Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
Evaluate general reading comprehension and eliminate assessment planning duties with this plot-based, multiple choice quiz covering the short story “Catch the Moon” by Judith Ortiz Cofer. Additionally, a short answer option is provided for re-assessment purposes. These resources may double as guided reading handouts to foster active reading habits among students. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot:
Luis’s criminal behavior and its consequences
The reason for disruptive behavior
Luis’s defining characteristics
How Luis made his gang “legal”
The general characterization of Luis’s dad
The reason Naomi comes to the junkyard
Naomi’s positive influence on Luis
Borrowing his father’s car
The reason Luis cries for his mother
The significance of the “treasure hunt”
An evolving relationship with Luis’s father
Finding textual support for Luis’s status as a dynamic character
Internal vs. external conflict and seeking textual evidence
Help high school students go beyond general reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering the science fiction short story “The Star” by H.G. Wells. A detailed answer key is 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 states explicitly and implicitly
Consult reference materials in order to learn and verify word meanings
Discern 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
Apply knowledge of literary devices including alliteration, personification, simile, and more
Generate a relevant theme and support how it is developed
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
For many high school readers, psychological fiction and horror are genres that maximize engagement with literature. “The Premature Burial” by Edgar Allan Poe features elements consistent with both genres: a stream-of-consciousness technique, the intensification of an irrational fear, tales of being buried alive, and more. With this challenging worksheet composed of high-order questions, English teachers will help students extend beyond basic reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing quality and rigor in the classroom. 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:
Identify what the text states explicitly and implicitly
Explore dominant character traits
Examine how complex characters think and behave
Analyze diction to make logical inferences about the author’s intent
Articulate the greater significance of a given detail
Apply knowledge of various literary devices including eye dialect, onomatopoeia, allusion, dramatic irony, situational irony, and more
Discern the meaning of an idiom as it is used in the text
Explain how a particular word or expression is considered a pun
Investigate the intended effect of narrative techniques such as the liberal incorporation of em dashes
Discern the function of a particular detail
Choose the most appropriate synonym to replace a word used in the story
Explore nuances in words with similar denotative meanings
Examine narrative structure
Evaluate whether the narrator’s thinking is rational
Draw parallels between the narrative and a featured nonfiction passage
Defend claims and ideas with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Support the development of close reading skills for high school with this set of high-order analysis questions on Virginia Woolf’s short story “A Haunted House.” The narrative makes a fitting inclusion to a Halloween-themed short story unit at the high school level. A detailed answer key and a copy of the public domain short story are provided. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Analyze the author’s narrative technique to discern how she emphasizes multiple presences in the house
Infer why the author incorporates references to second-person you
Discern the significance of active present participles in the text
Analyze the effect of sibilant phrases on the reader
Apply knowledge of literary devices to the text, with emphasis placed on personification, anaphora, and symbolism
Discern and articulate the significance of the window
Analyze a passage in the text to discern the author’s intent as it relates to characterization
Analyze character actions and dialogue to discern their primary intent
Cite relevant textual evidence in support of claims
Write with clarity and precision
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part three of Fahrenheit 451 by Ray Bradbury (“Burning Bright”). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
The source of the alarm call
Beatty’s striking of Montag
The nature of Beatty’s death
What Montag learns about Beatty after his death
Complicating factors in terms of Montag’s escape
Montag’s suggestions for Faber
Faber’s suggestions for Montag
How authorities get the public to help them find Montag
What Montag watches on television
How books continue to exist
What happens to the city
A new responsibility
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part two of Fahrenheit 451 by Ray Bradbury (“The Sieve and the Sand”). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Montag’s perception of the world
Montag’s perspective on books
A phone call between Montag and Faber
Faber’s professional background
Faber’s offerings of help
The purpose of Faber’s visit to St. Louis
Interactions among Mildred and her friends
How Montag irritates Mildred and her friends
Montag and Beatty’s interaction at the firehouse
A fire alarm
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part one of Fahrenheit 451 by Ray Bradbury (“The Hearth and the Salamander”). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Details on Montag’s encounter with Clarisse
A lingering question in Montag’s mind
Mildred’s self-destructive behavior
The behavior of the mechanical hound
Clarisse’s concerns about school kids
Peculiarities about a particular fire call
Montag’s sneakiness
Mildred’s general disposition
Beatty’s general characterization
The campaign against books
For many high school readers, supernatural fiction and fantasy are genres that maximize engagement with literature. “The Doom that Came to Sarnath” by H.P. Lovecraft features plot elements consistent with the aforementioned genres: the plundering of a race of lizard people, shadows that seemingly originate from the moon, the vanishing of an entire city, and more. This rigorous worksheet covering “The Doom that Came to Sarnath” (estimated Lexile Measure of 1300-1400) helps English teachers extend student learning beyond reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are 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
Determine the function of a given paragraph
Provide a detailed description of a group of characters
Define complex words and phrases as they are used in the text
Analyze nuances in words with similar definitions
Make logical inferences about character motivations
Analyze how complex characters think, behave, and interact
Examine the author’s intent
Articulate the significance of a given detail
Apply knowledge of literary devices such as foreshadowing
Support claims and ideas with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering Hans Christian Andersen’s short story “Grandmother,” a narrative centering on themes of appreciating the elderly and the fleeting nature of physical life. The brevity of the narrative helps to fill awkward gaps in the teaching schedule, while the supporting activity maintains rigor in the classroom. An answer key and copy of the text (estimated Lexile range of 1000-1100) are included. Materials are delivered in 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 close reading activity, students will:
Identify what the text states explicitly and implicitly
Determine the function of a given excerpt
Describe the tone of the complete text
Discern the intended effects of figurative language and other narrative techniques
Examine how characters think, behave, interact, and develop
Apply knowledge of literary devices including alliteration, sibilance, irony, symbolism, imagery, metaphor, and more
Explore themes in context
Support claims and inferences with sound reasoning and relevant evidence
Write about literature with clarity, accuracy, and precision
Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Giant and the Tailor” by the Brothers Grimm. A variety of question types are included to help prepare for standardized testing scenarios: vocabulary-in-context questions, main idea questions, detail questions, author’s craft questions, and more. The short story has an estimated Lexile range of 900 to 1000, making it an appropriate supplement to fantasy fiction and fairy tale units for high school. An answer key and copy of the public domain text are included. 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 completing this exercise, students will:
Identify what the text states explicitly and implicitly
Cite textual evidence in support of claims
Write with clarity and precision
Apply knowledge of various literary devices including situational irony, dramatic irony, and sibilance
Define complex words, phrases, and concepts (credulity)
Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
Make logical inferences about character motivations
Discern tone in context
Paraphrase dialogue
Isolate a true statement among falsehoods
Defend whether the giant’s description of being “clownish and stupid” is fair
Articulate a lesson this narrative teaches about interpersonal relationships
Help middle and high school students go beyond general reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering “Old Rinkrank,” a classic Grimm’s fairy tale. An answer key and copy of the public domain short story are included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will perform the following tasks:
Identify what the text states explicitly and implicitly
Examine how complex characters think, behave, develop, and interact
Evaluate the protagonist’s positive attributes and how they benefit her as the plot develops
Compare and contrast two characters (Old Rinkrank and the king)
Apply knowledge of literary devices with an emphasis on situational irony
Analyze the author’s craft to determine what the name Mother Mansrot suggests about the antagonist’s thinking
Consider themes in context
Defend claims and ideas with valid reasoning and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Come to class/leave class better prepared to discuss literary material
Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Twelve Dancing Princesses” by the Brothers Grimm. An answer key and copy of the public domain narrative, which has an estimated Lexile measure of 900-1000, are 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 with these materials, students will:
Demonstrate general comprehension of the plot
Analyze the author’s craft to determine how diction affects the reader
Apply knowledge of literary devices with emphasis on foreshadowing, metaphor, and dramatic irony
Analyze character actions to draw reasoned inferences about interests and motivations
Write with clarity and precision
Support the development of close reading skills for high school with this set of comprehension and analysis questions on “The Three Languages,” a short story by the Brothers Grimm. 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, which has an estimated Lexile Measure of 1100-1200, are included. 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 completing this exercise, students will:
Identify what the text states explicitly and implicitly
Cite textual evidence in support of claims
Write with clarity and precision
Apply knowledge of various literary devices including situational irony, dramatic irony, foreshadowing, and alliteration
Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
Make logical inferences about character motivations
Discern tone in context
Isolate a true statement among falsehoods
Make and defend logical inferences about character behaviors and motivations
Articulate what the narrative suggests about the power of effective communication
Help high school Creative Writing students better understand the conventions of the fairy tale genre and prepare for the drafting of modified fairy tales with this comprehensive, low-prep, standards-aligned unit plan. All supporting materials are provided in both Word Document and PDF formats. More specifically, the following are included:
A detailed, standards-based unit plan articulating the unit’s transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s).
A PowerPoint addressing the conventions of the fairy tale genre.
Representative narratives by the Brothers Grimm for analysis with supplemental worksheets.
Detailed directions.
A student exemplar for reference.
A comprehensive outline for student planning.
A document to facilitate the editing process.
A comprehensive rubric for evaluating student writing.
Support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Edna’s Ruthie.” The variety of question types also helps students prepare for standardized testing scenarios: main idea questions, detail questions, author’s craft questions, and more. An answer key is included. 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.
Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Cite textual evidence in support of claims
Write with clarity and precision
Analyze how the author uses direct and indirect description to develop a sympathetic character in Ruthie
Make logical inferences about the relationships between characters
Determine the tone of a given passage
Analyze the author’s language to discern and articulate the intended effect
Analyze what a character’s actions reveal about their psychological state
Articulate the significance of reading and writing in Esperanza’s life
Articulate the significance of the fact that Ruthie no longer reads and writes
Compare characters from two texts to articulate what they share in common, using Hans Christian Andersen’s “The Nightingale” for reference
Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Beautiful and Cruel.” An answer key is included. Materials are delivered in 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.
Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials including a dictionary or thesaurus
Examine how complex characters think, behave, develop, and interact
Explore cause-and-effect relationships
Make logical predictions based on context clues
Compare and contrast two characters (Nenny and Esperanza)
Apply knowledge of literary devices including personification
Support claims with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision
Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the twenty-fifth vignette titled “Geraldo No Last Name.” 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 explicitly and implicitly
Connect the phrase “Nothing in his pockets” to the vignette’s title
Articulate the significance of the phrase “Nothing in his pockets”
Discern the intended effect of the author’s stylistic choices (with emphasis on the incorporation of fragments and colloquialisms)
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including verbal irony and dramatic irony
Explore the concept of systematic prejudice, or institutional bias, in the text
Support claims with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision
Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the twenty-third vignette titled “Born Bad.” An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials such as a dictionary or thesaurus
Explore cause-and-effect relationships
Discern the intended effects of the author’s stylistic choices
Examine how complex characters think, behave, develop, and interact
Articulate the power of photographs, as well as their limitations
Conduct brief research on Our Lady of Guadalupe in order to explain why the name Guadalupe suits the character
Support claims with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision
Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the twenty-first vignette titled “The First Job.” 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 explicitly and implicitly
Explore how complex characters think, behave, develop, and interact
Evaluate Esperanza’s work ethic
Discern the nature of the relationship between Esperanza and Tito
Determine whether Esperanza’s anxiety is a rational emotional response
Apply knowledge of literary devices such as situational irony
Support claims with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision
Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the thirtieth vignette titled “No Speak English.” 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 explicitly and implicitly
Analyze stylistic choices to discern the author’s intent
Discern the intended effect of figurative language as it is used in the text
Explore how complex characters think, behave, develop, and interact
Compare two characters (Esperanza and Mamacita)
Articulate the irony of Mamacita’s physical appearance
Identify examples of Esperanza’s compassion
Support claims with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision