Plagiarism

Goal:
Students must understand that even though the Internet delivers information at our fingertips we
must show respect for other peoples work. Copying the work of others and presenting it as
ones 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 elses 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 elses 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 peoples 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 bachelors 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 masters 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.

No

Give one on one

instruction or small
group instruction

Ye

Successful at explaining
acceptable uses of
others work

No

Give one on one

instruction or small
group instruction

Ye

Successful at citing
information.

Exi

No

Give one on one

instruction or small
group instruction

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

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

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

Lesson 2:
Students will be
presented with a
PowerPoint
Presentation that
includes several
examples of acceptable
and unacceptable
situations of using

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

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

UDL
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.
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

Students
choice in
presenta
plagiaris
consequ

Students
example
another's
unaccep
work. St
partners
create th
Student
they wis

another persons work.

Lesson 3:
Students will be able to
Students will watch a
write a citation of an
video based on citing
Internet article.
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.

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

Assessment 1: What is Plagiarism?

Objective 1:

partners or small
groups to complete the
assessment.
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.

material.

Students
article an
for the a

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

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
Students defines
plagiarism in their
own words.
Students list at least
one consequence of
plagiarizing.
Students presented
their information
using a Web 2.0 tool.
Students presented
their information to
the class.

Not Evident
10

Somewhat Evident
25

Clearly Evident
40

10

25

40

10

10

Total:
Rubric:

Assessment 2: Okay or No Way?

Objective 2:
Students will identify situations of when it is acceptable and unacceptable to use another persons
work.
Students will be presented with a PowerPoint Presentation that includes several examples of
acceptable and unacceptable situations of using another persons work.
After reviewing the PowerPoint, students will identify a situation of when it is acceptable and
unacceptable to use another persons 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
Objective 3:
Students will write a citation for a given piece of work.
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.

Rubric:
Criteria
Student read article.
Student accurately
summarizes or
paraphrases article.
Student summarizes or
paraphrases using own
words.
Students cites the
article correctly.

No
0

Somewhat
15

Yes
25

15

25

15

25

5
(Citation contains 4
or more mistakes.)

15
(Citation contains 1-3
mistakes)

25
(Citation contains no
mistakes.)
Total:

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence:
Sequence
1
2
3

Description
Define plagiarism and its consequences
Identify situations that are okay and not okay to use others
work
Citing articles

Objective
1
2
3

Lesson 1 What is Plagiarism?

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

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 persons
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 persons work.
After reviewing the PowerPoint, students will identify a situation of their own of when it is
acceptable and unacceptable to use another persons work.
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
Objective 3:
Students will write a citation for a given piece of work.
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

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

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

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

Lesson 2:
Students will be
presented with a
PowerPoint

Students will
accurately identify
situations of when it is
acceptable and

Objective 2:
Students will identify
situations of when it is
acceptable and

UDL
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.
Multiple means of
expression are being
used. Students are
being given a choice of

Students
choice in
presenta
plagiaris
consequ

Students
example
another's
unaccep

Presentation that
includes several
examples of acceptable
and unacceptable
situations of using
another persons work.

unacceptable to use
another persons work.

Lesson 3:
Students will be able to
Students will watch a
write a citation of an
video based on citing
Internet article.
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.

unacceptable to use
another persons work.

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

technology tools to
create their
presentation. Also, the
instructor may allow
students to work in
partners or small
groups to complete the
assessment.
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.

work. St
partners
create th
Student
they wis
material.

Students
article an
for the a

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.