Cheating vs.

Helping Lesson Plan

Lindsey Croft and Sarah Sweatman

November 15, 2016

Grade: 6th
ASCA Standards

A:A1.4- Accept mistakes as essential to the learning process

A:A1.5- Identify attitudes and behaviors that lead to successful learning

A:A2.4-Apply knowledge and learning styles to positively influence school performance

A:A3:1-take responsibility for their actions

A:A3:2- demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students

VA Standards

EA2: Understand the importance of individual effort, hard work, and persistence

EA5: demonstrate individual initiative and positive interest in learning

EA7: work independently to achieve academic success

EP1: Exhibit the principles of character, including honesty, trustworthiness, respect for
the rights and property of others, respect for rules and laws, taking responsibility for
ones own actions, fairness, caring, and citizenship

MP1: Recognize the effect of peer pressure on decision making.

MP2: understand the consequences of decisions and choices

MP6: use appropriate communication and conflict resolution skills with peers and adults

Learning Objectives (align with Competency)

1. Help students determine the differences between cheating and helping behaviors

2. Inform students of what to do when they are faced with suspecting another student of
cheating.
3. Encourage students to work in groups with their peers effectively.
Materials: blank paper, markers, PowerPoint, pre- and post-test worksheets
Procedure:
1. Pass out pre-test sheets for students to write their responses. The scenario questions for
the pre-test will be projected on the PowerPoint. Allow students ample time to complete
the pre-test scenario questions. (5 minutes)
2. Collect pre-test sheets for data purposes.
3. Pass out paper and markers to each student. Students will fold the paper hamburger
style. On the top half, students will define cheating in their own words and provide an
example. On the bottom half, students will define helping in their own words and
provide an example. (4-5 minutes)
4. Open the class up for discussion of the students definitions of cheating and helping.
Also allow discussion of their examples. (5 minutes)
5. PowerPoint will project universal definitions of cheating, a few examples, and
consequences that may arise. Next will be universal definitions of helping, a few
examples, and some of the benefits. (2-3 minutes)
6. The class will split into groups of 3-4 students and work together to create a poster
comparing cheating and helping behaviors. They will be instructed to use words
(adjectives) to describe each of the different behaviors. (5 minutes)
7. After each group is finished working on their poster, each group will choose 1 member to
bring their work to add to the master list at the front of the room. (5 minutes)

8. After the master list is completed, open the class to discussion about the list. Encourage
students to discuss which words stuck out to them or words that they did not agree with,
etc. (5 minutes)
9. Video examples of cheating and helping will be on the PowerPoint. (5-10 minutes)
10. Begin discussion of what students should do if they suspect another student of cheating.
Allow students to express their thoughts before showing them the PowerPoint slide of
tips. (5 minutes)
11. Pass out post-test sheets for students to write their responses. The scenario questions for
the post-test will be projected on the PowerPoint. Allow students ample time to complete
the post-test scenario questions. (5 minutes)
12. After students have completed the post-test scenarios, go over each of the scenarios with
the whole class. Allow students to discuss their views on the scenarios. (5 minutes)
13. Collect post-test sheets for data purposes.
Plan for Evaluation: The pre- and post-scenarios will be used as a way to evaluate whether or
not our guidance lesson was effective in teaching students the difference between helping and
cheating behaviors.
Process Data: The guidance lesson of cheating vs. helping behaviors will be presented to 6th
grade classrooms during the guidance portion of their electives.
Perception and Outcome Data: Students perceptions of what they think they know before the
lesson will be evaluated through a pre-test. The pre-test consists of a set of scenarios in which
the students have to decide if cheating or helping behaviors are present. After the guidance
lesson is completed, the students will complete a post-test. This post-test will be exactly like the

pre-test. We will be looking to see if the students perceptions of cheating and helping behaviors
changed because of our guidance lesson.
Follow Up: There are a couple of ways we would like to follow up after our guidance lesson.
One way is to talk to the 6th grade teachers. We would like to ask them their perceptions of
helping vs. cheating behaviors in the 6th grade classes. Has cheating behaviors decreased? Have
helping behaviors increased? We think asking them their perceptions will continue to strength
our relationships with the teachers. After some time has passed, we would like to present
another guidance lesson on what to do if you suspect another student of cheating. We preview
this information in this guidance lesson but will go deeper into the topic at a later time. During
this guidance lesson, we would review helping vs. cheating behaviors and see how much the
classes remember about this present lesson.
Pre- and Post-Test Scenarios
Scenario 1:
Jackie is a student in Mr. Johnsons sixth grade English class. She sits next to one of her
close friends, Samantha, who is also in three more of her classes. She noticed that Samantha
would ask Jackie daily questions pertaining to the homework. Specifically, answers to the
homework problems. Samantha said that they were just comparing answers, however Jackie
soon realized that they always ended up with the same answers. She became irritated, but didnt
want her friend to be upset with her. So she let it slide, and this continued for the rest of the
year. Both of them received As at the end of the year.
Scenario 2:
Morgan and Jameson were friends in the same science class. Morgan was doing well in
the class, but had a really hard time understanding the scientific method. One of their

assignments was to determine which of the scenarios was an example of an independent variable
and a dependent variable. She asked Jameson if he would help her understand, so they decided to
meet after class. He took out his notes and explained the definition of each and examples that
they used during class. Once she finally understood it, they went through the homework together
and answered the questions. They read the question silently and came up with their answer, and
then compared and discussed their responses.
Scenario 3:
Leslie has been given an interview assignment for her history class. Her history teacher
has asked all of the students to interview their grandparents about their lives when they were
middle-school aged. Leslie really wants to interview her grandparents but they have went to
Florida to visit her aunt, uncle, and cousins. Leslies friend Lisa says her grandparents are
available to be interviewed and that Leslie can just say that they are her grandparents answers.
Scenario 4:
Bradley is usually very confident while doing his math homework. On his homework
assignment, we completed 6 questions on his own. The other 4 questions were difficult and he
couldnt do them himself. On the bus the next morning, he sat down beside Mark. Bradley
asked Mark to see his math homework. Mark gave Bradley his homework which he had
completed. Bradley looked at Marks homework and copied down the answers of only the 4
questions he had difficulty with. Mark took his homework back and put it in his book bag as
Bradley put his homework in his own book bag.