Instructional Content
Instructional Sequence (Overview)
Instructional Goal: Students will be able to engage in a conversation while analyzing informational text and answers to text-dependent questions that require citing evidence without plagiarizing (i.e., using proper citation protocols).Instructional Sequence (Critical Thinking and Analysis)
Materials: Student computers or iPads, informational text (plagiarism handout)- Students read the plagiarism handout, annotating as necessary
- Students log into Schoology and access the “Plagiarism” assignment, then follow a link to paraphrasing examples from “virtual students” and determine if plagiarism has occurred
- Students follow another Schoology link to Padlet and post their answers to the Padlet wall
- Teacher engages in discussion with class to debrief answers
Instructional Sequence (Practice and Reflection)
- Students practice paraphrasing text and share their work on the Padlet wall
- Students log into Schoology and access the “Plagiarism” assignment, then follow a link to paraphrasing examples from “virtual students” and determine if plagiarism has occurred
- Students share among the group and read their paraphrased text
- Final debrief discussion: “Which students did the best job of paraphrasing and why?” Each group shares their version of the paraphrase with the whole class
Task Force Recommendations and ISTE Standards
How does this work engender creative communicators and promote learner agency?| Personalized Learning (TFR 3): Using Padlet, students may share answers to the teacher’s prompts. Students answer individually and can jumpstart their thinking after reading the input from their classmates to provide examples of their thinking. This is a great example of a UDL that offers a built-in scaffold and an opportunity for individual input. |  |
| Knowledge Constructor (ISTE 3): Students think critically through citing evidence from the text and by working on a collaborative platform (Padlet) to share and formulate answers based on informational text. |  |