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**Active Reading and Note Taking 2 ** Lesson 7 (Cluster 2.5)

Paraphrase information from the Electronic Communications Privacy Act without plagiarizing. Summarize the key ideas and supporting details. || **//Product: //** A paraphrase of sentences from the ECPA Written and oral summary of one section of the ECPA ||
 * **// Active Reading and Note Taking 2 //** |||| //Ability to read purposefully, summarize key ideas and supporting details, and paraphrase textual evidence and/or record direct quotes to avoid plagiarism // ||
 * **//Mini-task //** || **//Prompt: //**
 * **//Mini-task scoring guide //** |||| Product meets expectations if the student is able to paraphrase information relevant to the primary source without plagiarizing, summarize the key ideas and supporting details into a paragraph, and present orally. ||

**Prior to the Lesson **  <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Teacher support ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Make copies of //Electronic Communications Privacy Act// (primary source) for teacher modeling ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Make copies of two versions of paraphrasing and cut apart **(Handout 7A) [[file:Lesson 7 Handout 7A.doc]]** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Make copies of 4 jigsaw sections with assignment **(Handout 7B, 7C, 7D, 7E) [[file:Lesson 7 Handout 7B.doc]]**
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Familiarize self with the text features within the primary source. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Have poster paper and markers ready for collaborative activity ||


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Essential Question ** || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">What happens when your privacy is someone else’s business? ||

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Students will be able to read, paraphrase, and summarize without plagiarizing. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objective: **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Purpose ** || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Up to this point we have looked at various styles of text including digital media and cited notes that will eventually help support your editorial. In this lesson you will look at one primary source and one secondary source and learn to avoid plagiarism through paraphrasing the material. // || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">(shared reading/mini lesson) || * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Take a few minutes to glance through the legal document, Electronic Communications Privacy Act. Read the first page and make any notes you want, such as questions you have, words you don’t know, comments. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss students’ comments. What made the text difficult to read? **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting ** || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading this legal document is difficult for those of us who are not attorneys. So we are going to look at an interpretation of the Act to understand the content of the law. Your purpose is going to be to paraphrase a section of the law without plagiarizing and to summarize the content of the legislation. First, let’s make sure that we all understand the difference between summarizing and paraphrasing and what I mean by plagiarizing. Find your Portable Word Wall, **Handout 3A.** // || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minute || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activating Background Knowledge ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Refer students back to the lesson’s objective: to read, paraphrase, and summarize without plagiarizing. || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Whole Group Instruction ** || * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is **plagiarizing**? Plagiarism is using another’s ideas and words without clearly acknowledging the source of the idea. To avoid plagiarizing, you must give credit whenever you use another person’s idea, opinion, or theory; statistics, graphs, or drawings – any pieces of information that are not common knowledge; or quotations of another person’s actual spoken or written words. //
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Component ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Notes ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">8-10 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background Knowledge ** || * //<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Today we are going to read a piece of text that is referred to as a document. Instead of an author, we refer to its creator. I am referring to what is called a primary source. Primary sources give us first-hand testimony or direct evidence about a particular topic. Historical primary sources are created by witnesses or recorders who were present during an event. For instance, Thomas Jefferson not only signed the Declaration of Independence, but created it. The Declaration is a primary source. Years later, a textbook author might write about the signing of the Declaration, which would be a secondary source. Primary sources can include many different types of writing. //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Take 2 minutes to jot down as many specific kinds of primary sources as you can. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Compare the students’ lists with yours. Examples include: autobiographies, memoirs, oral histories, letters, diaries, historical documents, court decisions, law codes, government documents, manuscripts, photographs, maps, architectural drawings, original art.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">We are going to read a particular type of primary source text, a law code. Critical reading skills are important when trying to understand primary source documents. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">2
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">2
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Notice the first line of text under the name of the law: Civil Rights in America. Who can define //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">civil rights //for us?// (rights to personal <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">[|liberty] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> established by the 13th and 14th Amendments to the U.S. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">[|constitution] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> and certain Congressional acts, especially as applied to an individual or a minority group) //Taking that line into consideration, what conclusions can you draw about the concept of privacy? Think about our essential question:// What happens when your privacy is someone else’s business? //Keep the question in mind as we look at this document.//
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher models reading the first page of the document, thinking aloud his/her process for making sense of the text. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Support [[file:lesson7modelecpa.pdf]] ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">3 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Purpose **
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">3 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Purpose **
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Intentional Whole Group Instruction ** || * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While Paraphrasing and summarizing are closely related processes, they are not the same thing. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Put the following definition on the white board or document camera: **(Teacher Support) [[file:Lesson 7 Teacher support Paraphrasing Definition.docx]]**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A **paraphrase** is your own rendition of essential information and ideas expressed by someone else, presented in a new form, one legitimate way (when accompanied by accurate documentation) to borrow from a source. It is a more detailed restatement than a summary.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher models for the students a paraphrasing of the definition of __paraphrase__. **Teacher Support [[file:Lesson 7 teacher support Paraphrase paraphrase.docx]]**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have students write their own definition on the Portable Word Wall with a visual that will help them remember the word.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A reader can choose to paraphrase one statement, a group of statements, or an entire passage. Paraphrasing is a valuable skill because it helps you control the temptation to quote too much. Also the mental process required for successful paraphrasing helps you grasp the full meaning of the original passage. //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If paraphrasing is just restating ideas, what is summarizing? Summarization depends to some level on the ability to paraphrase. First of all, a summary should be significantly shorter than the original text. How long it is depends upon the purpose of the summarization and the needs of the audience. The summary should include the main ideas of the text with important details that support the author’s main points. The summary should reflect the structure and order of the original text. If the writer wrote a passage using a cause-effect organizational pattern, the summary should be written that way. A summary should give someone who has not read the original text a clear and accurate overview of the original passage. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have students add __summary__ to their Portable Word Wall with its definition and a visual. (A shortened version of an original text, stating the main idea and important details with the same text structure and order of the original.) ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">3 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have partners explain to each other the difference and connections between **paraphrase** and **summary**. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 of Lesson ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Let’s look at an example and see if you can determine if the rewrite is an appropriate paraphrase or if it is an example of plagiarism. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher puts original text [[file:Teacher Support paraphrase good or bad.doc]] on the document camera and reads it out loud. **Teacher Support**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Give each group one paraphrased version of the original. Students are to decide if their version is an appropriate paraphrase and why or why not. **(Handout 7A)** Some groups get the top half of this handout (version 1) and some groups get bottom half (version 2).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students add __plagiarism__ to their Portable Word Wall
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Let //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">’//s take a look at the interpretation of the Privacy Act now.//
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher does a shared reading of the first section, //Purpose of the Law// and then models paraphrasing of two sentences. **Teacher Support**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher models summarizing the first section, //Purpose of the Law.// **Teacher Support**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Now it is your turn. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20 || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Independent Practice ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students jigsaw //Electronic Communication Privacy Act// from Gale Encyclopedia of Everyd//ay// Law into 4 sections:
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Protected Internet Communication and Exceptions for Employees of Network Services //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exceptions for Employers //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exceptions for Government Authorities //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Additional Exceptions Under the Patriot Act of 2001 //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each of the four groups writes paraphrases of the assigned sentences and a summary of one section. **(Handouts 7B,7C, 7D, 7E) (Teacher Support)** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">10 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group presents their paraphrases on a sheet of chart paper or under the document camera.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group orally presents its summarization while students in other groups highlight and text mark details that can support their editorials. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">10 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group presents their paraphrases on a sheet of chart paper or under the document camera.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group orally presents its summarization while students in other groups highlight and text mark details that can support their editorials. ||