how to combine two or more sentence ideas to make a new simpler sentence.) 

We move to the next sentence and I ask them what the main idea of that one is. I take responses, cross off the original sentences and write short notes on the worksheet. I continue through to the next  sentences.  You can also make this small group work or haves students use white boards to record response to keep students actively involved. 

Independent Learning

15 minutes

I set a timer for 10 minutes and students rewrite the paragraph using the main ideas we wrote down. I signal and call three students to share/ or have them partner share.

I again ask them, "What is plagiarism? and Why is it illegal?"  My purpose is for them to internalize the disapproval of why plagarizing someone else's work is so wrong so Igive them a scenario about someone copying their writing and getting praised for their great ideas - and ask how would it feel? Would it be right? why? We share responses about fairness, respect for others work and how to write in our own words using what we have learned.

I ask them to take out their a graphic organizer worksheets and give them time to gather research information on their first question, I reiterate the importance of writing it in their own words and avoiding plagiarism and to show respect to the authors of the pages.

I circulate around the classroom checking for understanding and helping students locate websites and information. I have target student groups who struggle with this issue and in this video I give suggestions for strategies that will help


Closing the Loop

5 minutes

We get together and I close the lesson by my asking them, "What was difficult for you in this lesson?" and "Do you agree or disagree that plagiarism should be an illegal offense?"and finally, "Why is it important to learn how not to plagiarize?" 

This is a time when I also invite parents to come in and work with individuals or a small group of students to help them with writing, typing and editing their research.

I want them to understand the value of respecting others work. I also want them to come away from the lesson realizing that this is a skill they will need to be successful in college and beyond. I share that I use summarizing when I create my worksheets for classwork and for this program. I tell them that I need to be very careful to look at copyright labels and to rewrite worksheets in my own words to ensure that I am not taking credit for someone else's work. This really made sense to them because they feel like part of this MTP program.