Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of quizzes covering the entirety of Sandra Cisneros’ novel The House on Mango Street. Answer keys are provided, and all materials are delivered in Word Document and PDF formats. A breakdown of content follows. Quiz (Sections 1-4). The assessment covers sections titled “The House on Mango Street” through “My Name.” Questions pertain to the following key details: ♦ The reason behind the family’s move ♦ The qualities/description of the new house ♦ The smell of her mother’s hair ♦ The lack of interaction among boys and girls in the community ♦ Esperanza’s frustrations with spending time with Nenny ♦ Esperanza’s desire to have a best friend ♦ The origin of Esperanza’s name ♦ Esperanza’s personal feelings about her name ♦ The Chinese year of the horse and its superstitious meaning to women ♦ Cultural views on women (Chinese and Mexican) ♦ Esperanza’s great grandmother and her arranged marriage Quiz (Sections 5-9). The assessment covers sections titled “Cathy Queen of Cats” through “Meme Ortiz.” Questions pertain to the following key details: ♦ Cathy’s claims ♦ Cathy’s impending move and her alleged reason why her family is moving ♦ The irony of Cathy’s claim ♦ A purchase Esperanza makes with her friends Lucy and Rachel ♦ How Esperanza accumulated enough funds to make the purchase ♦ Esperanza’s realization about how well Nenny understands her ♦ A visit to the junk store ♦ A music box ♦ How Meme broke both of his arms Quiz (Sections 10-13). The assessment covers sections titled “Louie, His Cousin & His Other Cousin” through “There Was an Old Woman She Had So Many Children She Didn’t Know What to Do.” Questions pertain to the following key details: ♦ Louie and his car accident ♦ Marin’s Puerto Rican boyfriend and her future relationship goal ♦ Marin’s background ♦ Esperanza’s lack of knowledge about other communities leading to fear of those communities ♦ Rosa’s background and personal struggles ♦ A description of the Vargas children ♦ A death resulting from a horrible fall ♦ The significance of the idea of flying, which repeats throughout the story Quiz (Sections 14-17). The assessment covers sections titled “Alicia Who Sees Mice” through “The Family of Little Feet.” Questions pertain to the following key details: ♦ Alicia’s commitment to her education ♦ The mice who roam at night ♦ Alicia’s at-home responsibilities, according to her father and Hispanic culture ♦ The characterization of Darius ♦ Darius’s intriguing assessment of a cloud ♦ What incites an argument among Esperanza and her friends ♦ A gift of high-heeled shoes ♦ How the girls are treated by several men ♦ The characterization of Esperanza and who she is similar to in terms of her goals and personal interests Quiz (Sections 18-21). The assessment covers sections titled “A Rice Sandwich” through “The First Job.” Questions pertain to the following key details: ♦ Mom’s note ♦ Esperanza’s desire not to eat lunch at home ♦ The nun’s denial of Esperanza’s request ♦ Esperanza’s deep-rooted feelings of shame ♦ Her cousin’s baptism party ♦ Esperanza’s reluctance to dance ♦ Overcoming reluctance ♦ Esperanza’s observation while she dances ♦ A discussion on hips ♦ Esperanza’s similarity to Alicia in terms of a constant search for knowledge ♦ Summer work ♦ Flirting ♦ A distressing kiss Quiz (Sections 22-25). The assessment covers sections titled “Papa Who Wakes Up Tired in the Dark” through “Geraldo No Last Name.” Questions pertain to the following key details: ♦ Her father’s emotional breakdown and its cause ♦ Esperanza’s responsibility to explain death to her siblings ♦ Her father’s need to travel to Mexico unexpectedly ♦ A game Esperanza and her friends play, which ultimately causes them strife ♦ A character description of Aunt Lupe ♦ Aunt Lupe’s encouragement of Esperanza’s writing ♦ A visit to the fortune teller ♦ Esperanza’s desire to know whether she will have her own house ♦ Esperanza’s skepticism ♦ The death of Geraldo ♦ Marin’s connection Quiz (Sections 26-29). The assessment covers sections titled “Edna’s Ruthie” through “Four Skinny Trees.” Questions pertain to