Open Book Learning Lab
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Whitsett, North Carolina, United States
About the store
Hi! I’m Rachel, and I have been an educator since 2018, first teaching high school English and now working as a K-8 school library media specialist. I enjoy creating thoughtful, practical resources that help students build skills while also discovering a genuine love of reading and learning. My goal is always to support curiosity, engagement, and meaningful literacy experiences.
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Reading Activities for Short Story "Charles" by Shirley Jackson
"Charles" is a funny and sweet short story about a kindergarten boy who keeps getting into trouble. It is an excellent story to include in a lesson or unit about situational irony. The story itself is not included in this packet, but it can be easily found online with a quick Google search. Included in this packet: Context Clues activity for vocabulary words in "Charles"Analysis activity including plot elements, conflict, character, point of view, and theme
6th - 12th
English Language Arts, Literature, Other (ELA)
CCSS
RL.9-10.1
, RL.9-10.3
, RL.9-10.5
+1
Characterization Slides
These colorful and visually engaging slides include the definition of characterization, round vs. flat characters, static vs. dynamic characters, and indirect vs. direct characterization. Can be paired with my Characterization Guided Notes (see Characterization Bundle).
6th - 10th
English Language Arts
CCSS
CCRA.SL.1
, CCRA.SL.2
"I Have a Dream" Analysis Activity
In this activity, students watch a short video about the background of Dr. Martin Luther King, Jr.'s "I Have a Dream" speech, answer questions about the video, and then read and analyze the speech. This document contains hyperlinks (to the History video and the full text of the speech) and therefore is best used in its digital form. I would recommend uploading it to Google Classroom or whatever digital learning platform you use and having each student complete a copy via Google Docs. However, wi
6th - 12th
English Language Arts, U.S. History
CCSS
RL.9-10.1
, RL.9-10.2
, RL.9-10.4
+1
Student-Made Anchor Charts Activity: Story Elements (Plot, Character, Irony)
In this activity, students create anchor charts (informative posters) about six main story elements: plot, round/flat/static/dynamic characters, indirect/direct characterization, types of conflict, types of irony, and point of view. This is best used as a summative review activity, e.g. before a test on story elements. By having students create anchor charts, you improve their retention of the material, they get to see their own work on the walls (that's community building and cultural responsiv
3rd - 10th
ELA Test Prep, English Language Arts, Other (ELA)
CCSS
CCRA.R.5
, CCRA.SL.1
Odyssey Cyclops Quiz (Differentiated)
This document includes questions that can be used for guided reading or as a quiz after reading the "Cyclops" section of The Odyssey. Two versions of the quiz are included for differentiation within a class or between standard vs. honors sections.
8th - 10th
English Language Arts
CCSS
RL.9-10.1
, RL.9-10.6
, RL.9-10.10
Vocab Tracker
Vocab Trackers are an evidence-based way to improve students' vocab retention and executive functioning skills. This document can be modified and used as students learn vocabulary throughout a unit or course.
Not Specific
English Language Arts, Science, Social Studies
CCSS, TEKS, VA SOL
CCRA.L.6
, LA.9-12.E1.2.A
, R.9.3.a
C-E-R Graphic Organizer
Students can use this graphic organizer when they practice Claim-Evidence-Reasoning responses. C-E-R responses give students a framework to seamlessly include textual evidence in their writing and explain it effectively.
6th - 12th
English Language Arts, Science, Social Studies
CCSS
CCRA.W.9
Blending Quotations Slides
Best used as a Google Slides. This presentation reviews the Claim-Evidence-Reasoning format/"Quote Sandwich," defines and gives examples of dropped quotations vs. blended quotations, and includes clips from The Colbert Report that demonstrate well-blended quotes. Video clips are not my own. After discussing the video (questions provided), students can draw quotes from a hat and practice blending quotations in their own writing. See my Blending Quotations bundle for more resources for this activi
7th - 12th
English Language Arts
CCSS
CCRA.W.9
, CCRA.L.1
"American Dream" Media Analysis Journals
“The American Dream is still alive out there, and hard work will get you there." — Bill Rancic, entrepreneur“For many, the American dream has become a nightmare.” — Bernie Sanders, U.S. SenatorFor this assignment, students maintain a journal analyzing the way the American Dream is portrayed in our culture and media. In these journals, they must use textual evidence (from a variety of texts, including novels, videos, and social media posts) to support analyses. This assignment tests skills in a
11th
English Language Arts, U.S. History
CCSS
RL.11-12.1
, RL.11-12.2
, RI.11-12.1
+7
Characterization Guided Notes
Students can use these scaffolded notes as they learn about types of characters and characterization.
6th - 10th
English Language Arts
CCSS
CCRA.SL.1
, CCRA.SL.2
Blending Quotations quote slips
This document includes 35 quotes that can be cut up into slips and drawn from a hat for students to practice C-E-R/A-C-E-S responses, blending quotations, introducing quotes, or citing quotes. Quotes involve relevant topics like Tik Tok, Cardi B, The Avengers, and the vaping epidemic.
9th - 12th
English Language Arts
CCSS
CCRA.W.1
, CCRA.W.9
Showing 1-11 of 11 results
About the store
Experience
Hi! I’m Rachel, and I have been an educator since 2018, first teaching high school English and now working as a K-8 school library media specialist. I enjoy creating thoughtful, practical resources that help students build skills while also discovering a genuine love of reading and learning. My goal is always to support curiosity, engagement, and meaningful literacy experiences.
Teaching style
I create skill-based and text-based ELA resources for middle and high school, as well as both standalone lessons and collaborative resources for K-12 school library media specialists. Overall, accessibility is my priority. I approach every assignment through a Universal Design for Learning lens. When I create a resource, I ask myself -- how will a student receive this information if they have a visual impairment, or ADHD, or dyslexia, or if they are multilingual? My resources are intentionally simple, structured, and chunked so struggling students can gain a foothold quickly, which often means they are easy for teachers to understand too! I believe that accessibility and rigor go hand-in-hand; I don't believe in "easy work" but do believe that students can only do hard work if they are supported.
Awards & shining teacher moments
My most proud accomplishment as a teacher has been earning my National Boards Certification in Library Media (Early Childhood - Young Adult). I have also earned awards and moments of recognition at the school level, but I am especially proud of the way I support my colleagues to implement instructional technology, and the way I make students feel safe and supported in my room.
My own education history
I earned my Bachelors in English from Meredith College, a women's college in Raleigh, North Carolina. I then completed my English 9-12 teaching licensure through East Carolina University and continued at ECU to earn my Masters in Library Science with a concentration in K-12 school librarianship.
Additional biographical information
A major reason why I am so passionate about accessible design is that I grew up with ADHD and struggled to "chunk" assignments for myself. With that experience in mind, I design assessments that are structured in a way that students can digest, without lowering expectations.
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