Victorie Penn

FRIT7734
Collaborative Lesson

Grade Level: 4th grade

Topic: Plagiarism

Goal: Students will learn to avoid plagiarism by paraphrasing, quoting, and citing sources.

Learner Analysis: The 4th grade class that will be participating in this unit is on a 1:1 trial for this
year. They each have a Chromebook that they use at all school day. There are 28 students aged
9 to 11 years old. The abilities of the students range from students who have disabilities to
students who are gifted learners. Because the 1:1 technology approach is new to this group,
both teachers and students have received additional training on how to properly use their
Chromebooks from the county instructional technologist. An area of weakness for these
students is ways to avoid plagiarism.

Standards:

4th Grade Standard: CCSS.ELA-LITERACY.W.4.8- Recall relevant information from

experiences or gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources.
AASL Standards for the 21st Century Learner: Standard 3- Share knowledge and participate
ethically and productively as members of our democratic society.
o 3.1 Skills
3.1.2 Participate and collaborate as members of a social and intellectual
network of learners.
3.1.3 Use writing and speaking skills to communicate new
understandings effectively.
3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can view, use,
and assess.
3.1.6 Use information and technology ethically and responsibly.
o 3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confidence by presenting ideas to
others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in
learning situations and by contributing questions and ideas during group
discussions.
3.2.3 Demonstrate teamwork by working productively with others.
 o 3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for
information, collaborating with others, and participating as a member
of the community.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.7 Respect the principles of intellectual freedom.
o 3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to
revise strategies and learn more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by
evaluating varied roles, leadership, and demonstrations of respect for
other viewpoints.

Web Repository: Canvas

Lesson:
1. Students will login to their Canvas page via Clever so that all items can be accessed
without having to enter user name and passwords for each task.
2. In Canvas, students will join the page Plagiarism.
3. The Plagiarism module has 3 components:
1. Activating Discussion- Students will add a comment to the discussion post entitled,
What Do You Know About Plagiarism?
2. Content- Students will watch a BrainPop video on Plagiarism. After watching, they
will take the easy quiz to assess their learning. We will then discuss as a group the
three key elements to preventing plagiarism- citing sources, paraphrasing, and
using quotations.
3. Work Session- Students will click on the link to a GoogleSlide presentation. We will
review the directions, grading rubric, and explore the examples together. Students
will work in groups of 3 to complete their task. These groups will be decided upon
by the classroom teacher in advance. Groups who need support will be pulled to
work with the teacher using a guided, step-by-step approach.
4. Curated Collection of Resources- Students can find more resources by using the last
pages of the GoogleSlide presentation. There is also a link to an infographic poster that
accompanies the focus of the lesson. This infographic poster will be posted in the library
so that students will be reminded of the ways to avoid plagiarism.
5. Assessment- Students will be graded as a group using the rubric on the GoogleSlide
presentation.

Reflection:
After giving this lesson, I determined several strengths and areas for improvement.
Overall, I felt that the lesson was effective at teaching the students the importance of avoiding
plagiarism. It was apparent through the discussion after the BrainPop video that students
understood that copying the work of others was ethically unsound. Based on the data from the
GoogleSlides task, however, they need more practice with the skill of paraphrasing, using
quotations, and completing a citation. Group were scored as follows: 4- Far Below Target, 5-
Near Target, and 2- Target. It was particularly evident that students did not understand how to
properly quote the author of a text.
There were several technological issues that were faced while giving the lesson that may
have hindered students from achieving a higher score. Since the students were working on
Chromebooks, there was no Snipping Tool program. It took about 10 minutes of the lesson to
find a work around and it required many steps for students to upload their pieces of snipped
text. This slowed down the pace of the lesson and required students to stop their work so they
could be given a tutorial on how to include their picture. Also, some groups were having issues
with losing completed work toward the end of the session. Myself and the classroom teacher
tried to determine how slides were being erased by looking back at the GoogleSlides editing
history. It did not appear to be one group or particular student, so we had to stop the students
again and remind them to be careful with what they had highlighted on their slides while they
were deleting. If multiple things were highlighted, then they would all be deleted versus the item
they wanted to delete. Using the build-in mouse attributed to this problem because it was easy
to hover over an item and accidentally highlight it.
I felt that the structure of the assignment could be changed to fix several of the problems
of this lesson. For example, instead of this being a group assignment, students could work on this
independently over 3 small lessons on citing, paraphrasing, and citing sources. This would
eliminate the issue of deleting work because only one person would be working on the slides at a
time. This would also be a more effective way of telling if a student had true understanding of
the concepts.