1. 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….. • Why must all sources used in the
• In-text citations strengthen the writer’s research process be properly cited?
argument • Discuss the guidelines for MLA format.
• Plagiarism is the act of copying • What is plagiarism? How can it be
another’s work without giving proper avoided?
credit to that person • What is the value of using in-text
• Plagiarism must be avoided citations?

2. • All sources of information used to
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 • Students will write a properly formatted
skills to seek information that supports first page of their essays in MLA style
their writing topics with teacher guidance
• Students will define plagiarism and • Students will practice creating in-text
know how to avoid it citations and works cited entries
• Students will be able to include in-text following teacher guidance
citations in their research papers • Students will compose an MLA styled
• Students will be able to format their essay based upon one of the lesson
writing according to MLA guidelines topics, avoiding plagiarism and properly
• Students will properly format works citing sources
cited entries
Self-Assessments Other Evidence, Summarized
• Students will peer edit a classmate’s • Students will visit the lesson website
written work and self-edit their own and view a short video on how to avoid
papers plagiarism
• Students will check their own written • Students will visit the lesson website to
citations against those of the online see examples of properly formatted
citation generator and the sample citations and to access the online citation
citations on the lesson website generator and editor
• Students will use the evaluation rubric • The lesson website can be found at
to assess their written work 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. 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