For this lesson, students will learn how to cite in-text in MLA. They will watch a video, be directed to an easy to understand web page with citation examples, and even be able to complete a worksheet on citing in-text in MLA. Once students are done with this lesson, they will be ready to cite in-text in their own research paper.

In the wake of Columbus' historic voyage in 1492, expeditions, especially from Imperial Spain, swarmed into Aztec territory. They came in search of gold and souls — gold to enrich the coffers of the Spanish king (and their own), and heathen souls to rescue for Christianity. Within a generation, America's ancient civilizations were crushed. Both the Aztec and Inca Empires collapsed after campaigns lasting just a couple of years. How did they fall so fast? Historians suggest many causes.

When we have a question or are searching for sources, we likely turn to a search engine to help us find answers. We often click on the first result—perhaps because sifting through all the results takes time, or because we assume the first result is the most trustworthy. But the first result is not always the best place to start. Spending a little more time scanning search results can help us make a more informed choice about where to go first.

This lesson introduces students to click restraint, a strategy that involves resisting the urge to immediately click on the first search result. Instead, students scan the results to make a more informed choice about where to go first.

This lesson is the first of six in a series of close read-alouds for the text Stone Girl, Bone Girl. In this lesson, students are introduced to Mary Anning, the real-life fossil hunter. Students use the content knowledge to kick-start their study on paleontologists and fossils. This close read-aloud provides in-depth practice on multiple literacy skills, including retelling a story and identifying characters' responses to events.
During the close read-aloud, students practice looking closely at pictures and word choices when examining small sections of the text read aloud. Close read-alouds by definition are with complex texts, so the Close Read-aloud Guide provides intentional questions to help students with comprehension. For additional information on close read-alouds, see the Teaching Notes in Module 1, Unit 1, Lesson 6.
This lesson introduces students to selected response questions (SRQs). Students are introduced to multiple strategies to help them answer an SRQ in preparation for the Unit 1 Assessment. In this and future modules, students will practice these types of questions in preparation for assessments in third grade and beyond.
In the Closing, students revisit perseverance, a habit of character, and learn about a new habit of character, initiative. Students identify these two habits of character while participating in the close read-aloud of Stone Girl, Bone Girl. Students also see a more personal application while talking about new challenges in the classroom, such as SRQs.

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

In the Opening, students review these habits of character: perseverance and initiative. Having a strong understanding of these habits of character is important because students use that understanding and apply it to situations presented by the main character of the close read-aloud.
This is the third of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students learn about character responses and begin a chart to track Mary Anning's responses to challenges in her life. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
In Work Time B, students practice retelling the beginning of the book (pages 1-8) to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students move from orally retelling the story to writing the retelling. Students repeat this process a few times before completing a chart for this story and the Unit 1 Assessment text.

Students begin to create their "Curiosity Museum," a collection of fossils and captions about them. This activity is meant to build engagement in the topic and deepen student exposure to fossils. Consider inviting students to bring in pictures or artifacts related to fossils to store in the museum (see the In Advance section for preparation).
This is the second of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students read the first two pages closely to understand the characters and setting. Students participate in several vocabulary exercises to understand the imagery created by the text. (RL.2.1, RL.2.2, RL.2.5, RL.2.7)
During the close read, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses the quantifier few to signal one challenge in the main character's life. Students then apply their understanding of the structure and meaning of this sentence when retelling the first section of the book, in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure had few friends.
Students are introduced to retelling in Work Time B, when they practice retelling the first section of the book to build mastery toward RL.2.2, RL.2.5, and SL.2.2. Because the speaking and listening standard is so closely linked to these reading standards, it has been included on the checklist for assessing students in this unit. Students continue to practice retelling in preparation for the Unit 1 Assessment.

