Conclude your unit on Shakespeare’s Hamlet with this summative assessment, which is delivered as a Word Document and PDF. An answer key is included. This fifty-question assessment is divided into four sections and breaks down as follows. Students will demonstrate comprehension of the following: An encounter with a ghost The reason for Hamlet’s anger toward his mother Ophelia’s unsettling interactions with Hamlet Ophelia’s rejection of Hamlet Hamlet’s self-criticisms Hamlet’s fear Claudius’s guilty conscience Hamlet’s confession to Ophelia Ophelia’s emotional reaction to Hamlet’s fall from honor The purpose of a play performance The murder of Claudius Gertrude’s awareness that she married a killer Interactions among Hamlet, Rosencrantz, and Guildenstern The effect Fortinbras has on Hamlet The manner of Ophelia’s death Ophelia’s burial Laertes’s expression of extreme mourning Hamlet’s declaration on who should be the next King of Denmark The manner of Gertrude’s death Hamlet’s relationship with Laertes The similarities the gravediggers share with Hamlet Ophelia’s behavior right before her death Norway’s aggression toward Poland Claudius’s psychological state How Hamlet is affected by the actors Polonius’s sending a spy to report back on Laertes Laertes assessment of Hamlet’s love for Ophelia Hamlet’s criticism of his mother’s marriage Act 1, scene 2: It is not nor it cannot come to good, / But break, my heart, for I must hold my tongue. Act 1, scene 3: Then weigh what loss your honour may sustain, / If with too credent ear you list his songs, / Or lose your heart, or your chaste treasure open / To his unmaster’d importunity. Act 1, scene 7: If thou art privy to thy country’s fate, / O, speak! Act 2, scene 2: Bloody, bawdy villain! / Remorseless, treacherous, lecherous, kindless villain! / O vengeance! Act 3, scene 3: The cease of majesty / Dies not alone; but, like a gulf, doth draw / What’s near it with it… Act 4, scene 1: So dreaded slander – / Whose whisper o’er the world’s diameter, / As level as the cannon to his blank, / Transports the poisoned shot – may miss our name / And hit the woundless air. Act 4, scene 2: But such officers do the / king best service in the end: he keeps them, like / an ape, in the corner of his jaw… Act 4, scene 4: How all occasions do inform against me, / And spur my dull revenge! Act 5, scene 1: Why, e’en so: and now my Lady Worm’s; chapless, and / knocked about the mazzard with a sexton’s spade: / here’s fine revolution, and we had the trick to / see’t. Did these bones cost no more the breeding, / but to play at loggats with ’em? Mine ache to think on’t. Metaphor Simile Hyperbole Allusion Personification Alliteration Sibilance Oxymoron

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

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 the short story “Beware of the Dog” by Roald Dahl. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly as well as implicitly Utilize dictionaries to ensure knowledge of word meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how the story conforms to the conventions of surrealism Conduct research as needed to answer questions involving historical context and autobiographical parallels Describe the tone of a given passage Determine the functions of given passages Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including onomatopoeia, paradox, personification, simile, situational irony, symbolism, and more Consider themes in context 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

Facilitate the process of investigating relevant topics, documenting information gathered, and delivering formal speeches with this low-prep, standards-based research project to complement Susan Beth Pfeffer’s dystopian novel The Dead and the Gone, the sequel to Life As We Knew It. The focus of the project is natural and human-influenced disasters, covering twenty topics including the San Francisco earthquake of 1906, the flu pandemic of 1918, the tri-state tornado outbreak of 1925, the Fukushima nuclear accident (2011), and Hurricane Maria (2017). A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of source work, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present findings verbally, using their own words

This summative test covers six short stories for the Christmas season that focus on themes of selflessness, compassion, and self-discovery (“A Christmas Memory” by Truman Capote, “The Gift of the Magi” by O. Henry, “The Burglar’s Christmas” by Willa Cather, “At Christmas Time” by Anton Chekhov, “Three Wise Guys: Un Cuento de Navidad” by Sandra Cisneros, and “The Heavenly Christmas Tree” by Fyodor Dostoevsky). An answer key, test prep study guide, standards-aligned writing rubric, and public domain narratives are included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Match the author’s name to his or her work Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place in a variety of stories Apply knowledge of literary devices including allusion, epiphany, euphemism, hyperbole, metaphor, onomatopoeia, oxymoron, personification, simile, and more Relate themes to narratives Match relevant vocabulary terms to their definitions Respond to thematically significant essay prompts Cite relevant textual evidence in support of claims made in an academic essay

With this summative test covering the entirety of Catcher in the Rye by J. D. Salinger, English teachers will evaluate students’ reading comprehension, essay writing skills, and ability to analyze key aspects of plot. Included are the following: an answer key, standards-based writing rubric, and test prep study guide. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive quotations for deeper meaning Apply knowledge of literary devices including alliteration, allusion, assonance, euphemism, foreshadowing, hyperbole, idiom, metaphor, simile, slang, and verbal irony Respond to an essay prompt about the influence of family on Holden’s world views Cite relevant textual evidence in support of claims made in an academic essay

With this summative test covering the entirety of William Shakespeare’s comedy Twelfth Night, English teachers will evaluate students’ essay writing skills and comprehension of characters, plot, and craft. A test prep study guide, answer key, and standards-based essay rubric are included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive excerpts for deeper meaning Apply knowledge of literary devices including alliteration, allusion, assonance, euphemism, hyperbole, metaphor, oxymoron, personification, and simile Generate an essay about the influence of love on three characters Cite relevant textual evidence in support of claims made in an academic essay

Promote student choice and facilitate the process of researching relevant topics from beginning to end with this low-prep activity to conclude a unit on The War of the Worlds by H.G. Wells. Students will choose from thirty research topics—addressing ideas such as real-life UFO sightings (the 1947 Roswell incident, the 1997 Phoenix Lights incident, the 2006 O’Hare International Airport incident, etc.), UFO programs and organizations (Project Blue Book, Mutual UFO Network, SETI Institute, etc.), and famous figures in ufology (J. Allen Hynek, John Mack, George Adamski, etc.)—and navigate academically appropriate sources with the goal of teaching their peers about their topics. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

The Handmaid’s Tale by Margaret Atwood lends itself to compelling research opportunities for high school students. This low-prep, standards-based project has students investigate topics related to women’s history and human rights around the world: from America (the Fourteenth Amendment, Equal Pay Act, Equal Rights Amendment, etc.) to Canada (the Royal Commission on the Status of Women in Canada, National Inquiry into Missing and Murdered Indigenous Women and Girls, etc.), from the Middle East (Benazir Bhutto, the Taliban’s treatment of women, the Organization of Women’s Freedom in Iraq, etc.) to Mexico (Laureana Wright de Kleinhans, First Feminist Congress of the Yucatan, etc.). Thirty-nine topics are addressed. Supporting materials—including a detailed scoring rubric—are provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned text Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

Facilitate research on thirty topics related to The House on Mango Street and its author, Sandra Cisneros, with this low-prep, standards-based activity. Students will navigate informational texts about historically significant women (Elvia Carillo Puerto, Adelina Zendejas, Lydia Cacho, and more), landmark events (Treaty of Guadalupe Hidalgo, Equal Rights Amendment, and more), social justice organizations (American Civil Liberties Union, League of Women Voters, Hispanic Heritage Foundation, and more), Chicana authors (Gloria Evangelina Anzaldúa, Denise Chávez, Michele Serros, and more), and opportunities for writers (Hispanic Scholarship Fund, National Endowment for the Arts, and more). After compiling relevant details, the process culminates in the delivery of a formal presentation. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned text Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

This summative test covers William Shakespeare’s comedy As You Like It and includes an answer key, as well as a standards-based rubric for scoring essays. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge significant characters and the key aspects of their lives Demonstrate knowledge of significant events throughout the play Identify the context of meaningful quotations in the play Apply knowledge of a variety of literary devices applied in the play including hyperbole, metaphor, oxymoron, allusion, personification, and more Respond to an essay prompt requiring students to explore the theme of bravery and its effects on a character in the play Cite relevant textual evidence in support of claims made in an academic essay

With this summative test covering the entirety of the science fiction novel Ender’s Game by Orson Scott Card, English teachers will evaluate students’ reading comprehension, essay writing skills, and ability to analyze key aspects of plot. Included are the following: an answer key, standards-based rubric, and test prep study guide. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive excerpts for deeper meaning Apply knowledge of literary devices including allusion, anaphora, dramatic irony, euphemism, foreshadowing, hubris, hyperbole, imagery, invective, metaphor, oxymoron, paradox, personification, simile, and verbal irony Respond to an essay prompt about the protagonist’s isolation, arguing whether he is better or worse off for having been isolated Cite relevant textual evidence in support of claims made in an academic essay

Promote student choice and facilitate the process of researching relevant topics from beginning to end with this low-prep activity to conclude a unit on Ender’s Game by Orson Scott Card. Students will choose from thirty research topics—addressing ideas such as real-life child soldiers, humanitarian organizations, Project Blue Book, the Fermi paradox, space travel, and other events transpiring as recently as 2023—and navigate academically appropriate sources with the goal of teaching their peers about their topics. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

This summative test covers William Shakespeare’s Much Ado About Nothing and includes an answer key, as well as a standards-based rubric for scoring essays. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge significant characters and the key aspects of their lives Demonstrate knowledge of significant events throughout the play Identify the context of meaningful quotations in the play Apply knowledge of a variety of literary devices applied in the play including hyperbole, metaphor, malapropism, oxymoron, hyperbole, personification, invective, and pun Respond to an essay prompt requiring students to explore the complexities of Benedick’s character Cite relevant textual evidence in support of claims made in an academic essay

This summative assessment complements a Grimms’ fairy tales unit with emphasis on application of literary devices, examination of character motivations, and synthesis of textual details to perform thematic analysis. In addition to 50 objective questions, the test includes a writing prompt requiring students to select three texts from which to draw textual evidence in support of analytical thinking. The core objective of the essay is to demonstrate an ability to identify a common theme among three texts and synthesize textual details with clarity and precision to elaborate upon the shared theme. A Common Core-aligned rubric for evaluating student writing is included in addition to the objective portion’s answer key. Fourteen short stories are covered, and copies of each are included (listed in order of estimated Lexile Measure): “The Dog and the Sparrow” (700-800) “Snow White and the Seven Dwarfs” (800-900) “Clever Gretel” (900-1000) “The Twelve Dancing Princesses” (900-1000) “Cinderella” (1000-1100) “Rumpelstiltskin” (1000-1100) “The Elves and the Shoemaker” (1000-1100) “The Four Clever Brothers” (1000-1100) “The Seven Ravens” (1000-1100) “Donkey Cabbages” (1100-1200) “The Frog King” (1100-1200) “The Juniper Tree” (1100-1200) “The Mouse, the Bird, and the Sausage” (1100-1200) “Sleeping Beauty” (1200-1300)

Help students better understand the historical context of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah and facilitate the process of researching topics related to Sierra Leone with this low-prep, standards-based resource. Students will choose from thirty relevant subjects—the deposing of Siaka Stevens’ government, the Revolutionary United Front, illegal diamond mining, the West Side Boys, and All People’s Congress to name a few—and navigate credible sources with the goal of teaching others about their topic. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned text Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

With this summative test covering the entirety of Feed by M.T. Anderson, English teachers will evaluate students’ reading comprehension, essay writing skills, and ability to analyze key aspects of plot. An answer key and standards-based rubric for scoring essays are provided. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive excerpts for deeper meaning Respond to an essay prompt requiring students to examine the author’s use of satire Cite relevant textual evidence in support of claims made in an academic essay