Students will continue to use the research from Lesson 1 to create an annotated bibliography in this unit. At the end of this lesson, students are going to: 
- discover the significance of MLA citations and how to produce them. 
- use quotations, paraphrases, in-text citations, and works cited pages to demonstrate how to avoid plagiarism.

- What effects do language conventions and grammar have on written and spoken communication? 
- How do literary and informational texts become meaningful to strategic readers? 
- How does interaction with text elicit thought and response? 
- What is the true purpose of this text? 
- What makes writing clear and effective? 
- How can a reader find what they're looking for? 
- How can readers decide which information from what they hear, read, and see to believe? 
- How can a reader determine whether a source is reliable?

- Intellectual Property: Any creation of the mind, such as an idea, a song, an invention, or an artistic or literary work. 
- Plagiarism: Using someone else’s words or ideas without giving him/her credit (in the form of a citation or otherwise). 
- Style: How an author writes; an author’s use of language; its effects and appropriateness to the author’s intent and theme. 
- Voice: The fluency, rhythm, and liveliness in writing that make it unique to the writer. 

- copies of the Intellectual Property handout (LW-8-3-2_Intellectual Property and KEY)
- copies of the MLA Citations handout (LW-8-3-2_MLA Citations)
- copies of the Ellipsis handout (LW-8-3-2_Ellipsis) and one teacher copy of the key (LW-8-3-2_Ellipsis KEY)

- Before students spend time experimenting with new vocabulary and essay structures in their persuasive essays, the handout exercises will allow assessments for remedial action. 
- Provide further research time and reteaching or examples as needed.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students understand the need for appropriate citation and why it is both legal and polite to acknowledge the sources of important information obtained during the research process. 
H: Students discuss how to prevent plagiarism in any writing assignment by taking a stance on copyright infringement and defending it in four hypothetical scenarios. 
E: Teachers explicitly teach students when and how to properly cite other authors' work as source material. Students will advance from the memorization level to the application level using pre-selected materials. After that, they will be required to use their newly acquired skills in unique scenarios using information that they have independently gathered. 
R: Practice exercises follow each phase of direct instruction and notes to give reinforcement. 
E: Using information from handouts and discussion of the topics, students demonstrate their understanding of the material by producing samples of work-cited entries and in-text parenthetical citations. Furthermore, in Part 2 of Lesson 2, they apply the knowledge to their own research. 
T: Depending on the student's level of physical dexterity, the handout can be modified to allow for more or less note-taking during instruction. For more interpersonal multiple-intelligence activities, the opening activity can be discussed in pairs or as a class. 
O: The activities switch between small-group, whole-class, and individual work. 

Key Questions: What constitutes intellectual property? Why and how should we protect intellectual property? How can you increase your writing credibility by respecting the work of others?

Part 1

Note: Although the style format used in this unit is MLA, it may differ depending on your district or system.

"In the previous session, we talked about how to start a research project. We will discuss intellectual property in this lesson, including why and how it ought to be shielded from plagiarism. We'll also talk about how valuing other people's contributions can increase your writing credibility." If necessary, take a few minutes to explain plagiarism and intellectual property to the students. Distribute copies of the handout on intellectual property (LW-8-3-2_Intellectual Property and Key) to the students. Ask students to decide on their stance and justification for each of the scenarios on the handout in pairs or individually. Make it clear that students only need to finish page 1. Students should choose volunteers to present their positions and consequences to the class after finishing page 1. (Make sure that disagreements are respectfully discussed and that no one disparages any viewpoints.)

"These behaviors have a variety of real-world effects. Discipline will be taken against students who participate in activities like plagiarism. Plagiarism in college can result in the loss of scholarships and automatic failure in the course.

"In this lesson, we'll concentrate on the value of intellectual property protection and responsible sharing."

As you discuss the various forms of copyright infringement (The Big Deal) and the goal of the Modern Language Association (Avoiding Plagiarism) using the key, instruct students to turn to page 2 of the Intellectual Property handout and take notes (LW-8-3-2_Intellectual Property and KEY). "You've started assessing reliable websites so far in this unit and finding relevant content for your annotated bibliography. To assist you in focusing and defining your research objectives, you have also composed a thesis statement. You have to learn how to give credit to the authors whose ideas you are using if you want to be a responsible and respected writer.

"In Lesson 1, you were instructed to keep track of any Web site from which you obtained information. You can cite primary and secondary research documents in your essay in one of two ways:

1. A bibliography

2. In-text parenthetical citations

"A bibliography typically appears on the last page of a document. It is a list of all the sources you used for your essay, organized alphabetically by the first word in each entry, along with the specific details you needed to refer to to get ideas or quotes for your writing from each one."

There are parenthetical citations in-text; they are part of the text. Place the information's location in parenthesis after using a fact or quotation in your essay. (If it's useful, define the terms parentheses, cited, citation, and cite.) Hand out the MLA Citations sheet to give students examples and a guide (LW-8-3-2_MLA Citations).

Mentor students as they go over the models and complete the examples on the MLA handout. Since students are conducting research online for this unit, you can skip the book citation gray boxes on this page and limit your students' MLA-style study to only this kind of source.

"Remember that identifying instances of plagiarism in students is not too difficult for an educator to accomplish. Your teacher will have a sample of your voice and writing style once you've written anything. This is difficult to blend with other people's work, so if proper credit is not given, plagiarized information will stand out almost as if it were in bold. Take no chances. Honor the original author and show your gratitude. Next, use your own words to elaborate on his or her points."

Part 2

Provide students with an example of how to visit a website, find the citation information, record it, and write a complete citation. After that, assign students to pairs and show them an example webpage so they can work together to complete the citation. Review the proper citation with the class.

"Review the material you have already researched. Using a fresh sheet of paper (or document if you're in a writing lab), visit the websites you selected again, note the information you need to include, and correctly format each source with full citations. We will learn how to put your thesis, references, and research together into an annotated bibliography in the upcoming lesson." Allocate sufficient time for this task and monitor students' advancement. As needed, provide individualized MLA-style assistance. Gather student work and offer comments on the style of the citations.

Language Skills Mini-Lesson

After finishing the primary lesson, instruct students on how to utilize the ellipsis to denote a textual break in quotations from source materials. "You might want to cite some of the sources you are using in your final research paper or annotated bibliography. Sometimes, a passage of text would be ideal for you to quote, but the original sentence might be too long, too complex, or too unrelated for you to use as a quote. Today, we'll examine how to condense the source material while maintaining citation integrity for your paper or bibliography."

Give copies of the handout, "Use of an Ellipsis" (LW-8-3-2_Ellipsis), to the students.

"Listen as I read the first two paragraphs aloud to you." Go through the first two paragraphs. Next, give the class a look at the two example sentences. Read the shortened versions below to see how ellipses can be used. Make sure that the original meaning is preserved. Respond to the students' inquiries regarding the appropriate usage of ellipses.

Assign students to work in pairs to condense some of the sample quotes from the Appalachian Trail article using ellipses. It is up to you to decide whether to assign students to complete all six samples or just a few to practice. There is a key (LW-8-3-2_Ellipsis Key) that illustrates some appropriate ways to use ellipses in the sample sentences.

Have volunteers create their versions of the sentences for the class to finish the mini-lesson. Then, have a discussion. Please take note that there are multiple ways to appropriately shorten the sample sentences using ellipses.

Extension:

Learn how to cite secondary sources or indirect quotations from online sources for students who may be exceeding the requirements. For reliable sources of citations, they can consult the Purdue University online writing lab at http://owl.english.purdue.edu/owl/resource/747/02/m 

For further practice with the MLA citation format, students can practice with three to five more quotes or statistics from print and electronic sources. Additionally, they have access to examples of properly formatted MLA citations in model essays.

To create citations and/or manage their research notes, students can utilize an online application such as Noodletools.