Shady Lane Junior High School District 166

Centerville, Illinois Plagiarism Staff Development Proposal Proposed Date: November 8, 2014 Institute Day Proposed Participants: Open to all 6th Grade teachers Proposed Location: Shady Lane Junior High School Library Statement of Need: Students should know how plagiarism affects them, affects others, and what the ramifications of their actions can be if they choose to plagiarize. With the Common Core State Standards emphasizing the avoidance of plagiarism, it is important to make sure staff is able to perform to the following English Language Arts Common Core Standard on Plagiarism for 6th to 8th grade students: C.C. 6-8.W.HST.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (ELA Common Core Standards)

Students should know this information, not only because it is pertinent to the CCS, but also because of its relevance to numerous Standards for the 21st Century Learner. Some of these standards of particular importance are as follows: Standard 1.1.4: Find, evaluate and select appropriate sources to answer questions. Standard 1.3.3: Follow ethical and legal guidelines in gathering and using information. Standard 1.3.5: Use information technology responsibly. Standard 3.1.6: Use information and technology ethically and responsibly. (American Library Association)

Proposal Brief: In order to best address the issue of plagiarism, multiple approaches must be taken. A definition of plagiarism, followed by statistics must be given. Meeting the Common Core Standards for ELA at the 6th-8th grade levels is of utmost importance. This requires that students are able to detect plagiarism, and know its ramifications. This can be done through a presentation on the multiple types of plagiarism and listing the consequences of plagiarism. Following up with worksheets and examples given to students using short videos or participatory activities will drive these points home. The fact that this information is transferable and will be built upon in the students future education should also be stressed.

By collaborating with the teaching staff, emphasis will also be given to the Standards for 21st Century Learner. Being able to demonstrate how to select and evaluate a source is important. This can be done in the classroom or the library. Also, since technology plays a large part in research today, it should be demonstrated effectively. Resources such as Sweet Search, Noodle Tools, and Easy Bib are easily demonstrated. By working together with the teaching staff throughout this process, we hope to prepare our students for research projects, presentations, and to build a knowledge base for the future. Support: Goals: The Staff will: Know how the lesson meets the Common Core and 21st Century Learning Standards. Learn how to prepare students for future research in school, jobs and life. Learn how to detect plagiarism. Learn how to utilize citation tools. www.academicintegrity.org/icai/integrity-3.php www.oedb.org/library/features/8-astonishing-stats-on-academic-cheating www.turnin.com/en_us/resources/white-papers

Examples: When these goals are met, teachers will exhibit the following behaviors: All 6th Grade teachers will have a better understanding of the expectations of the CCS and 21st Century Learning Standards relating to the issue of plagiarism. Teachers will utilize paper and online resources that will aid them in the presentation of this important information to their students. Through the use of free online resources like www.grammarly.com, teachers will be better able to detect and correct the problem of plagiarism. Teachers will pass on the knowledge of when to cite sources and when it is not necessary and how to properly use online citation tools like www.easybib.com.

Activities: In order to fully prepare teachers to teach these skills, the following activities will be presented: Bell ringer activity regarding how pronounced the problem of plagiarism is. Developing a working definition of plagiarism

Examining examples of various forms of plagiarism Looking at online resources for detecting plagiarism. Discussing the evaluation of resources and guidance for citation and paraphrasing. Overview of online resources related to the rules of citation. Delivering of Plagiarism Packet to assist teachers in lesson planning.

Timeline: September 24: Begin creation and preparation of materials (aprox. 8 hrs.) October 1: Promotion of event to staff through email and personal exchanges October 4: Deadline for staff sign-up October 8: o 11:00 Presentation Starts: Personal Introduction o 11:05 Overview of plagiarism o 11:10 Bell Ringer o 11:20 Explore online plagiarism detection tools o 11:35 Explore online citation tools o 11:40 Conclusion / exit slips o 11:45 Presentation Ends o October 11: Examine assessments and advise teachers interested in when the library space will be available for in-library presentations on plagiarism.

Assessment: The following tools will be used to gauge the success of the staff development: Sign-up sheet to show interest in subject Bell ringer Exit slip In-library sign up for presentation by librarian and staff

Facilitator Requirements: Preparation of presentation materials Charging and readying the laptops for presentation Projection screen set up Preparation of seating and library space Making sign-in sheet and writing materials available Preparation of snacks Clean up Evaluation of assessment materials

Materials Required: Library space with chairs

Laptop cart (laptop for each staff member attending) Projector Writing utensils for each staff member attending Presentation packets (copy paper and ink required) Coffee / hot chocolate Cookies Paper products (cups and napkins)

Budget: $50.00 Necessary Items: Staff Time Coffee / Hot Chocolate Cups Cookies Napkins Paper and Ink Total Budget: Conclusion: Through this staff development project, the librarians and library staff hopes to enable our 6th grade staff members to better prepare the students of Shady Oaks to meet the requirements of learning in the 21st Century and beyond with integrity and honesty. In this time of vast information, it is never more important to stress to students and staff the need to use the online and print resources available to them in a responsible way. By first understanding and identifying plagiarism, the 6th grade staff of Shady Oaks can better foster an honest and reputable relationship between research and our students while meeting the needs of Common Core Standards and 21st Century Learners. Cost: $0.00 $10.00 $5.00 $10.00 $5.00 $20.00 $50.00

Sources
American Library Association. Standards for the 21st Century Learner. (2007): 3-5. Print. Dictionary and Thesaurus-Merriam - Webster Online. (2013, March 2) Retrieved Merriam-Webster: http://www.merriamwebster.com/dictionary/plagiarize. ELA Common Core Standards. Common Core Standards for English Language Arts. Illinois State Board of Education, 2012. Web. 1 Mar. 2013. from

Plagiarism Packet For Staff Development Day March 18, 2013

Plagiarism
to steal and pass off (the ideas or words of another) as one's own: use (another's production) without crediting the source (Dictionary and Thesaurus - Merriam-Webster Online, 2013).
APA Format Bibliography:
Dictionary and Thesaurus - Merriam-Webster Online. (2013 2-March). From Merriam-Webster: http://www.merriam-webster.com/dictionary/plagiarize

Examples
The writer tries to disguise plagiarism by copying from several different sources, tweaking sentences to make them fit together while keeping most of the original phrasing. The writer turns in anothers work, word-for-word, as his or her own words The writer copies significant portions of text straight from a single source without alteration or adding quotations and a citation. Although a writer has retained the essential content of the source, he or she has altered the papers appearance slightly by changing key words or phrases. The writer provides inaccurate information in the content or the citation, making it impossible to find the source.

Consequences
Can range from failing the assignment, to failing a course, to being suspended or expelled from a college or university. The offense will also be noted on your permanent record. Considered misdemeanors and are punishable by fines ranging from $100$50,000 with the possibility of jail time up to a year. May include being fired from or not hired for a job. Corporations take plagiarism seriously and do not want to be liable for someone who might put their company in jeopardy.

Plagiarism Worksheet
Plagiarism defined: any use of someone elses words or ideas without explicit and complete documentation and acknowledgement. Deliberate Plagiarism: 1) Buying another persons work or soliciting another to do work for you. 2) Misrepresenting sources: concocting information or finding information in one source and attributing it to another. Also, citing sources which have not been consulted. 3) Passing off the work of other writers as your ownentire articles, paragraphs, sentences, phrases, and even ideas. An act of deliberate plagiarism for any work in this course will result in a final course grade of F. Incorrect Attribution of Sources (Non-deliberate plagiarism): 1) Distinctions between quoting and paraphrasing 2) Use appropriate citation marks (quotation marks surrounding directly quoted materials, correct authors name and page numbers for parenthetical citation). Other Forms of Plagiarism: 1) Submitting a paper written for another class or for another assignment. 2) Allowing a friend or tutor to add text to your paper (Feedback from colleagues is encouraged, but all words in the paper should ultimately be your own). Non-deliberate acts of plagiarism result in severe penalties to the assignment, including the possibility of receiving a grade of zero for the particular assignment. Distinctions between Quotation, Paraphrase, and Summary: Quotation: an exact duplication of the authors words as they appear in original source. Paraphrase: a restatement of the authors words in your own words. Summary: a brief condensation of the main point of the original source. Quick Guidelines for Avoiding Plagiarism Place all quoted material in quotation marks. Identify sources from which you paraphrase or summarize. Give credit for the creative ideas you borrow from a source, including particular uses of anecdotes or examples. When paraphrasing and summarizing, replace the structure of the passage and the language with your own. Acknowledge borrowed organizationuse of same subtopics or same point-bypoint analysis.

Plagiarism Quiz 1) When you use the work of another writer, you must provide documentation in all of the following cases EXCEPT when a) you replicate the exact words of the author, within quotation marks b) you use the exact ideas of the writer but change the wording c) you write your thoughts or reflections after reading the authors text d) you use the writers organizational plan or examples 2) Circle the number for each of the following acts that does constitute plagiarism. Do not mark those items that are legal acts. a) Meeting with a Writing Center consultant b) Allowing a paid editor to revise your work c) Using the exact words of another writer, within quotation marks and with a parenthetical citation d) Submitting a paper turned in for another class e) Allowing classmates in your peer review group to comment on your paper f) Allowing a tutor or friend to edit your paper 3) Identify the forms of citation used for the following passage: Man is born free, and everywhere he is in chains. Many a man believes himself to be the master of others who is, no less than they, a slave. How did this change take place? I do not know. What can make it legitimate? To this question I hope to be able to furnish an answer. I. In an essay examining the relationship of humanity and society, Rousseau asserts that man is born free, and everywhere he is in chains (Rousseau 57). a) Paraphrase b) Quotation c) Summary

II. Rousseau suggests that, although they come into the world uninhibited, human beings find themselves universally oppressed. (Rousseau 57) a) Paraphrase b) Quotation c) Summary

III. In his essay, The Origin of Civil Society, Rousseau questions his observations of humanity, which indicate that a persons free nature and his or her actual social statuses are in conflict. a) Paraphrase b) Quotation c) Summary

Name:___________________________________ Date:_________________ Plagiarism Worksheet Instructions: 1. Read the excerpt below on Krumping. 2. For each example: a) State whether ANY plagiarism exists b) IF the example contains plagiarism, underline or highlight the plagiarized portion(s) c) Explain why the example does or does not contain plagiarism Krumping incorporates extreme, almost impossible freestyle body motion, coordination and rhythm. Basics include chest popping, a Charlie Chaplinesque, comic, stumbling, staccato stride and toe dance, feet that turn out, feet that turn in, arms that go wide in a ranting wave, the body jerking up and down, prancing, the torso bend from the waist that circles around the hips 360 degrees, raised arms that wrap over and around the body, the neck and head jutting forward, the mouth chattering as if in a real or silent monologue. The dance is frenzied and rapid, displaying a set of attitudes running the gamut from hostile to aggressive to seductive to comical and back again. Girls can be as good as the guys but there are fewer who compete. Their attitude can include more sexual, bump and grind elements with a flamboyant, exaggerated edge or they can have an attitude that is hard and aggressive, just like their male counterparts. Krumping is not hip hop, though it uses the music and springs from the same mold. For now, it seems to stand alone as a pure urban expression. It isnt pretty and it offers no apology because it tells a vivid story about being young in a hostile and dangerous world run amok. The dancer can shift from malevolent character to clown in a flash like what comes at you as you surf channels on a TV. Click, click. Life turns on a dime at the push of a button in todays world. We see the reflection in Krumping. Krumping Marti Bercaw Example 1: Krumping is the newest dance craze. This Chaplinesque, frenzied, and rapid dance displays a set of attitudes, from hostile to seductive to comical. A direct reflection of the chaotic motion of todays world, Krumping tells a vivid story about being young in a hostile and dangerous world run amok. Answer:

Example 2: One night last summer changed my life. I was, sadly, stuck at home watching television with my parents. As any TV fan can tell you, summer is a desert of reality TV and game shows, and that night was no exception. My parents turned on Americas Got Talent, and I settled in to fall asleep to the sounds of the Hoff making numerous puns on his name. All of the sudden, a flash of movement caught my eye. At first I thought someone was having a seizure on stage; my entire eyes initially registered were jerky motions. As I gave my full attention to the screen, I witnessed

what felt like a revelation. A young man, no more than sixteen or seventeen, moved across the stage with extreme, almost impossible freestyle body motion, coordination and rhythm. He was like a puppet with no strings. He was a wild man, but controlled. As I watched the lean figure finish by dropping to the ground, I knew that I would learn this dancing style, or break myself trying. Answer:

Example 3: Krumpings not visually pleasing and its not sorry about that, as it tells a colorful tale of youth in an angry and treacherous world gone mad. A krumper can change facades from evil to comical in a heartbeat reflecting that life turns on a dime at the push of a button in todays world (Bercaw 564). Answer:

Example 4: After the show was over, I ran to my computer and googled the name the young man had given his dance style, Krumping. Link after link filled page after page on my screen. As I eagerly began to scan each description and picture, I noticed a trend; most of the dancers depicted were male. Further research partially confirmed my observation. While girls too krump, they do not enter into as many competitions as their male counterparts (Bercaw 564). I reasoned that if girls didnt compete, then they couldnt be photographed, hence the lack of female krumpage on the web. I, however, was a female who had no fear of competition. Answer:

Example 5: Just as valid a method of dance as ballet, modern, or jazz, Krumping too has its signature moves and tones. Journalist and dance fan Marti Bercaw describes the basics of Krumping in both body and attitude: Basics include chest popping, a Charlie Chaplinesque, comic, stumbling, staccato stride and toe dance, feet that turn out, feet that turn in, arms that go wide in a ranting wave, the body jerking up and down, prancing, the torso bend from the waist that circles around the hips 360 degrees, raised arms that wrap over and around the body, the neck and head jutting forward, the mouth chattering as if in a real or silent monologue. The dance is frenzied and rapid, displaying a set of attitudes running the gamut from hostile to aggressive to seductive to comical and back again. (564) The multiple attitudes a dancer can express through the jerky but fluid movements seem to depict a type of spiritual freedom encased, but not trapped, in a human body. The dancer uses him or herself as a puppet to express the emotions felt by us all with an explosion of soft and hard motions. Answer:

Additional Resources Websites: http://www.wadsworth.com/english_d/special_features/plagiarism/WPAplag iarism.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/researchbuilding-blocks-cite-158.html http://plagiarism.org/ http://www.nytimes.com/learning/teachers/lessons/20060428friday.html http://big6.com/pages/lessons/articles/using-the-big6-to-preventplagiarism.php http://www.noodletools.com/debbie/ethical/policytemplate.html Powerpoint Presentations: http://www.slideshare.net/kathykhan/plagiarism-powerpoint-2427193 http://www.slideshare.net/sarscholl/plagiarism-7th-grade-10469311 http://www.slideshare.net/KathleenMcKim/plagiarism-prevention-studentmodule YouTube: http://www.youtube.com/watch?v=A1zzsRUmCp8 http://www.youtube.com/watch?v=1fkx1hWUHEM http://www.youtube.com/watch?v=wsB-_4arCWE

(Exit Slip Example) We value your feedback: How will you integrate the strategies and resources presented in todays staff development meeting into your in class lessons?