NEVER STOP LEARNING
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Michigan, United States
About the store
YouTube Lessons: https://www.youtube.com/c/CarolMcNally
Mom of four;
Granny to six ;
Sunday school teacher 10+ years ;
Public school teacher (Title 1, middle school ELA regular education and support classes) 20+ years...retired ;
Literacy Coach ;
Instructional Coach ;
School improvement team member for nearly all of my teaching career;
Author of significant amounts of ELA curriculum for my district, most recently a revision of 6,7, and 8 regular and advanced/accelerated ELA curriculum and supporting documents/materials aligned with CCSS;
Currently ELA teacher in of our district's advanced/accelerated program;
Fellow: National Writing Project
Adjunct Professor: Western Michigan University
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High Impact Literacy Strategies
A literacy strategies planning guide for classroom teachers and Professional Learning Communities (PLCs). For each strategy: explanation, ideas, and application sections. Ideal for use in teacher team professional development.
2nd - 12th
CCSS
CCRA.R.10
SYMBOLISM MINI UNIT Kate Chopin’s “The Story of An Hour”
This is a story that, without deliberate focus on the symbolism, could not be appreciated to its fullest! This story is one that I have taught for many years to my 8th graders to introduce a study of symbolism. I am including in this packet the teacher’s key first, because it is important that the teacher read and understand the symbolism in the story before reading it with the students. The teacher may want to use this as an introduction, in which case I would work through the guided readin
7th - 10th
English Language Arts, Literature, Short Stories
CCSS
CCRA.R.1
Close Reading Through Critical Analysis of Text
Examining texts through the lens of CRITICAL READING (http://www.enotes.com/topics/how-read-literature-critically) will teach your students to become independent “thinkers” about text. Sustained practice with this approach will mold your students’ “metacognition with text” so that they will eventually become pragmatic sages in considering all aspects of specific pieces of literature. I highly recommend that the teacher who decides to use this approach with his/her students actually read the ar
8th - 10th
Close Reading, English Language Arts, Literature
CCSS
RL.9-10.10
Poetry Inquiry Unit - Figurative Language
This two-week unit leads students through discovering how poets employ figurative language. Students, using the internet and a collection of poetry books, define then find examples of figurative language. Then, they write original poems, using the figurative language techniques they have just learned. This unit contains a student guide sheet for the unit, a rubric for the original poetry booklet that students create, two quizzes over the figurative language terms, and a writing on demand prompt
8th - 9th
Other (ELA), Writing
CCSS
CCRA.R.4
, CCRA.W.7
, CCRA.W.8
+1
NaNoWriMo Novel Writing Assessment Reflections
Are your students participating in National Novel Writing Month? Here is a way you can assess and evaluate their work by having them provide examples of the application of each of the following skills as well as reflection on their own writing: Common Core: W.9-10.3 Use precise words and phrases…sensory details Common Core: W.9-10.3 Write narratives…character traits, protagonist Common Core: RL.9-10.2 Analyze how [to] advance the plot… Common Core: W.9-10.10. Write routinely over extended tim
6th - 12th
Creative Writing, English Language Arts, Writing
CCSS
CCRA.W.3
, CCRA.W.4
, CCRA.W.10
Comparison of Common Core Secondary ELA Standards
This document lays out the 6,7,8, 9/10, and 11/12 ELA Common Core standards alongside the anchor standards and color codes the differences that occur at each level.
I created this document to help me really learn the differences in the common core from level to level in order to be able to better differentiate for my students.
Though I highly recommend that you do this for yourself (I internalized so much about the standards through this exercise), I am happy to share this with whomever is int
6th - 12th
English Language Arts
SAT Essay Structure
FREE VIDEO LESSON FOR THIS LESSON HANDOUT: https://www.youtube.com/c/CarolMcNally This handout elaborates on the specifics of the SAT essay: *How the essay is scored *Developing and writing awesome thesis statements *Essay guidelines for development of each paragraph with regard to the three areas of evaluation: reading/analysis/writing *a list of transitions words and phrases *an essay checklist *explanation of quote vs. paraphrase *an analysis form that can be used to self-evaluate practice
8th - 11th
ELA Test Prep, English Language Arts, Writing-Essays
CCSS
CCRA.W.1
, CCRA.W.2
, CCRA.W.3
+5
How To Critically Analyze Literature Power Point
This teaching power point is meant to accompany my teaching video of the same name located at: https://youtu.be/VdsIgxHOaJw
8th - 10th
English Language Arts
Periods in American and English Literature Power Point Lesson
This is a resource I used with my 8th grade English Language Arts students to help them understand what influences authors and to help the students differentiate between the types of literature written during the different eras of English and American Literature.
8th - 10th
English Language Arts, Literature, Reading
CCSS
RL.9-10.4
, RL.9-10.6
, RL.9-10.10
Showing 1-9 of 9 results
About the store
Experience
YouTube Lessons: https://www.youtube.com/c/CarolMcNally
Mom of four;
Granny to six ;
Sunday school teacher 10+ years ;
Public school teacher (Title 1, middle school ELA regular education and support classes) 20+ years...retired ;
Literacy Coach ;
Instructional Coach ;
School improvement team member for nearly all of my teaching career;
Author of significant amounts of ELA curriculum for my district, most recently a revision of 6,7, and 8 regular and advanced/accelerated ELA curriculum and supporting documents/materials aligned with CCSS;
Currently ELA teacher in of our district's advanced/accelerated program;
Fellow: National Writing Project
Adjunct Professor: Western Michigan University
Teaching style
Constructivist: I believe that students learn best when they set their own learning goals and discover information for themselves. I use inquiry learning in my classroom as a structure for learning about the time periods from which literature emerges. My classroom is built around individual choice in reading and writing.
Awards & shining teacher moments
2004 Excellence Award for a Professional Development Program - Michigan Association of School Boards;
2008 Annual Recognition Award for Educational Equity - American Association of University Women
My own education history
Bachelor of Science: Business, WMU;
Teaching Certification k-8, English & Language Arts, WMU;
Master's degree: English, WMU;
Certification in Gifted Education, Purdue
Additional biographical information
My focus is on equipping students with strategies for learning. Learning is not remembering;, it is not doing; it is not completing. Learning is developing automaticity with skills and owning concepts to support their journey and success in higher level academics.
I want to support teachers as well with excellent literacy materials for teaching and learning.
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