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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Teach Your Students to Vary Sentence Structure
Do your students consistently “Vary sentence patterns for meaning, reader/listener interest, and style” in their writing? Do they even know what it means to vary sentence patterns? This comprehensive mini-unit includes: *explanation/link to common core expectations concerning varying sentence structures *introducing your students to jobs of sentences (with explanation)-declarative, exclamatory, imperative, interrogative *introducing your students to types of sentences (with explanation) - simpl
6th - 8th
English Language Arts, Grammar
CCSS
L.6.3a
Short Story Guided Reading and Comprehension Quiz "The Open Window"
Guided reading text that includes during reading thinking activities based on Harvey/Goodvis STRATEGIES THAT WORK reading comprehension strategies and aligned to CCSS. AND: 10 question multiple choice comprehension quiz aligned to CCSS. *character trait *theme *plot (climax) *vocab in context *point of view (structure) *interpreting idiom *genre *interpretation of vocab in context *purpose for flashback Includes: teachers guide to the guided reading and quiz key
6th - 8th
Close Reading, Reading Strategies, Short Stories
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.4
+3
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
DEAR JOHN… A lesson in the pragmatics of reading
This activity gives students of any age authentic practice with implementing the tools that sophisticated readers use to interpret text. Lesson includes step by step lesson plan, visual aids, student activity sheet, reading definition stickers page, reflection and rubric. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA
Not Specific
English Language Arts, Reading
CCSS
CCRA.W.7
Printable Content Area Writing Guide
Here, in one handy printable resource, are the beginning elements of what a teacher needs to guide students in writing effective texts aligned with the common core standards and the SAT/ACT writing guidelines. This guide focuses specifically on middle school standards and expectations, but the ideas can be applied to both lower and higher grades. page 1 - intro page 2 - Content Area Writing Considerations page 3 - Content Area Writing Genre Ideas page 4 - Format: Thesis Development page 5 - G
6th - 8th
Writing-Essays, Writing-Expository
CCSS
CCRA.W.1
, CCRA.W.2
, CCRA.W.3
Stellaluna - What a Character!
The purpose of this reading experience with STELLALUNA, by Janell Cannon, is to practice identifying details in text that make characters different or similar to other characters. While determining traits that make characters alike or different, students will also learn ways that bats are like and different from birds.
2nd - 4th
Close Reading, English Language Arts, Reading
CCSS
RL.3.3
Appendix Project
This series of lessons and culminating project will: o Make fiction reading more meaningful and challenging for students by training their brains to think about inquiry and develop connections as they read on an on-going basis o Introduce students to and give them practice in skimming/scanning, quoting, summarizing, and citing sources. o Allow the students to leave a legacy of their own in the classroom library that will be of benefit to future students o Allow students practice/experience in c
6th - 8th
English Language Arts
CCSS
W.6.7
, W.6.8
, W.7.7
+3
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
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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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