Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 4 through 6 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to: Articulate what the text states explicitly and implicitly Write with clarity, logic, and precision Cite relevant textual evidence in support of claims Explore character motivations Apply knowledge of literary devices including dramatic irony Define complex words and phrases in context Verify interpretations of language using reference materials as needed Analyze the author’s craft Articulate what diction reveals about the narrator’s psychological state Make logical inferences about how the narrator perceives himself as he works toward generating life Analyze the contradictory nature of Victor Frankenstein Isolate a falsehood from accurate statements about plot Infer the cause of Victor’s disturbing dream Draw parallels between Coleridge’s Ancient Mariner and Shelley’s Frankenstein Explore Henry’s compassion and selflessness Explore the interactions of complex characters Discern the function of a given paragraph

Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 16 through 18 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to: Articulate what the text states explicitly and implicitly Write with clarity, logic, and precision Cite relevant textual evidence in support of claims Explore character motivations Apply knowledge of literary devices including simile and dramatic irony Isolate a factual statement about plot from falsehoods Define complex words and phrases in context Verify interpretations of language using reference materials as needed Explore the creature’s psychological state Analyze the author’s craft to infer intent Articulate the effect of animal imagery Explain the function of a given scene Discern a logical inference about the author’s personal philosophy based on the text Explain how the creature appeals to Victor’s intellect and emotions Articulate Victor’s internal conflict Explain the function of Henry’s character in chapter 18

Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 4 through 6 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following: Victor’s investigation of death and decomposition The unintended consequences of Victor’s ambitiousness The moment Victor is overcome by dread Victor’s decision not to tell Henry about his work Victor’s stated belief that ambitiousness should be regulated Behaviors that reflect Victor’s mental breakdown Henry’s role as a caretaker Elizabeth’s assessment of the Frankenstein family Justine’s relationship with the Frankenstein family Justine’s personal background

Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 7 through 9 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following: The intent of the letter Victor’s father writes Victor’s sighting of the creature scaling the mountains The framing of Justine The Frankenstein family’s opinion of Justine Circumstantial evidence that jeopardizes Justine The interaction between Justine and a priest Victor’s reason for remaining silent Victor’s terrible guilt after the verdict is reached The effect of the trial on Elizabeth’s world outlook The effect of Nature on Victor

Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 22 through 24 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following: Setting Victor’s struggles with socialization The content of Elizabeth’s letter Victor’s paranoia The cause of Alphonse’s death Victor’s solitary confinement Victor’s reaction to the discovery of Elizabeth’s corpse Victor’s decision to disclose information to law enforcement Victor’s desire to retaliate The effect of Victor’s dreams on his psychological state Victor’s death The creature’s remorse

Support the development of high school close reading skills with this assessment on the short story “Slave on the Block” by Langston Hughes. A variety of question types facilitates the process of analyzing character interactions, articulating the significance of objects and events, citing relevant and compelling textual evidence to support claims, and more. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By engaging in this exercise, students will… Articulate what is stated in the text explicitly and implicitly Identify point of view and setting Analyze how complex characters think, interact, and behave Cite textual evidence in support of claims Write with clarity and precision Articulate the significance of Luther’s posing Draw parallels between the character of Luther and the roses he carries Explore character motivations and intentions Examine cause-and-effect relationships Discern meaning in unfamiliar words and phrases Apply knowledge of literary devices including symbolism and situational irony Articulate how the story’s title relates to the Carraways’ treatment of Luther

Support the development of high school and college close reading skills with this assessment on the modernist short story “Bliss” by Katherine Mansfield. A variety of question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in both Word Doc and PDF formats. An answer key and copy of the public domain text are included. 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. By engaging in this exercise, students will… Articulate what is stated in the text explicitly and implicitly Analyze how complex characters think, interact, and behave Analyze the dynamic transformation of character(s) Explore character motivations and intentions Apply knowledge of literary devices including situational irony, foreshadowing, repetition, and assonance Define complex words or phrases in context Analyze nuances in word meanings Analyze the author’s craft to discern what is revealed about a character’s psychological state Analyze the author’s craft to articulate why she may have chosen the last name of Young for the protagonist Analyze why the author may have chosen to title this piece “Bliss” Cite textual evidence in support of inferences and claims Write with clarity and precision

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 short story “After Twenty Years” by O. Henry. 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: Articulate what is stated in the text explicitly and implicitly Articulate the significance of a given detail Discern the tone of a given excerpt Discern the function of a given paragraph Apply knowledge of foreshadowing Explore character motivations Demonstrate knowledge of characterization Analyze the effect point of view has on the reader Cite textual evidence in support of inferences and claims Write with clarity and precision

Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on the three types of verbals: gerunds, participles, and infinitives. Delivered in printable Word Document format, as well as in PDF format, this resource conveniently offers the option to edit. An answer key is provided.

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 Black Cat” 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 the Brothers Grimm used descriptive language, characterization, exaggeration, and various literary devices to establish a mood in “Cinderella” that is consistent with the conventions of fairy tale writing. 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.

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 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 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