Help high school students develop a greater understanding of how the Brothers Grimm used characterization, description, and various literary devices including metaphor and simile to establish a mood in “Snow White and the Seven Dwarfs” that is consistent with the conventions of fairy tale literature. Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included.

Help high school students develop a greater understanding of how Edgar Allan Poe used descriptive language, characterization, setting, connotation, and various literary devices in “Hop Frog” to establish an eerie mood that is consistent with the horror and supernatural fiction genres. Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included.

Help high school students develop a greater understanding of how Ray Bradbury used descriptive language, characterization, setting, and various literary devices to establish an eerie mood in “The Fog Horn” that is consistent with the supernatural fiction and science fiction genres. Delivered in printable Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included.

Help high school students analyze how Ursula K. Le Guin used characterization, description, imperfect grammar, foreshadowing, irony, simile, and redundancy to establish a tense and eerie tone in “The Wife’s Story.” This resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included.

Help high school students develop a greater understanding of how Edgar Allan Poe used descriptive language, characterization, setting, connotation, and various literary devices in “The Cask of Amontillado” to establish an eerie mood that is consistent with the horror and supernatural fiction genres. Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included.

Conclude your unit on Shakespeare’s The Tempest with this summative assessment, which is delivered as a Word Document and a PDF. An answer key is included. Students will demonstrate comprehension of the following: Gonzalo’s general demeanor Miranda’s relation to Prospero Prospero’s intentions in terms of his magic Antonio’s past betrayal of Prospero Ariel’s role General characterization of Trinculo Caliban’s perception of Stephano Ferdinand’s captivity Prospero’s true feelings toward Ferdinand Ariel’s warnings for King Alonso and his men Prospero’s reaction to Ferdinand’s relationship with Miranda An interruption of wedding festivities Prospero’s tempting of the criminals Prospero’s perception of Caliban Prospero’s motivation for releasing his enemies A major decision made by Prospero Prospero’s motivation for not charging Antonio and Sebastian with treason Caliban’s dynamic character Arrangements for wedding entertainment Miranda’s offering to help Ferdinand with his physical labor King Alonso’s psychological state after the presumed death of his son Gonzalo’s fear regarding his peers Stephano, Trinculo, and Caliban’s collective behavior Caliban’s feelings toward Prospero Antonio’s feelings toward King Alonso Sebastian’s self-blame Act 1, scene 1: I pray thee, mark me–that a brother should / Be so perfidious… Act 1, scene 1: You mar our labour. Act 1, scene 2: …my library / Was dukedom large enough. Act 1, scene 2: Is there more toil? Since thou dost give me pains, / Let me remember thee what thou hast promised, / Which is not yet performed me. Act 2, scene 1: That our garments, being, as they were, drenched in / the sea, hold notwithstanding their freshness and / glosses, being rather new-dyed than stained with / salt water. Act 2, scene 2: I’ll show thee the best springs; I’ll pluck thee berries; / I’ll fish for thee and get thee wood enough. / A plague upon the tyrant that I serve! Act 3, scene 1: Poor worm, thou art infected! / This visitation shows it. Act 3, scene 3: I am right glad that he is so / out of hope. Act 5, scene 1: What a thrice-double ass / Was I, to take this drunkard for a god… Hyperbole Allusion Personification Oxymoron Metaphor Simile Sibilance Onomatopoeia

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter one of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Discern point of view Explore character motivations Clarify cause-and-effect relationships Apply knowledge of a variety of literary devices including situational irony, hyperbole, simile, and metaphor Articulate the intended effect of metaphorical language Analyze the author’s craft to determine intent Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter two of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze character motivations Apply knowledge of various literary devices including alliteration, assonance, and simile Discern and articulate the greater significance of a given detail with emphasis on what is revealed about character modes of thinking Analyze how complex characters interact Make logical inferences about how Tom perceives Myrtle Demonstrate awareness of how social status influences behavior Compare Myrtle to the puppy she is gifted Discern a primary function of the chapter Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter three of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Examine how complex characters interact Analyze the author’s craft Analyze the effect comparing Gatsby to Belasco has on the reader Infer why the author may have intended to wait to introduce Gatsby until chapter three Apply knowledge of literary devices to the text with an emphasis on understatement and situational irony Analyze what Nick’s dialogue and behavior at the party reveals about his psychological state Explore character motivations Define complex words and phrases as they are used in the text Articulate how Nick’s expectations of Gatsby are violated Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter four of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Analyze the author’s craft to determine the effect diction has on the reader’s comprehension Apply knowledge of various literary devices including sibilance, invective, ambiguity, oxymoron, and imagery Articulate the cultural significance of the white chauffeur transporting people of color Discern what Nick finds astonishing about Wolfsheim’s behavior Identify the primary function of Wolfsheim’s character in the context of the plot Define complex words as they are used in the text Make logical inferences about Nick’s modes of thinking Articulate the technique Fitzgerald uses to spark a significant shift in tone Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter six of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Discern the intended effect of figurative language in context Make logical inferences about Gatsby’s decision making Apply knowledge of various literary devices including metaphor, situational irony, hyperbole, euphemism, allusion, and personification Analyze the author’s craft to determine the intended meaning of a lesser known phrase Analyze what character dialogue reveals about their psychological and emotional states Determine the significance of a given detail Explore dynamic character Identify a main function of the chapter

