Folktales and legends are short story subgenres that appeal to many teenage readers who appreciate the fantasy genre. “The Silver Pool” by Ella Young is a legendary tall tale focusing on the quest of an Irish folk hero, Fionn MacCumhail, who aspires to become a leader. This multiple choice quiz covering “The Silver Pool” helps English teachers promote homework accountability and evaluate reading comprehension. 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: Elements of legends Fionn’s desire to become a strong man The Salmon of Knowledge The King’s Poet Ireland’s art, etiquette, and heroes Discovered treasure The consequence of a significant action A sudden realization The fulfillment of a prophecy Situational irony (or irony of result)

For many high school readers, age-appropriate fantasy and fairy tale fiction are genres that maximize engagement with literature. With this worksheet composed of rigorous questions on “Hansel and Gretel” by the Brothers Grimm, English teachers will help students extend beyond reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain narrative (estimated Lexile Range 810-1000) are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly as well as implicitly Analyze dialogue to discern how a character uses manipulative tactics to achieve a goal Analyze characterization to discern and articulate a dominant internal conflict in the text Apply knowledge of alliteration to the text Analyze the authors’ word choices to discern and articulate how these choices create the literary device of paradox Identify several examples of simile in the text Apply knowledge of dramatic irony to the text, discerning and articulating how it manifests Apply knowledge of situational irony to the text, discerning and articulating how it manifests Apply knowledge of foreshadowing to the text, explaining what is foreshadowed and how Write with clarity and precision

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 8 and 9 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements: Scout’s reaction to the weather The snowman/mudman The house catching fire Miss Maudie’s peculiar reaction to the house fire The blanket wrapped around Scout Scout’s reaction upon a disturbing discovery Beating up Cecil Jacobs Christmas gifts Scout’s punishment Atticus discussing the trial with Uncle Jack

Engage middle and high school students with a classic example of adventure fiction, “To Build a Fire” by Jack London, and use this set of rigorous questions to promote close reading analysis skills. A variety of 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. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Define unfamiliar and challenging vocabulary in context Explore the author’s narrative techniques such as increasing the frequency of shorter, choppier sentences as the narrative reaches its climax Determine author’s intent in writing that the protagonist’s limitation is that he is without imagination Identify the protagonist’s motivation in continuing despite extremely harsh conditions Draw logical inferences based on the fact that the dog “knew it was no time for traveling” and “its instinct told it a truer tale than was told to the man by the man’s judgment” Apply knowledge of literary devices including symbolism and simile Locate textual evidence in support of claims associated with the protagonist’s self-awareness Write ideas with clarity, accuracy, and precision

Evaluate general reading comprehension with this multiple choice quiz covering Act 4 of William Shakespeare’s Othello. The plot-based assessment may double as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: Othello’s rage-fueled trance Iago’s conspiracy to make Othello think Cassio loves Desdemona Iago’s barbarous suggestion regarding Desdemona’s fate The letter from Venice Lodovico’s witnessing Othello’s abusive behavior Emilia’s verbal exchange with Othello Othello’s confrontation with Desdemona Desdemona turning to Iago for help Roderigo’s frustration with Iago The arrangement Iago makes for Roderigo Desdemona’s foreshadowing fear

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 4 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Determine the greater significance of a given detail Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including metaphor, personification, allusion, and situational irony Explore cause-and-effect relationships

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 5 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including hyperbole Isolate the best textual evidence in support of a claim

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 10 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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 do the following: Analyze the relationship between Scout and Atticus at this point in the novel Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations. Identify what the text says explicitly as well as implicitly about killing mockingbirds Identify what Scout means when she refers to a “generous target” Draw a logical inference about a character in the context of a given passage

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 14 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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 perform the following tasks: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, interact, and develop Discern the tone of a particular excerpt Determine the function of a given excerpt Apply knowledge of literary devices and figurative language

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 3, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices such as foreshadowing, pun, and dramatic irony Choose the best textual evidence in support of a claim Consider relevant themes in the context of the scene Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 3, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Compare elements of this scene to the preceding scene Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques (with emphasis on repetition) Describe tone in context Support claims or inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 4, scene 5, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Compare aspects of this scene with aspects of a previous scene (Act 3.5) Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Discern the tone of the scene Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including simile, metaphor, personification, and situational irony Support claims or inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 4, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Describe tone in context Explore how complex characters think, behave, interact, and develop Argue whether Friar Laurence’s decision to assist Juliet is consistent or inconsistent with his moral and religious duty Reflect on a previous scene to articulate how an aspect of Friar Laurence’s plan was foreshadowed Support claims or inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 5, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including foreshadowing Support claims or inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 2, scene 2, of William Shakespeare’s Macbeth. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will: Identify what the text states both explicitly and implicitly Discern the intended effect of figurative language in context Discern tone in context Define challenging words as they are used in the text Explore how characters think, behave, interact, and develop Consider the symbolic meaning of sleep in context Apply knowledge of various literary devices including hyperbole and simile Support inferences and claims with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 2, scene 1, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will: Identify what the text states explicitly as well as implicitly Discern the intended effects of the author’s word choices and narrative techniques Discern the primary function of an excerpt Describe tone in context Explore how complex characters think, behave, interact, and develop Articulate flaws in a character’s logic Apply knowledge of literary devices including metaphor, simile, and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss Shakespearean drama

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the short story “The Scarlet Ibis” by James Hurst. Alternatively, the assessment may double as a guided reading handout to facilitate active engagement. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this assessment, students will demonstrate knowledge of the following: Point of view The reason for the narrator’s disappointment Details suggesting Doodle was not expected to live long The narrator’s immoral thoughts Doodle’s surprising actions A setting the narrator and his brother seem to enjoy The effects of pride Doodle’s stories The narrator’s agenda concerning his brother’s abilities A natural disaster that devastates the narrator’s family The reason for the interruption of a family dinner Why the narrator rushes home as the story reaches its climax A somber discovery

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the short story “The Owl” by the Brothers Grimm, a cautionary tale about how fear affects human behavior. The assessment may double as a guided reading worksheet to facilitate active engagement with the text. An answer key and copy of the fairy tale are included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following aspects of plot: The cause of the owl’s fear The location of the owl The man-servant’s assessment of the owl The master’s reaction to his man-servant’s assessment The master’s request of the community A soldier’s request The comparison of the soldier to St. George A suggestion for how to spend tax money The means by which the owl dies

Go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet to complement chapter 2 of Dracula by Bram Stoker. An answer key and copy of the chapter, which is in the public domain, are provided. Materials are delivered in editable Word Document and printable PDF formats. 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 completing this close reading activity, students will: Identify what the text says explicitly and implicitly Define words and phrases as they are used in the text Select the most appropriate synonym for a word in the text Discern the intended effects of the author’s narrative techniques with emphasis on why the author utilizes repetition in context Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on personification, verbal irony, and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Gothic literature with clarity, accuracy, and precision

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the short story “Charles” by Shirley Jackson. The resource may double as a guided reading worksheet to facilitate active engagement with the narrative. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following aspects of plot: The identity of the narrator Laurie’s tendencies upon returning home from school The general characterization of Laurie’s teacher Laurie’s changing behavior toward his parents Mrs. Hyman’s concerns about Laurie’s schooling The lesson Mr. Hyman believes Laurie must learn The reason Mrs. Hyman cannot attend a parent-teacher conference The general characterization of Charles Mr. Hyman’s suggestion pertaining to Charles’ mother A revelation in the resolution