Citing Like a Pro

Overview

This is lesson 2 of 3 in the unit "Mastering Research Skills." Students will learn the fundamentals of MLA and APA citation styles, practice creating accurate citations for different source types, and develop strategies for avoiding plagiarism through proper paraphrasing and quoting.

Learning Intentions

• Students will understand the purpose and structure of MLA and APA citation formats.
• Students will be able to create accurate citations for books, websites, and articles.
• Students will distinguish between paraphrasing, quoting, and plagiarism.
• Students will apply citation skills as part of responsible, ethical research practice.

Success Criteria

• I can use MLA and APA formats to cite at least two different source types correctly.
• I can explain the difference between a direct quote and a paraphrase.
• I can identify and avoid plagiarism in my own writing.
• I can use citation tools or templates to format sources accurately.

Curriculum Links

• IB MYP English Language and Arts — communication and research skills within the approaches to learning framework
• IB MYP key concept of communication, with emphasis on how language conveys meaning and responsibility
• IB MYP related concept of context, exploring how research sources are evaluated and cited ethically
• Academic integrity principles embedded across all IB programmes, including the responsible use of sources and intellectual honesty

Lesson Structure (60 minutes)

0–8 min — Warm-Up: Plagiarism or Not? Display three short examples on the board: a direct quote used without credit, a paraphrase with a citation, and copied text passed off as original. Ask each of the five students to identify which is plagiarism and explain why. Use this brief discussion to surface prior knowledge and set the purpose for the lesson.

8–20 min — Direct Instruction: MLA vs. APA Basics Using a projected slide or printed one-page reference sheet, walk students through the core structure of an MLA citation and an APA citation side by side. Focus on the three most common source types: a book, a website, and a journal article. Highlight key differences (author formatting, date placement, title formatting). Keep examples relevant to topics 10th graders research, such as social justice, science, or history. Pause twice to check for understanding with quick "thumbs up / thumbs sideways / thumbs down" checks.

20–35 min — Guided Practice: Build a Citation Together Provide each student with a printed source card containing the details of one book and one website. As a group, work through creating one MLA citation and one APA citation together on the board, inviting students to contribute each element. Students record the completed citations on their own worksheets. For students needing support, citation templates with fill-in-the-blank structures are provided. For dyslexia-friendly access, templates include color-coded sections and enlarged font with visual labels identifying each citation element (e.g., an icon for "author," a clock icon for "year").

35–48 min — Independent Practice: Citation Workshop Students individually create two citations — one in MLA and one in APA — using a new set of source cards provided for each student. They also write one original sentence using a direct quote from a provided excerpt and one sentence using a paraphrase of the same excerpt, each with correct in-text citations. Students may use the printed citation template or an approved offline citation guide. Circulate and provide targeted feedback to each student given the small class size.

48–56 min — Extension Activity: Spot the Error Advanced learners and any students who finish early receive a one-page handout containing four sample citations with intentional errors (wrong punctuation, missing elements, incorrect author formatting). Students identify and correct each error, annotating directly on the handout. This activity deepens understanding of citation conventions and prepares students for independent research writing.

56–60 min — Reflection and Exit Ticket Each student writes two sentences on a sticky note or index card: one thing they feel confident about and one question they still have about citations. Collect exit tickets to inform lesson 3 planning. Briefly preview that the next lesson will apply these citation skills within a full research writing context.

Resources

• Printed MLA vs. APA side-by-side reference sheet (one per student)
• Printed citation templates with color-coded, fill-in-the-blank sections (dyslexia-friendly formatting)
• Source cards with book, website, and journal article details for guided and independent practice
• Short excerpt (3–5 sentences) for paraphrasing and quoting practice
• "Spot the Error" handout for extension activity
• Whiteboard or projected display for modeling
• Index cards or sticky notes for exit tickets
• Offline citation style guide (MLA Handbook summary or APA quick guide, one per student)

Assessment

• Observation during guided practice to check for understanding of MLA and APA structures before independent work begins.
• Independent practice worksheet reviewed for accuracy of citation formatting and correct use of in-text citations for both a quote and a paraphrase.
• Exit tickets collected to identify lingering misconceptions and differentiate instruction in lesson 3.

Differentiation

• Support: Provide fill-in-the-blank citation templates so students can focus on learning the logic of each element rather than memorizing format from scratch.
• Dyslexia-friendly: Use color-coded citation templates with visual icons labeling each component; print in a minimum 14pt sans-serif font with increased line spacing.
• EAL learners: Pre-teach key vocabulary (citation, paraphrase, plagiarism, bibliography) using a brief illustrated glossary included on the reference sheet.
• Extension: Advanced learners complete the "Spot the Error" handout, identifying and correcting four citation errors, with an optional challenge to rewrite one flawed paragraph using proper attribution throughout.