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter five of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Articulate how Gatsby’s behavior is ironic from Nick’s perspective Apply knowledge of various literary devices including situational irony, simile, and hyperbole Identify textual evidence that best supports a claim Analyze the author’s use of language to discern his intent Explore the symbolism of an object or objects Clarify and elaborate on a concern Nick has for Gatsby in a given passage Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter seven of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Make a logical inference about Daisy’s parenting style Identify the significance of given characterization details Apply knowledge of various literary devices including assonance, consonance, metaphor, hyperbole, onomatopoeia, imagery, euphemism, and catharsis Analyze word choices to determine which word most accurately conveys an idea Explore character motivations Explore Nick’s assessment of Gatsby’s behavior in the context of the chapter Analyze the author’s craft Write ideas with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter nine of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Apply knowledge of literary devices including situational irony and metaphor Explore character motivations Analyze how complex characters interact Determine the greater significance of a given characterization detail Analyze the author’s word choices to infer the author’s intent Make logical inferences about a character’s mode of thinking in context Explore how Tom sees himself in the context of the tragedies of Gatsby, Myrtle, and Wilson

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter eight of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Explore character motivations Analyze how and why complex characters behave certain ways Make logical inferences based on characterization details and other narrative techniques Apply knowledge of various literary devices including personification, oxymoron, simile, onomatopoeia, assonance, and more Explore the meanings of complex words, taking into consideration both denotative and connotative associations Analyze a given passage to determine its tone Determine the primary function of a given detail Explore cause-and-effect relationships Make logical inferences about the author’s intent Analyze plot developments in the context of the chapter to discern and articulate social commentary Cite relevant textual evidence in support of claims Analyze the symbolic importance of dust Write with clarity and precision

Help middle and high school students improve fluency, stamina, and text comprehension with a brief, engaging fairy tale titled “Cinderella” by the Brothers Grimm. A plot-based quiz is provided to measure reading comprehension, along with an answer key. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The origin of Cinderella’s name The step-sisters’ request of their step-father Cinderella’s request of her father The conditions under which the step-mother claims Cinderella may attend the ball The reason the step-mother does not follow through on her promise The person whose grave Cinderella visits The pigeons’ offering of help What happens when Cinderella attends the ball How Cinderella lost her slipper How the step-sisters attempt to deceive the prince The consequence of the step-sisters’ actions

This resource extends beyond text comprehension, helping high school students analyze the formal elements of fiction and respond thoughtfully in writing to questions about literature. The featured short story is “Cinderella” by the Brothers Grimm. Included are the following: the public domain fairy tale, which has an estimated Lexile measure of 1000-1100; a related bell ringer activity; a set of rigorous close reading questions in both Word Doc and PDF formats; an answer key; and editable emergency substitute teaching plans. By completing this exercise, students will: Articulate what is stated in the text explicitly and implicitly Apply knowledge of literary devices including metaphor, juxtaposition, anthropomorphism, symbolism, and more Identify the story’s inciting incident Discern the intended meaning of figurative language Discern the function of a given excerpt Analyze the author’s craft Explore relationships between complex characters Articulate character motivations Cite textual evidence in support of inferences and claims Write with clarity and precision

Evaluate reading comprehension, promote homework accountability, and save valuable time with this printable quiz on the Gothic short story “Hop Frog” by Edgar Allan Poe. An answer key and copy of the public domain narrative are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The talents of Hop-Frog The talents of Trippetta The king’s fondness for practical jokes The similarities between Hop-Frog and Trippetta The abusive conduct of the king Hop-Frog’s motivation for revenge against the king Details about the masquerade Hop-Frog’s plans for revenge The means by which the king dies Hop-Frog’s declaration The resolution

Help high school students extend beyond general reading comprehension and support the development of close reading analysis skills with this set of rigorous, text-dependent questions on the Gothic short story “Hop Frog” by Edgar Allan Poe. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Articulate the origin of the nickname Hop Frog Explain the irony associated with the nickname Hop Frog Explore characters’ collective behavior to make an inference about their morality Define complex words and phrases as they are used in the narrative Determine the significance of Trippetta’s physical description Analyze the nature of character interactions Explore nuances in words with similar meanings Address the concept of defying expectations in the context of the plot Identify and explain how dramatic irony applies to the story Explain the symbolism of chains and fire in the context of the narrative Make a logical inference about the king and his minsters based on the narrator’s phrasing (“basal beasts”) Write with clarity, accuracy, and precision Justify claims and ideas with logic and relevant textual evidence

Promote active engagement with fiction and evaluate general reading comprehension with this multiple choice quiz on the fairy tale “Snow White and the Seven Dwarfs” by the Brothers Grimm. An answer key and copy of the public domain short story are included. All materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot: The cause of the queen’s distress Characteristics of the looking-glass The evil characterization of the queen The dwarfs’ profession The nature of Snow White’s first interaction with the dwarfs The queen’s plans after discovering Snow White remains alive The reason the dwarfs cannot bury Snow White The prince’s reaction to the sight of Snow White The incident that precedes Snow White’s revival The death of the queen