Understanding by Design Lesson Plan

Kimberly Exley
Grade: 11th
Subject: Formatting Citations Using MLA Style/Avoiding Plagiarism
Curriculum Areas: Language arts with information literacy integration

Stage 1- Desired Results

Standards Addressed:
11th Grade Standards
ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive
grasp of significant ideas in selected literary works. The student composes essays, narratives,
poems, or technical documents. The student
e. Includes a formal works cited or bibliography when applicable.
ELAALRC2 The student participates in discussions related to curricular learning in all subject
areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.

AASL Standards for the 21st Century Learner

I. Inquire, think critically and gain knowledge.
1.1.1 Follow an inquiry-based process in seeking knowledge in
curricular subjects, and
make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.3.3 Follow ethical and legal guidelines in gathering and using
information.

II. Draw conclusions, make informed decisions, apply

knowledge to new situations,
2.1.4 Use technology and other information tools to analyze and
organize information
and create new knowledge.

Established Goals:
Students will learn…
• How to integrate information from a selected source into their writing
• How to properly cite sources of information
• How to avoid plagiarism
• How to format writing using MLA guidelines

Understandings: Essential Questions:

Students will understand that…..
• In-text citations strengthen the writer’s
argument
• Plagiarism is the act of copying
another’s work without giving proper
credit to that person
• Plagiarism must be avoided
• All sources of information used to
• Why must all sources used in the
research process be properly cited?
• Discuss the guidelines for MLA format.
• What is plagiarism? How can it be
avoided?
• What is the value of using in-text
citations?
 supplement one’s writing must be
properly cited
• MLA formatting requires the student to
follow a specific set of guidelines in
completing written work

Stage 2- Assessment Evidence

Performance Tasks: Other Evidence:

• Students will use information literacy
skills to seek information that supports
their writing topics
• Students will define plagiarism and
know how to avoid it
• Students will be able to include in-text
citations in their research papers
• Students will be able to format their
writing according to MLA guidelines
• Students will properly format works
cited entries
• Students will write a properly formatted
first page of their essays in MLA style
with teacher guidance
• Students will practice creating in-text
citations and works cited entries
following teacher guidance
• Students will compose an MLA styled
essay based upon one of the lesson
topics, avoiding plagiarism and properly
citing sources

Self-Assessments Other Evidence, Summarized

• Students will peer edit a classmate’s
written work and self-edit their own
papers
• Students will check their own written
citations against those of the online
citation generator and the sample
citations on the lesson website
• Students will use the evaluation rubric
to assess their written work
• Students will visit the lesson website
and view a short video on how to avoid
plagiarism
• Students will visit the lesson website to
see examples of properly formatted
citations and to access the online citation
generator and editor
• The lesson website can be found at
http://mlaandplagiarism.yolasite.com/

Stage 3 Learning Plan

(WHERETO)
. Learning Activities:

Day 1
1. Students will view the short video, “Corrina Talks Bob out of Plagiarism” and participate
in a classroom discussion about the video. The video is part of the lesson website at
http://mlaandplagiarism.yolasite.com/page-2.php. (H)
 2. Introduce the essential question(s) for the lesson and make connections between the
writing assignment and the novel students have been reading. (W,E,R)
3. Discuss the assignment and explain expectations of students, including the tool for self-
assessment. (W,E,O)
4. Allow time for student questions. (T,O)

Day 2
1. Review the essential question(s) for the lesson. (W,E)
2. Guide students through MLA formatting for page one of their essays. (W,E)
3. Guide students through MLA formatting for in-text citations and works cited entries.
(W,E)
4. Show and explain the lesson website to students. Explain that the resources within the
website will aid students in writing and formatting their essays, creating citations, and
editing their papers. (E,O)

Days 3 and 4
1. Review the essential question(s) for the lesson. (W,E)
2. Students will compose their MLA formatted essays seeking help from the teacher and
media specialist, as needed. (R,E)
3. Students will self-evaluate their essays using the evaluation rubric. (R,E)

Day 5
1. Review the essential question(s) for the lesson. (W,E)
2. Students will peer edit a classmate’s essay using the evaluation rubric, seeking help from
the teacher and media specialist, as needed. (E,R,E)
3. Allow time for student questions. (T,O)

Day 6
1. Review the essential question(s) for the lesson. (W,E)
2. Students will compose final drafts of their essays utilizing all lesson resources. (R)
3. Students will self-evaluate their essays using the evaluation rubric. (R,E)

Lesson Resources:
1. Lesson Website
2. Evaluation Rubric