You will learn
- Define plagiarism.
- Quote correctly.
- Credit sources.
- List references.
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
- Use your own words.
- Quote with marks.
- Credit the source.
- List references.
Words to know
using someone else’s work as your own
exact words in quotation marks
to name the person whose work you used
a list of sources used
1. Discover: Honest research
Kunle copies a paragraph from a website into his report without saying where it came from. His teacher explains that this is plagiarism. Kunle fixes it: he writes in his own words (paraphrase), puts one exact sentence in quotation marks with the author’s name, and adds a reference list at the end.
Think: How did Kunle make his work honest?
2. Understand: Giving credit
Idea 1: Plagiarism
Plagiarism is using someone else’s work as your own. It is dishonest, even if done by accident.
Idea 2: Avoid it
Use your own words, put exact words in quotation marks and credit the source.
Idea 3: References
Add a reference list naming your sources.
3. Worked examples
Example 1 (I show you): Wrong
What did Kunle do wrong?
- Copied.
Answer: he copied a paragraph without crediting the source
Example 2 (We do it together): Fix
How did he fix it?
- Own words.
Answer: paraphrased, quoted one sentence with the author’s name and added references
Example 3 (You try): List
What goes at the end?
Show the steps and answer
- Sources.
Answer: a reference list
Did you know?
Even famous writers must credit the sources they quote.
Why this matters
Crediting sources is honest and respects others’ work.
4. Explore: Credit it
Practise giving credit.
- Find a short quote.
- Put it in quotation marks.
- Name the author.
- Add a reference.
Think about it: what did you notice?
You can avoid plagiarism.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- According to ___, “___”.
- In my own words, ___.
- Source: ___.
- I credited ___.
Guided practice
Question 1. Using someone else’s work as your own is ___.
plagiarism
Question 2. Exact words in quotation marks are a ___.
quotation
Question 3. To name the person whose work you used is to ___.
credit
Independent practice
Level 1: Start
- Using someone else’s work as your own is ___.
- Exact words in quotation marks are a ___.
- To name the person whose work you used is to ___.
- A list of sources used is a ___ list.
- Kunle copied from a ___.
Level 2: Grow
- Who explained plagiarism?
- What did Kunle quote?
- What goes at the end?
Level 3: Stretch
- Is copying without credit plagiarism?
- Should quotes use quotation marks?
- Should you list sources?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a short paragraph with one paraphrase, one quotation and a reference.
Show a sample answer
a credited paragraph
Another one. Explain to a family member why giving credit matters.
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 define plagiarism.
- I can quote correctly.
- I can credit sources.
- I can list references.
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
- Use your own words.
- Quote with marks.
- Credit the source.
- List references.
11. Next lesson
Next lesson: Research reports. 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.
- What is plagiarism? [1 mark]
- Name three ways to avoid plagiarism. [3 marks]
- What is a reference list? [1 mark]
- What did Kunle do to fix his report? [1 mark]
- Explain why credit matters. [3 marks]
Total: 9 marks.
Marking guide and model answers
- using someone else’s work as your own [1]
- use your own words [1]; quote exactly with marks [1]; credit sources and list references [1]
- a list of sources used [1]
- paraphrased, quoted with the author’s name and added references [1]
- it is honest [1]; it respects the author’s work [1]; it lets readers find 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
- Using someone else’s work as your own is ___.
- Exact words in quotation marks are a ___.
- To name the person whose work you used is to ___.
- A list of sources used is a ___ list.
- Kunle copied from a ___.
- Who explained plagiarism?
- What did Kunle quote?
- What goes at the end?
- Is copying without credit plagiarism?
- Should quotes use quotation marks?
Homework
Explain to a family member why giving credit matters.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Using someone else’s work as your own is ___. | plagiarism | 1 |
| 2. Exact words in quotation marks are a ___. | quotation | 1 |
| 3. To name the person whose work you used is to ___. | credit | 1 |
| 4. A list of sources used is a ___ list. | reference | 1 |
| 5. Kunle copied from a ___. | website | 1 |
| 6. Who explained plagiarism? | his teacher | 1 |
| 7. What did Kunle quote? | one exact sentence | 1 |
| 8. What goes at the end? | a reference list | 1 |
| 9. Is copying without credit plagiarism? | yes | 1 |
| 10. Should quotes use quotation marks? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 plagiarism; 2 quotation; 3 credit; 4 reference; 5 website. Level 2: 1 his teacher; 2 one exact sentence; 3 a reference list. 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 Define 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 |
| O2 Quote correctly | 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 Credit sources | 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 List references | 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: define plagiarism; quote correctly; credit sources; list references.
Prerequisite knowledge. Paraphrasing.
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 5 » Writing; Grade 5 » Reading: Informational Text; Grade 5 » 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.5.8 (provide a list of sources); Cambridge Primary English Stage 5 (academic honesty). These sources informed the lesson.