This is the fourth of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to a series of important events in the book, including meeting the Philpot sisters, exploring the Philpot sisters' house, and Pepper's death. Students also Language Dive to better understand fossils and retelling past events. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
During the close read-aloud, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence was chosen for its use of regular and irregular past tense verbs and for its connection to current and future content. Students then apply their understanding of the structure and meaning of this sentence when thinking about the Unit 1 guiding question, "What do paleontologists do?" and in retelling using regular and irregular past tense verbs in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure that the fossils were the remains.
In Work Time B, students practice orally retelling a portion of the middle of the book to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students continue to practice retelling in preparation for the Unit 1 Assessment.
In Work Time C, students complete written answers after listening to a portion of the text read aloud. The writing focuses on an event (Pepper's death) and Mother's response to that event (selling their goods). This writing exercise reinforces student understanding of character response in a text. (W.2.8)

This is the final lesson in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to how Mary found her biggest fossil and became a famous fossil hunter. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
Students participate in two culminating tasks for the read-aloud: How Mary uses a habit of character to respond to challenge and a written retelling of the beginning, middle and end of Stone Girl, Bone Girl. These activities provide important data on student progress toward the standards being assessed in the Unit 1 Assessment. The unit assessment takes place in Lessons 8-9 to monitor students' ability to independently retell important events in a story and identify a character's response to an event. (W.2.8, SL.2.2)
In the Closing, students revisit one of the Unit 1 guiding questions: How does a character respond to major events? After working closely with this focus question in the close read-aloud, students can apply their ideas to future work and texts read in class during the module.

Common Sense Education has created the Deep Fakes and Democracy lesson plan to educate students on how misinformation influences the Democratic process. Common Sense also has a broader section on Hoaxes and Fakes in the Common Sense K-12 Digital Citizenship Curriculum: https://www.commonsense.org/education/digital-citizenship/lesson/hoaxes-and-fakes

**This resource is published by Common Sense Education as part of The Common Sense K-12 Digital Citizenship Curriculum.

Interactive lessons and activities for all students! Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum. Students will learn news and media literacy skills to better assist them with reading and navigating content online.

**This resource is published by Common Sense Education.The Common Sense K-12 Digital Citizenship Curriculum is a free research-based curriculum.

Prepare your students for tomorrow's headlines with our free news & media literacy activities and inquiry-based lessons lessons.

From viral trends to breaking news on social media, students must learn to navigate a noisy, biased, and challenging world. But with the right support, they can learn to be critical and not cynical, to practice empathy, and to speak up, not sit back. This collection of Common Sense's free news & media literacy lessons, videos, and classroom activities will help you get started teaching these important and complex ideas in the classroom.

News and Media Literacy Resource Center is a curated collection of free quality teaching resources that cover news literacy, media literacy and social/cultural literacy.

**This resource is published by Common Sense Education as part of The Common Sense K-12 Digital Citizenship Curriculum.

Everything you need to teach 'Digital Citizenship' from The Common Sense K-12 Digital Citizenship Curriculum.

**This resource is published by Common Sense Education as part of The Common Sense K-12 Digital Citizenship Curriculum.

Explore factors that define levels of development.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

"Representation" remained the core issue for the Philadelphia Convention. What was the best way for authority to be delegated from the people and the states to a strengthened central government?

Cornell Social Media Lab and Common Sense Education collaborated to create Social Media TestDrive, a simulated social media environment where young people can practice and prepare for real-life experiences in the digital world.

Through modules that focus on realistic dilemmas and scenarios, students practice how to respond to situations they will encounter when they become social media users. Each module has a guided activity, a free play section, and reflection questions that help solidify digital citizenship skills and habits. Social Media TestDrive aligns with middle school lessons in the Common Sense Digital Citizenship Curriculum.

**This resource is published by Common Sense Education as part of The Common Sense K-12 Digital Citizenship Curriculum.

This is a pre-teaching Costa Rica quick unit. I used this to teach students about Costa Rica before reading the short novel "Robo en la Noche." It includes information as well as interactive activities.

Students will learn why it is important to cite when writing. They will watch a video and look through a Prezi to learn how to cite their sources in APA. After they know the correct way to format their citations, they will work through a worksheets to identify sources that are formatted correctly. They will end the lesson by writing their own reference page for their research paper.

In the past 25 years archaeologists have learned to read what the Mayas wrote. Today we know the names of kings and queens, how they lived, and when they died, transforming our view of Maya culture.

The moment had finally come. Far too much bad blood existed between the colonial leaders and the crown to consider a return to the past. More and more colonists felt deprived by the British not only of their money and their civil liberties, but their lives as well. Bloodshed had begun over a year ago and there seemed little chance of a ceasefire. The radical wing of the Continental Congress was gaining strength with each passing day. It was time for a formal break with mother England. It was time to declare independence.