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Mini Lesson1

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Mini Lesson1

Uploaded by

api-316726013
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Content Area Standards:

BMA-IBT-2.2 Demonstrate ethical and legal actions with regards to plagiarism,


fair use, and copyright laws.
BMA-IBT-2.5 Demonstrate time-management and organizational skills to
complete tasks in allotted time.
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.

AASL Standards:
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.5 Use information technology responsibly.
2.1.1 Continue an inquiry-based research process by applying critical thinking
skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to
construct new
understandings, draw conclusions, and create new knowledge.
2.1.4 Use technology and other information tools to analyze and organize
information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings,
make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express new understandings.
2.2.2 Use both divergent and convergent thinking to formulate alternative
conclusions and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the
pattern of evidence leads to a decision or conclusion.
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.

3.1.5 Connect learning to community issues.


3.1.6 Use information and technology ethically and responsibly.
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.
3.3.4 Create products that apply to authentic, real-world contexts.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.3.2 Recognize that resources are created for a variety of purposes
4.3.4 Practice safe and ethical behaviors in personal electronic communication and
interaction.

Digital Information Fluency:


Locating Information Efficiently- Learners effectively and efficiently select
digital collections based on their characteristics.
Using Information Ethically- Learners cite the source and/or author for the
selected digital information.

Principles of Inquiry Based Learning:


Authenticity- An adult at work or in the community might actually tackle the
question, problem or exploration posed by the study/s. It is deeply connected to life
and work beyond the school.
Deep Understanding- The inquiry study leads students to build deep knowledge
structured around clearly stated big ideas or controversies central to the topic.
The inquiry study embeds healthy critical and skeptical thinking habits of mind
including: evidence, pattern and connection, and supposition.
Assessment- Ongoing assessment is woven into the design of the inquiry study
providing timely, descriptive feedback and utilizes a range of methods, including
peer and self- evaluation. Assessment guides student learning and teachers
instructional planning.
Appropriate Use of Technology- Technology is used in a purposeful manner
rooted in disciplined ways of thinking and doing. The nature of the work
determines the appropriate technology being used.
Performance of Learning- The study creates a knowledge-building environment
where students support, challenge, and improve each others ideas with the goal of
deepening the collective understanding of the topic

Learner Success- The study provides opportunities for students to determine roles,
facilitate discussions, and resolve conflict.
Ethical Citizenship- Digital citizenship habits are embedded into the study,
including the critical and ethical use of images, text, information, sounds and video
as well as encouraging students to consider their own digital footprint.

Guiding/Essential Question:
How do the ethical and legal ramifications of plagiarism, fair use, and copyright
affect my personal and professional life?

Purpose:
The purpose of this mini-lesson is to introduce students to the concept of Copyright
and Fair Use while reviewing the different types of plagiarism. Students will learn
how to use digital resources ethically.

Assignment:
Part 1: Copyrights & Fair Use
A. Students will create a KWL chart containing three topics: copyright, fair use,
and plagiarism. The teacher will introduce this topic by creating a KWL for
the class in a shared Google Doc. The teacher will allow students to add
content to certain areas of the document as the class discusses it.
B. The class will watch the Fair(y) Use Tale video on YouTube
(https://youtu.be/CJn_jC4FNDo). The teacher will stop the video and allow
the class to digest the meaning, ask key questions, and record notes as they
go.
C. Students will go to Copyright Kids. The teacher will review the following
topics with students to help reinforce concepts already discussed from the
video:
a. What is copyright?
b. Copyright Basics & FAQs
c. Definitions
d. The Copyright Challenge: A quiz
There is a certificate that pops up when the students have successfully
passed the quiz. Students will show the teacher their certificate.
D. In small groups, students will work through the MIT Library Fair Use Quiz.
Part 2: Plagiarism & Cheating

A. As a class, students will watch the How Not To Do It YouTube video.


During the video, students need to answer the following questions:
a. What is plagiarism?
b. List several things you might do that are clearly plagiarism.
c. When should you use quotes?
d. When should you give credit?
e. How do you know when it was really your idea?
B. Again, as a class, students will watch In The Mix video and add points and
examples the questions from the previous video.
C. Students will be given an original paragraph and 3 summaries written
about the original work. Students will work in groups using the TurnItIn
source to identify: 1) Is the summary plagiarized? 2) If it is, how so? If not,
how do you know? and 3) Explain what needs to be done to eliminate all
plagiarism from summaries.
D. Students will pair up and share their evaluations as a group to decide on a
final verdict for each item.
E. The teacher will show students a website such as Citation Machine and walk
students through the process of citing different sources used so far in the
lesson.
Part 3: Robin Thicke vs Marvin Gaye
A. Students will read the following articles, take notes making sure they
indicate where each piece of info came from, and prepare to defend their
own position about the Blurred Lines controversy:
a. Robin Thickes label settles with Marvin Gayes family in Blurred
Lines lawsuit
b. Listen to the mash-up that proves Robin Thicke and Pharrell copied a
Marvin Gaye song to make 'Blurred Lines'
c. THE JURY IN THE 'BLURRED LINES' CASE WAS MISLED
B. Students will use their notes to write a 300 word reflection of their position
on this issue. Students must use proper in-text citations in MLA format and
provide a works cited at the end of their reflection.
C. Students must also write a 100 word reflection of their efforts not to
plagiarize content used from these sources.
Part 4: Show What You Know
Students will create a Glogster, Moovly, Google Slides, or Prezi explaining the
basics of copyrights, public domain, fair use, and plagiarism. In addition to what
they have learned from the youtube video, students will peruse the curated
resources provided by the teacher to select 3 additional resources for use in their

presentation. All sources used to produce this product must be cited properly using
MLA format in a separate Word document.

Enhancing or Extending Learning (per Keren-Kolb)


Enhance the technology:
Lets students develop a more sophisticated understanding of the
content
Creates a way to make it easier to understand concepts or ideas.
Allows students to demonstrate their understanding in a way that they
could not with traditional tools
Glogster, Prezi, Google Slides, and Moovly provide students an
opportunity to synthesize their new understandings in a much
more creative fashion than a traditional poster board or class
presentation.
Extend the technology allowing students to:
Learn outside of their typical school day
Bridge their school learning with their everyday life experiences
Students will relate to real-world events in the music industry
Grow as lifelong learners, without the need for the teacher or school
to continue to use the tools
Students will continue to use the skills learned about avoiding
plagiarism for the rest of their academic careers

Forms of Assessment:
Teacher observation during class discussion
The Copyright Challenge: A quiz
MIT Library Fair Use Quiz
Written responses- Plagiarism, Thicke/Gaye Reflection
Performance- Creation of product

Curated Resources:
Ethical Use Livebinder:
http://www.livebinders.com/play/play?id=2008467&present=true

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