Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The nature of the gravediggers’ conversation Hamlet’s reaction to the gravediggers’ behaviors Hamlet’s similarities to the gravediggers The nature of Hamlet’s conversation with the gravediggers A former jester named Yorick The church’s perspective on people who commit suicide Laertes’ emotional response to Ophelia’s burial Hamlet’s discovery of the plot to have him killed Hamlet’s feelings toward Laertes Hamlet’s duel with Laertes Hamlet’s assessment of his physical strength in comparison to Laertes The nature of Gertrude’s death Hamlet’s belief regarding who should be the new King of Denmark

Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 1. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included. More specifically, students will be able to: Articulate what the text says explicitly and implicitly Write with clarity and precision Cite specific, relevant textual evidence in support of a claim or idea Articulate Prospero’s intentions Analyze cause-and-effect relationships Apply knowledge of literary devices including personification, situational irony, and dramatic irony Discern logical inferences about characterization in context Discern the tone of a particular excerpt Articulate why Miranda feels she betrayed her father Contrast Miranda and Ferdinand

Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 3. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included. More specifically, students will be able to: Articulate what the text says explicitly and implicitly Write with clarity and precision Cite specific, relevant textual evidence in support of a claim or idea Articulate what makes Alonso a more vulnerable target, according to Antonio’s logic Analyze how Antonio and Sebastian demonstrate cowardliness Identify textual details that contribute to the surreal tone of the scene Discern the most logical statement among four options in context Apply knowledge of literary devices including personification Identify what makes Antonio and Sebastian foolish from Ariel’s perspective Analyze Shakespeare’s use of the vague pronoun they and determine to whom Ariel refers when using the pronoun in context Determine the meaning of complex words and phrases in context Verify interpretations of language using reference materials such as a dictionary and thesaurus Identify whether Ariel believes the king’s party may avoid eternal damnation Articulate the effect Ariel’s speech has on the king’s party Conduct brief research on the mythological harpy and analyze what the creature has in common with Ariel

Conclude your unit on Shakespeare’s Hamlet with this summative assessment, which is delivered as a Word Document and PDF. An answer key is included. This fifty-question assessment is divided into four sections and breaks down as follows. Students will demonstrate comprehension of the following: An encounter with a ghost The reason for Hamlet’s anger toward his mother Ophelia’s unsettling interactions with Hamlet Ophelia’s rejection of Hamlet Hamlet’s self-criticisms Hamlet’s fear Claudius’s guilty conscience Hamlet’s confession to Ophelia Ophelia’s emotional reaction to Hamlet’s fall from honor The purpose of a play performance The murder of Claudius Gertrude’s awareness that she married a killer Interactions among Hamlet, Rosencrantz, and Guildenstern The effect Fortinbras has on Hamlet The manner of Ophelia’s death Ophelia’s burial Laertes’s expression of extreme mourning Hamlet’s declaration on who should be the next King of Denmark The manner of Gertrude’s death Hamlet’s relationship with Laertes The similarities the gravediggers share with Hamlet Ophelia’s behavior right before her death Norway’s aggression toward Poland Claudius’s psychological state How Hamlet is affected by the actors Polonius’s sending a spy to report back on Laertes Laertes assessment of Hamlet’s love for Ophelia Hamlet’s criticism of his mother’s marriage Act 1, scene 2: It is not nor it cannot come to good, / But break, my heart, for I must hold my tongue. Act 1, scene 3: Then weigh what loss your honour may sustain, / If with too credent ear you list his songs, / Or lose your heart, or your chaste treasure open / To his unmaster’d importunity. Act 1, scene 7: If thou art privy to thy country’s fate, / O, speak! Act 2, scene 2: Bloody, bawdy villain! / Remorseless, treacherous, lecherous, kindless villain! / O vengeance! Act 3, scene 3: The cease of majesty / Dies not alone; but, like a gulf, doth draw / What’s near it with it… Act 4, scene 1: So dreaded slander – / Whose whisper o’er the world’s diameter, / As level as the cannon to his blank, / Transports the poisoned shot – may miss our name / And hit the woundless air. Act 4, scene 2: But such officers do the / king best service in the end: he keeps them, like / an ape, in the corner of his jaw… Act 4, scene 4: How all occasions do inform against me, / And spur my dull revenge! Act 5, scene 1: Why, e’en so: and now my Lady Worm’s; chapless, and / knocked about the mazzard with a sexton’s spade: / here’s fine revolution, and we had the trick to / see’t. Did these bones cost no more the breeding, / but to play at loggats with ’em? Mine ache to think on’t. Metaphor Simile Hyperbole Allusion Personification Alliteration Sibilance Oxymoron

