You will learn
- Paraphrase a sentence.
- Summarise a passage.
- Avoid plagiarism.
- Keep meaning.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Read and understand.
- Close the source.
- Write in your words.
- Compare for accuracy.
Words to know
to restate a short passage in your own words
to condense the main points briefly
using someone else’s work as your own
in your own words and ideas
1. Discover: In your own words
Original: “Mangrove roots slow incoming waves, which reduces erosion along the coast.”
Plagiarism: copying it word for word without credit. Paraphrase: “The tangled roots of mangroves weaken waves and so help stop the shore from wearing away.” Summary of a longer text: “Mangroves protect coasts, shelter fish and store carbon.”
Both are original in wording but must keep the meaning. Credit the source.
Think: How does the paraphrase keep the meaning?
2. Understand: Making it yours, honestly
Idea 1: Paraphrase and summary
Paraphrase restates a passage; summarise condenses the main points.
Idea 2: Plagiarism
Plagiarism is passing off someone else’s words or ideas as your own.
Idea 3: Credit
Even paraphrased ideas need the source named.
3. Worked examples
Example 1 (I show you): Paraphrase
Give a paraphrase.
- Tangled roots weaken waves.
Answer: the tangled roots weaken waves and help stop the shore wearing away
Example 2 (We do it together): Plagiarism
What is plagiarism?
- Copying.
Answer: using someone else’s work as your own
Example 3 (You try): Credit
What must you do?
Show the steps and answer
- Name the source.
Answer: name the source
Did you know?
Changing only a few words in a sentence is still plagiarism.
Why this matters
Paraphrasing shows you understand and keeps your work honest.
4. Explore: Say it again
Paraphrase.
- Read a sentence.
- Close the book.
- Write it your way.
- Compare and credit.
Think about it: what did you notice?
You can paraphrase.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The original says ___.
- In my words, ___.
- The summary is ___.
- Source: ___.
Guided practice
Question 1. To restate in your own words is to ___.
paraphrase
Question 2. To condense main points is to ___.
summarise
Question 3. Passing off someone’s work as yours is ___.
plagiarism
Independent practice
Level 1: Start
- To restate in your own words is to ___.
- To condense main points is to ___.
- Passing off someone’s work as yours is ___.
- In your own words is ___.
- Mangrove roots slow ___ waves.
Level 2: Grow
- What does the paraphrase say weakens waves?
- What helps stop the shore wearing away?
- What does the summary mention?
Level 3: Stretch
- Is copying plagiarism?
- Must you credit sources?
- Must meaning stay the same?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Paraphrase two sentences and summarise a paragraph with a source note.
Show a sample answer
a paraphrase and summary
Another one. Paraphrase a sentence for a family member and check it keeps the meaning.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can paraphrase a sentence.
- I can summarise a passage.
- I can avoid plagiarism.
- I can keep meaning.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Read and understand.
- Close the source.
- Write in your words.
- Compare for accuracy.
11. Next lesson
Next lesson: Introductory citations. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define paraphrase and summarise. [2 marks]
- What is plagiarism? [1 mark]
- Paraphrase: Mangrove roots slow incoming waves. [2 marks]
- Why credit paraphrased ideas? [1 mark]
- Explain how to paraphrase honestly. [3 marks]
Total: 9 marks.
Marking guide and model answers
- paraphrase restates a passage in your own words [1]; summarise condenses main points [1]
- using someone else’s work as your own [1]
- own words [1]; same meaning [1]
- the ideas belong to the source [1]
- read and understand [1]; write in your own words keeping the meaning [1]; compare and credit the source [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- To restate in your own words is to ___.
- To condense main points is to ___.
- Passing off someone’s work as yours is ___.
- In your own words is ___.
- Mangrove roots slow ___ waves.
- What does the paraphrase say weakens waves?
- What helps stop the shore wearing away?
- What does the summary mention?
- Is copying plagiarism?
- Must you credit sources?
Homework
Paraphrase a sentence for a family member and check it keeps the meaning.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To restate in your own words is to ___. | paraphrase | 1 |
| 2. To condense main points is to ___. | summarise | 1 |
| 3. Passing off someone’s work as yours is ___. | plagiarism | 1 |
| 4. In your own words is ___. | original | 1 |
| 5. Mangrove roots slow ___ waves. | incoming | 1 |
| 6. What does the paraphrase say weakens waves? | tangled roots | 1 |
| 7. What helps stop the shore wearing away? | the roots | 1 |
| 8. What does the summary mention? | coasts, fish and carbon | 1 |
| 9. Is copying plagiarism? | yes | 1 |
| 10. Must you credit sources? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 paraphrase; 2 summarise; 3 plagiarism; 4 original; 5 incoming. Level 2: 1 tangled roots; 2 the roots; 3 coasts, fish and carbon. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Paraphrase a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Summarise a passage | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Avoid plagiarism | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Keep meaning | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: paraphrase a sentence; summarise a passage; avoid plagiarism; keep meaning.
Prerequisite knowledge. Note-taking.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Reading: Informational Text; Grade 6 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.6.8 (quote or paraphrase the data and conclusions of others while avoiding plagiarism); Cambridge Primary English Stage 6 (paraphrasing). These sources informed the lesson.