For many high school readers, fantasy and horror are genres that maximize engagement with literature. “What the Moon Brings” by H.P. Lovecraft is a brief, yet compelling short story that features elements consistent with both genres: a bizarre dreamscape, an anxious narrator, and the discovery of an underwater city. (The briefness of the story makes it an appropriate time-filler for awkward gaps in teaching schedules.) This multiple choice quiz on “What the Moon Brings” helps English teachers promote homework accountability, evaluate reading comprehension, and save time at home without sacrificing quality in the classroom. 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 assessment, students will demonstrate knowledge of the following: Point of view Setting The narrator’s emotional reaction to the moon The narrator’s obsessiveness Transformative qualities of ordinary things The appearance of an animal in the distance A discovery in the water The smell that overwhelms the narrator’s senses A realization about the reef The narrator’s decision in the resolution

Gothic fiction and horror are genres that maximize many high school students’ engagement with literature. “In the Vault” by H.P. Lovecraft is one such short story. It features elements such as entrapment, mutilated corpses, and the avenging of wrongdoing—making the narrative a particularly chilling read during the Halloween season. This multiple choice quiz on “In the Vault” helps English teachers promote homework accountability, evaluate reading comprehension, and save time at home without sacrificing quality in the classroom. 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 assessment, students will demonstrate knowledge of the following: The narrator’s criticism of people A general description of the protagonist’s personality The protagonist’s work The characterization of Matthew Fenner The characterization of Asaph Sawyer The reason the protagonist gets trapped in the vault The duration of time the protagonist is trapped The protagonist’s initial reaction to being in the company of corpses A plan to escape the vault A complication that hinders progress Dr. Davis’s reaction to the protagonist’s injury The discovery as a result of an investigation

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 ironic short story “The Gift of the Magi” by O. Henry, which is an especially suitable narrative during the Christmas and winter holiday seasons. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Examine how complex characters think, behave, interact, and develop Infer the protagonist’s motivation to find the right gift for her husband Explore nuances in words with similar meanings Define complex words as they are used in the text Apply knowledge of various literary devices including onomatopoeia, hyperbole, and eye dialect Articulate the intended effect of repetition in the context of the exposition Explain the significance of the color brown in the context of a given excerpt Explore the significance of the number forty in the context of the story Conduct brief online research in order to answer questions as needed Make logical inferences about the author’s intent Explore how third person limited point of view contributes to plot development Examine the narrator’s tone in the context of a given excerpt Explain how a particular phrase is an example of paradox (“repairing the ravages made by generosity added to love”) Choose a relevant theme in the context of a given excerpt Argue whether the author’s stylistic choice to capitalize a common noun (Combs) is acceptable Identify and explain several examples of sexist stereotypes throughout the story Identify and explain an example of foreshadowing Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the short story titled “The Leap” by Louise Erdrich. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Analyze what the narrator’s dialogue reveals about her feelings toward her mother Explore character motivations Isolate an example of figurative language from among several sentences in the text Discern the intended effect of a given phrase (“one with the constant dark now”) Articulate how the author incorporates a plot twist Determine the function of a given paragraph Identify several narrative techniques used by the author to convey liveliness and urgency Determine what a character’s actions reveal about her psychological state Make logical inferences about the author’s beliefs based on the context of the story Articulate why the author chose “The Leap” as the title Write clearly, concisely, and accurately in response to analytical questioning Exercise rational thought Cite textual evidence in support of claims

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 science fiction short story “All Summer in a Day” by Ray Bradbury. 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 Verify interpretations of language using reference materials as needed 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 dramatic irony, metaphor, and personification Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Ray Bradbury’s science fiction short story titled “All Summer in a Day.” The assessment may double as a guided reading worksheet to facilitate active engagement with literature. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following aspects of plot: A basic description of setting The protagonist’s birthplace The subject matter of the protagonist’s poem The protagonist’s reputation among her peers Qualities that distinguish the protagonist from her peers A physical description of the protagonist The intentions of the protagonist’s parents The reason the protagonist is in the closet The infrequency of the sun’s emergence Logical inferences to be drawn from 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 science fiction short story “Backward Step” by Paul Jennings. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Analyze the author’s decision to have the narrator directly address the reader in the exposition Apply knowledge of literary devices including euphemism and onomatopoeia Discern the intended effect of a given detail (“People from the university wanted to study me”) Make logical inferences about what a given excerpt reflects about the human condition (“Fortune-tellers and mystics claimed they had moved me in time. I was on television all over the world.”) Articulate similarities between the five-year-old protagonist and his grandmother Determine the function of a given excerpt (“I was lying on a seat on the other side of the road. An old man sitting next to me looked as if a ghost had just appeared in front of him. He screamed and ran off as fast as he could go.”) Identify techniques used to convey the narrator’s childlike voice Conduct brief research into the Grandfather Paradox Determine a theme that is reinforced by the story’s resolution Write clearly, concisely, and accurately in response to analytical questioning Exercise rational thought Cite textual evidence in support of claims

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 satirical science fiction short story titled “Lose Now, Pay Later” by Carol Farley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Examine a figurative expression (“used like a flock of sheep”) for meaning Select expository character details that support the claim that the protagonist should be more capable of exercising discipline Apply knowledge of literary devices including portmanteau and personification Analyze the author’s diction to discern the intended effect of a particular word (staggered) Visualize a particular scene to make a logical inference about the author’s intent Explore the author’s description of the slimmer to make a logical inference about the safety of the contraption Read a passage to determine its tone Evaluate nuances in word meanings and use reference materials as needed Articulate how satire is present throughout the story, indicating aspects of modern society that are being critically targeted Write clearly, concisely, and accurately in response to analytical questioning Exercise rational thought Cite textual evidence in support of claims

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the allegorical short story titled “The Colomber” by Dino Buzzati. An answer key is included. Materials are delivered in printable Word Document and 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 activity, students will: Identify what the text states explicitly as well as implicitly Apply knowledge of figurative language with emphasis on simile and metaphor Determine the meaning of a complex word as it is used in the text Infer Stefano’s motivations for pursuing his career as a sea captain Identify textual details that indicate the closeness of Stefano to the colomber Determine what the phrase “temptation of the abyss” emphasizes about the protagonist’s characterization Identify and explain an example of situational irony in the story Explore the symbolism associated with the colomber Write clearly, concisely, and accurately in response to analytical questioning Cite relevant textual evidence in support of claims

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the short story titled “Home” by Gwendolyn Brooks. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Examine the title of the narrative to make inferences about the author’s intent Discern the function of the opening paragraph Articulate the situational irony associated with a character’s vision of the future Contrast the characters of Helen and Maud Martha Analyze the author’s stylistic decision to offset a particular detail with em dashes Explain the intended meaning of a metaphor in context Articulate how Helen is a good example of dynamic character Write clearly, concisely, and accurately in response to analytical questioning Cite relevant textual evidence in support of claims

Evaluate general reading comprehension and eliminate take-home assessment planning with this plot-based quiz covering Gwendolyn Brooks’ short story titled “Home.” The assessment may double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The length of time the family has lived in their home Mama and Helen’s reaction to the possibility of losing their home Papa’s plan during his lunch break Helen’s personal shame Maud Martha’s emotional state The task Mama will be relieved to stop doing Mama’s daily motto Papa’s nonverbal communication A description of Mama’s eyes The resolution

Evaluate general reading comprehension and eliminate take-home assessment planning with this plot-based quiz covering Dino Buzzati’s allegorical short story titled “The Colomber.” This assessment may double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: A birthday request A description of a colomber The protagonist’s career choice Advice from the protagonist’s father Stefano’s perception of the colomber A gift from the colomber Qualities associated with the gift And more

Evaluate reading comprehension, promote homework accountability, and save valuable time with this printable quiz on the science fiction short story titled “Who’s There?” by Arthur C. Clarke. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The reason the narrator leaves the space station The name of the narrator’s work space The significance of the acronym FORB The name of the cat The cost of a day’s delay in work The greatest enemy in space Qualities associated with the narrator’s spacesuit The function of the internal lockers General character description of Bernie Summers The narrator’s fear-induced ponderings The resolution

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the short story titled “Dark They Were and Golden Eyed” by Ray Bradbury. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Identify the narrative’s inciting incident Identify the narrative’s dominant conflict Explore the functions of a particular character Explore character development and motivations Analyze figurative language to infer the author’s intent Make logical interpretations of metaphorical expressions Explain the intended effect of repetition as it appears in a given excerpt Analyze passages to discern their greater significance Explore themes in context Apply knowledge of literary devices including personification, simile, metaphor, onomatopoeia, and more Analyze the author’s descriptive language as it relates to setting to infer its purpose Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims