Lesson Plan
Name: Kimberly Harrison
Subject: British Literature
Virginia SOL: 12. 8 e) Cite sources of information,
using a standard method of documentation, such
as that of the Modern Language Association (MLA)
or the American Psychological Association (APA).
Start time: 8:05
Date: 12/13/12
Grade: 12
Stop time: 9:35
Lesson Title: Plagiarism and Citation Review
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1.
TSW answer questions by recalling and drawing conclusions about information from the text.
2.
TSW recognize forms of plagiarism, and paraphrase a given paragraph using techniques to
avoid plagiarism.
3.
TSW cite given sources using the MLA citation style.
4.
TSW create a project to describe and represent a character from the General Prologue of the
Canterbury Tales.
Critical vocabulary:
Materials/resources:
deferred
links to plagiarism and MLA citation information pages, paragraph excerpt,
MLA citation worksheets
Intro (how do you capture their attention and get them interested?):
Give the students a brief quiz on the three characters we read about in the last class, the Summoner,
Pardoner and Host (641-779), where they will be asked to write three descriptive characteristics of each
character. (See attached page for possible quiz answers)
Body (what comes after your interesting intro?)
Finish reading the General Prologue of the Canterbury Tales (780-856). (Stack and Griffin)
After reading lines 780-800, ask the students why they think the Host suggests his entertainment
plan (possibly a playful man; may do this all the time with travelers; possibly bored to death with his
usual company; possibly was already planning to travel to Canterbury and wishes to be entertained
along the way).
After reading lines 801-808, ask the students why they think the Pilgrims agreed to go along with the
Host’s plan before they hear it (possibly because they know the journey will be long; they trust the Host;
they know he’s the type of man to think of something entertaining). Have a student read the definition
for the word deferred and the sentence that it is found in (line 804). Remind students to write the
sentence on their vocabulary notecard.
After reading lines 809-829, explain that the Host is saying that morality and pleasure define a good
story. Ask the students whether they agree with this statement or not and why. Ask them what they
think does make a good story.
After reading lines 830-856, ask the students to summarize the bargain between the Host and the
pilgrims (the Host will be the judge of the best tale; the reward will be a dinner back at his tavern paid
for by the other travelers; the pilgrims agree that he can set the price of the dinner, the qualifications for
the judgment of the stories, and that whoever does not tell a story will have to pay the cost of the
journey). Explain that the phrase “draw for cut” means to draw straws. Have a student explain this
procedure.
Allow the students to ask any final questions they may have.
Go online to http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf and project the page so the
students can all see the information.
Have students read aloud important terms to know.
Explain what plagiarism is and how to avoid it.
Review the different examples of what plagiarism is and how to avoid it by having the students read
aloud the provided examples of plagiarism and say why they are unacceptable. Then have a student read
aloud the example of an acceptable paraphrase.
Have students read aloud the tips on how to avoid plagiarism.
Project a paragraph onto the board so the students can see and read it. Have them individually
paraphrase the information without plagiarizing. After about 7 minutes, have volunteers read aloud what
they wrote and have the other students say whether it has been paraphrased correctly, or not. After
allowing them to ask any questions, have the students turn in their paraphrases to me.
Next, project http://www.indiana.edu/~citing/MLA.pdf so the students can see it. Go over how to cite
different types of information sources.
Give the students a worksheet so they can individually practice how to cite the different sources.
Allow them 15 minutes to complete this. When they are done, go over the worksheet as a class by
having the students share what they wrote. (Use the attached worksheet)
Allow the students to ask any questions they may have before moving on with the lesson.
Introduce new assignment. Provide handout with the different projects they can choose from. Go
over the handout and the different projects and instruct the students to choose one project that they will
begin working on in class. This project will be due in the class period after the last day of presentations.
Closure (purposeful summary-help them remember today or anticipate tomorrow):
While the students are working, they can also use this time to ask me any questions they may have
about their presentations, which will be taking place in the next two class periods.
Homework:
Complete presentations
Work on creative writing assignment
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Ask questions based off of the text while reading to make sure that the students understand what we
are reading.
Have students read their paraphrases aloud and then turn them in. They will be graded based on
their paraphrasing on a scale of 1-5 depending on how well they paraphrased the paragraph.
The students will complete the citation worksheet and then we will go over the answers as a whole
class so they can correct their work and keep it for future reference. This will not be collected for a
grade.
When they turn in their creative projects and papers, I will grade them based on effort, grammar,
and creativity.
Pre-assessment: (How will you know if your students already know what you are teaching?)
The students will be able to show that they have been paying attention to the class
discussions about the different characters by including what we have talked about in their
projects.
Are you differentiating lesson content, process, or product by readiness, interest, or learning
profile? Explain below.
content
process
product
I am differentiating product by allowing the students to choose the activity
where they will show what they have learned.
readiness
I am differentiating by interest by allowing the students to choose which
character(s) to focus on. They will also be able to choose which activity
they will do based on what appeals to them the most.
interest
I am differentiating by learning profile because the activities that I have
provided reach out to a variety of learning styles.
learning profile
Assignment:
Select one of the following projects and choose a character from the General Prologue to focus
on for your project. These will be due at the beginning of the class period after the last day of
presentations.
-Make an artistic representation of the character. Be sure to pay attention to their
occupation, social standing, dress, and other characteristics we have discussed in class.
Write a 1 page reflection on your art. Describe your inspiration, what medium you used and
why, and how it accurately reflects the character.
-Dress up as character. Replicate the dress code of the time period as much as
possible. Record a brief presentation where you describe what you are wearing and why. You
will turn in the recording of your presentation and a 1-2 page reflection on your
presentation including why you chose your character, describing the clothes you wore/ tried to
replicate, and the significance of your character wearing the clothes they do.
-Pretend you are a journalist writing a story on the travelers. Include the interview
questions you would ask (at least 10) and the answers you believe they would give. You
must also include a 1 page description of your character and why you think they are
traveling to Canterbury.
-Pretend you are also on this pilgrimage to Canterbury. Write a 2-3 page letter to
your family back home telling them about the people you are with and how the trip is going so
far.
-Imagine a modern day pilgrimage. Who would the travelers be (at least 10) and
where would they go? Write a 2-3 page paper where you introduce us to your pilgrims.
Include their destination, why you chose these people and this location, why all of them are
traveling there, and how they are getting there.
-You are a movie director who is going to direct a version of the Canterbury Tales.
Based off the descriptions given in the General Prologue, choose modern- day actors to play
10 of the characters that we discussed. For each actor, include a 100-150 word explanation
of why you chose them and why you think they would be great for the role. Be sure to think
about how the characters would interact with each other and choose actors who will be able to
capture this interaction.
- Write a song that describes your character. Keep in mind that if you choose this
option, you will be required to perform it for your classmates either through a recording or in
person. You will need to write a brief 3-5 paragraph reflection about your song.
Developed paragraphs are more than three sentences. They present an idea,
elaborate on it, then sum it up and transition smoothly to the next
paragraph and idea.
“The Tales begin with a General Prologue, the first lines of which establish that this
pilgrimage takes place in the spring, the archetypal time of new life and awakening.
Fifty- five miles is a long journey by horseback, especially along muddy tracks that
would hardly pass as roads today. An inn was always a welcome oasis, even if it provided
few luxuries. The poet- pilgrim narrator whom many consider to be Chaucer himself,
starts out at the Tabard Inn in Southwark, a borough in the south of London, where he
meets twenty- nine other pilgrims also bound for Canterbury. It is the host of the Tabard
who suggests to the pilgrims, as they sit around the fire after dinner, that they exchange
tales to pass the time along the way to Canterbury and back to London. The host’s
suggestion sets up Chaucer’s frame story- the main story of the pilgrimage that includes
each pilgrim’s story.”
(Stack and Griffin, 100)
Possible answers for the quizzes:
Summoner:
He has a hideously ugly face, covered with pus- filled pimples, boils, and sores, black and
scabby eyebrows, narrow eyes and a scraggly beard.
When he is drunk, he only speaks in Latin, even though he only knows three lines. His
job is to track down people who were having sex outside of marriage and take them to the
Archdeacon for punishment. He allows those who give him money or wine to get away with
their crimes.
Pardoner:
He belongs to the upper class.
He has long hair that hangs like rat- tails, puts on airs by trying to ride fashionably, voice
like a goat, bulging eyeballs, and no beard.
Pardoner reads a lesson, tells a story and sings an Offertory well. He is also motivated by
greed, sings to get money from the crowd, and sells victuals.
Host:
He was a large man with bright and wide eyes
He was wise, educated, and fair.
5
Effort
How much effort was
put into this project?
Grammar
Was the writing
element clear and
well- written?
Was proper grammar
utilized?
Creativity
How creative was the
student when
preparing this
project?
4
3
2
1