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 2, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, develop, and interact Determine the function of a particular excerpt Conduct brief research on classical mythology — more specifically the tale of Arion and the dolphin — and draw parallels between the mythological figure and Sebastian Consider the text’s allusion to Elysium to infer greater meaning Discern the tone of a character’s dialogue Come to class/depart class better prepared to discuss literary material Write ideas with clarity, accuracy, and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Hamlet. With a focus on Act 4, scene 6, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. More specifically, students will do the following: Discern what the text states both explicitly and implicitly Analyze character statements and behaviors to draw logical inferences about character development and motivations Analyze how characters interact Determine the primary purpose of Hamlet’s letter to Horatio Apply knowledge of literary devices to the text Analyze complex vocabulary and phrasing in context to determine meaning and intended effect

Conclude a unit on William Shakespeare’s The Merchant of Venice with this fifty-question test delivered in Word Document and PDF formats. An answer key is included. This assessment is divided into four sections and breaks down as follows. Part 1. Multiple choice. Students will demonstrate knowledge of character and plot details. Part 2. True/False and Either Or. Students will identify whether a statement is true or false, or they will identify the correct option between two choices. Part 3. Matching. Students will match an excerpt with its appropriate context. Part 4. Multiple choice. Students will be given a detail or excerpt and must determine which literary device is best reflected.

Promote homework accountability, measure general reading comprehension, and reduce teacher workload with this printable quiz on Act 4 of As You Like It by William Shakespeare. This assessment and its answer key are delivered in both Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The interaction between Jaques and Rosalind Jaques’ assertions about his mental state Jaques’ character motivations Orlando’s tardiness Rosalind’s artificial anger Rosalind and Orlando’s role playing lesson “Men have died from time to time and worms have eaten them, but not for love.” A fake wedding ceremony Silvius’ continued affection for Phebe The content of a letter Phebe sends Ganymede Rosalind’s comments on how Phebe can prove her love Oliver’s unexpected appearance and character transformation Orlando’s heroism

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Hamlet. With a focus on Act 4, scene 7, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. More specifically, students will do the following: Discern what the text states both explicitly and implicitly Analyze character statements and behaviors to draw logical inferences about character development and motivations Determine the tone of a given passage Determine the functions of a given passage Isolate a true statement about plot from falsehoods Apply knowledge of a variety of literary devices including hubris, personification, metaphor, and irony Provide textual evidence in support of a claim about Claudius Articulate ideas with clarity and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s comedy As You Like It. With a focus on Act 4, scene 1, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By completing this exercise, students will: Identify what the text states explicitly Interpret figurative language Analyze how complex characters interact Explore character motivations Define complex words and phrases as they are used in the text Analyze nuances in word meanings Apply knowledge of literary devices including double entendre, hyperbole, allusion, personification, and simile Discern the tone of a given excerpt

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 4 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Claudio’s behavior at the wedding Hero’s reaction to Claudio’s insults Don John’s statements on the significance of Hero’s reaction Leonato’s feelings toward his daughter Friar Francis’ feelings toward Hero Friar Francis’ suggested course of action Beatrice’s dramatic request of Benedick Dogberry’s terrible interrogation Sexton’s task Conrade’s insults toward Dogberry

Help high school students develop close reading and poetry analysis skills with this set of high-order questions covering William Shakespeare’s Sonnet 146. Delivered in Word Document and PDF formats, this worksheet eliminates assessment planning responsibilities without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Discern the intended effect of figurative language Explore the narrator’s mindset Discern the overall tone of the sonnet Apply knowledge of literary devices with emphasis on metaphor, paradox, and personification

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 2, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with this resource, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine Shakespeare’s narrative techniques with emphasis on the incorporation of figurative language Determine the tone of the scene Explore how complex characters think, behave, interact, and develop Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 3, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with this resource, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Apply knowledge of literary devices including simile and metaphor Explore how complex characters think, behave, interact, and develop Determine the tone of the scene Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 2, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Discern the intended effect of Shakespearean language in context Explore how complex characters think, behave, interact, and develop Discern tone in context Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 3, of William Shakespeare’s King Lear. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Define words/phrases as they are used in the text Verify interpretations of language using reference materials Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including consonance, dramatic irony, and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 7, of William Shakespeare’s King Lear. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Discern the intended effect of figurative language in context Explore cause-and-effect relationships Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including simile, imagery, hyperbole, and situational irony Conduct brief research on relevant topics Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision