Lesson 2, Week 3: Citing Sources

Curriculum Area: English Studies

Year Level: 10
Topic: The importance of citing information
Lesson 2/3 (double): Tuesday, Week 3
Lesson Objective:
Students will understand the importance of citing information that is not their own
Students will understand conventions for citing others, and how to reference these in different
ways

LESSON OBJECTIVES:

(Key Knowledge and Skills students should achieve in the lesson)

Students will identify and explore the purposes and effects of citing information that is not their
own
Students will use language skills to interact with other people and to solve problems
Students will apply knowledge of what they have learnt on citing sources by correctly referencing
any primary and secondary sources used in their investigative reports

LESSON STRUCTURE:

Time Introduction: Teaching Approaches

2 mins Roll call The importance of calling the roll

5 mins Introduce the lesson: Students will be told a brief overview of
todays lesson-
Class discussion on Why we cite information that isnt
ours
Group work on Why it is important to give credit
Groups report back to the class about their discussion
on credibility
How to cite sources (explicit teaching)
Apply your knowledge of what you have learnt from the
PowerPoint information.
Independent study to finish off their draft investigative
reports
and then telling the students
what will be covered throughout
this lesson, allows me to build a
classroom routine. I like to
introduce each lesson with an
agenda to inform students on
the purpose of the lessons
content and how it relates to the
big idea of the unit: Credible
research assists in altering an
audiences attitudes and beliefs.

Time Main Content Teaching Approaches

3-5 Students will be given a number: Students will each be given a I have chosen to randomly assign
mins number (ranging from 1-6 or 1-5 if some students are absent) groups to get students working
and asked to form groups with others that received the same with peers that dont normally
number as them (all number 1s are in a group, all number 2s talk to. This will allow students to
are in a group, etc.). interact with students of all
Students will be handed a Describing Wheel (one for each different ability levels and mix
group) and asked to write Giving Credit under the topic with different friends.
heading on the wheel.
 Class Discussion: I will then lead a class discussion about why Class Discussion: The purpose of
5 mins we cite sources. I will ask the following questions- this teacher directed class
Could anything bad happen to you if you copied discussion is for students to start
someone elses idea or words and didnt give them thinking about why we cite
credit? (bad grade, kicked out of college, lose your sources of information and its
credibility, pay a fine, go to jail) importance in academic writing.
How would you feel if someone stole your idea and By prompting students with
didnt give you credit for it? questions about how they would
What do you think should happen to them if they did? feel if someone stole their
Why might it be unfair to use someone elses work ideas? This allows them to
without giving them credit? understand the purpose of
How does it help YOU when you cite sources? (Shows credibility in research on a level
you know what you are talking about, credible sources that helps students to
give you authority). comprehend the topic better.
How might it help your reader if you cite sources (can
learn more from the books you read, know if they can Group work: Students will work
trust your arguments) in groups in order to help them
How would you feel if you posted something really cool think and produce concepts to
on Facebook and a bunch of people shared it as if it how they would normally if
was their own witty comment, not giving you credit? working alone. Group work will
also allow students to
Group work: Based on the class discussion, instruct students to understand the benefits of
10 mins work in their groups filling in each of the sections of the collaborative and collegial
Describing Wheel with details about Why it is important to learning through trial.
give credit. Assist students by walking around and helping
those they are stuck for ideas. Group share: When groups share
their ideas with the whole class,
Group share: Each group will be asked to report some of the it enables students to think
3-5 ideas they have written about Why it is important to give about other concepts they may
mins credit. As students read some of the ideas out, I will write not have thought about before,
them on the whiteboard. After each group has reported to the especially if they relate directly
class, mention that from the size of the list, they should note to them.
the importance of why we give credit to others for their
information and we shouldnt claim their ideas to be our own Explicit teaching: There is no
by being lazy and not referencing. This is why we cite nice way to cover citations and
information that comes from others. From this, note that we referencing, hence why I have
will now look at how to cite information correctly in academic decided to teach explicitly about
writing. how to appropriately compose
citations. Because this is such a
Explicit teaching: Students will be asked to take out their content based topic, explicitly
15 mins notebooks and a pen to note how to reference books and teaching it, seems the most
internet sources (which will be shown in the PowerPoint). Using viable way to help the students
the PowerPoint presentation, I will teach students more understand. I do not expect
explicitly how to reference appropriately according to the students to remember how to
Harvard format of referencing. cite each type of information;
however, for students to get an
Students will need to retrieve laptops at this point in order to idea of the structure of each
retrieve their work and look at any sources of information citation, it must be displayed and
they have collected. taught about explicitly.
After I have taught about
Apply knowledge: Students will be asked to apply their citations in depth, I ask the
5 mins knowledge on what they just learnt about how to cite sources students to apply their
appropriately by referencing two sources of information that knowledge by getting them to
they have used for their investigative reports. Ask students to appropriately reference two
reference their survey and an internet source, following the sources they have used in their
structure we just talked about. They will then be asked to show investigative reports. By doing
 a partner and get their partner to check if they have referenced this almost straight after they
it appropriately (I will put the PowerPoint presentation slides have received the information,
up about how to reference a survey and an internet source at this will help them to remember
this stage). the structure of a citation.

Independent study: For the

50 mins Independent study: Students are to spend this time composing second half of this lesson, I have
their draft investigative reports. I will stroll around and ask allowed the students to work
students if they require any assistance with anything. Students independently on finishing their
will be asked to print their reports at the end of the lesson, so draft reports, which are due at
that I can mark them more easily and give them feedback. the end of the lesson.

Time Conclusion Teaching Approaches

5 mins Lesson closure: Students will be asked to hand up their draft I like to call everyone to attention
investigative reports so that I can mark them and hand them and make sure I know where
back tomorrow. Mention to students if they need more help everyone is up to at the end of
with citing information, I will keep a Hint Folder at the front of each lesson to make sure that
the class that contains more in depth information about the each student is on track. This
Harvard Referencing System, and they are able to access it also allows me to create a
whenever they need to (during this lesson). structured classroom routine for
Mention that if students need an extension they can speak to the students and myself.
me personally. Students will be told about what next lesson will
focus on- editing and proofreading through their work, ready
for final submission.
They will be asked to pack up their things and tidy their space
before heading off to recess.

RESOURCES
(Include equipment required for class and/or for teacher preparation)

Describing wheel handout (1 for each group x8)

Bibliography Recording Sheet (x 26)
PowerPoint presentation (citing sources)
Whiteboard marker
Laptops for the students (book these Tuesday morning)
Hint Folder on Harvard Referencing System and In text referencing (kept on white board)

ASSESSMENT

There is no summative assessment for this lesson; however, students must participate in the
formative tasks throughout this lesson in order to gain a full understanding of the big ideas:
Students will understand the importance of citing information that is not their own
Students will understand conventions for citing others, and how to reference these in different
ways