the following key details: ♦ Ruthie’s friendship with Esperanza and her friends ♦ Ruthie’s marriage ♦ The characterization of Edna ♦ Ruthie and Esperanza’s common interest in writing ♦ The characterization of Earle ♦ Sire, the boy Esperanza likes and her parents dislike ♦ Esperanza’s feelings toward Lois ♦ Esperanza’s sense of self ♦ Esperanza’s comparison to trees ♦ The reason behind the comparison Quiz (Sections 30-33). The assessment covers sections titled “No Speak English” through “Minerva Writes Poems.” Questions pertain to the following key details: ♦ The characterization of Mamacita ♦ The cause of Mamacita’s isolation, according to Esperanza ♦ Esperanza’s father’s personal accounts regarding learning English ♦ Rafaela’s husband and his poor treatment of her ♦ Coconut and papaya juice ♦ The characterization of Sally ♦ Esperanza’s apparent admiration of Sally ♦ An assessment of Sally’s marriage ♦ Similarities between Esperanza and Sally ♦ Sally’s request for advice and Esperanza’s response Quiz (Sections 34-37). The assessment covers sections titled “Bums in the Attic” through “What Sally Said.” Questions pertain to the following key details: ♦ Esperanza’s decision to stop going to look at dream houses and her reasoning ♦ Esperanza’s decision to let bums live in the attic of her future house ♦ Esperanza’s concern that she is not attractive enough ♦ Esperanza’s decision not to surrender her power as a female and how it manifests ♦ Esperanza’s mom and her past ♦ Esperanza’s mom and her comments about being “a smart cookie” ♦ Sally and the abuse she suffers from her father ♦ The reason Sally’s father abuses her ♦ Sally’s attempts to seek safety and Esperanza’s willingness to protect her Quiz (Sections 38-40). The assessment covers sections titled “The Monkey Garden” through “Linoleum Roses.” Questions pertain to the following key details: ♦ A peculiar pet ♦ The garden’s deterioration ♦ Tito stealing Sally’s keys and trying to get her to kiss him ♦ Esperanza’s desire to protect Esperanza, only to put herself in jeopardy ♦ A trip to the carnival ♦ Esperanza’s traumatizing experience ♦ Esperanza’s anger at Sally and women ♦ Sally’s marriage Quiz (Sections 41-44). The assessment covers sections titled “The Three Sisters” through “Mango Says Goodbye Sometimes.” Questions pertain to the following key details: ♦ A community’s show of support following a family death ♦ A palm reading ♦ Esperanza’s impression of the older women ♦ The older women’s advice to Esperanza concerning Mango Street ♦ Esperanza’s conversation with Alicia ♦ Whose responsibility it is to improve Mango Street in the years ahead ♦ Why Esperanza is envious of Alicia ♦ Esperanza’s realization concerning where she belongs

Help students go beyond basic reading comprehension and develop close reading analysis skills with this bundle of 20 rigorous worksheets covering The House on Mango Street by Sandra Cisneros. Each activity focuses on a single vignette from the novel and helps readers get a better sense of how the author’s literary style develops character and advances plot. Answer keys are provided, and all materials are delivered in Word Document and PDF formats. The following vignettes are addressed: Vignette 2 (Hairs) Vignette 4 (My Name) Vignette 6 (Our Good Day) Vignette 12 (Those Who Don’t) Vignette 14 (Alicia Who Sees Mice) Vignette 17 (The Family of Little Feet) Vignette 18 (A Rice Sandwich) Vignette 20 (Hips) Vignette 21 (The First Job) Vignette 25 (Geraldo No Last Name) Vignette 26 (Edna’s Ruthie) Vignette 29 (Four Skinny Trees) Vignette 32 (Sally) Vignette 33 (Minerva Writes Poems) Vignette 34 (Bums in the Attic) Vignette 35 (Beautiful and Cruel) Vignette 36 (A Smart Cookie) Vignette 39 (Red Clowns) Vignette 42 (Alicia and I Talking on Edna’s Steps) Vignette 44 (Mango Says Goodbye Sometimes)

Measure high school reading comprehension and support analysis of Shakespeare’s tragedy Hamlet (Act 4) with this bundle that features a plot-based quiz and rigorous close reading activities. By engaging with these resources, students will identify what the text says explicitly and implicitly, apply knowledge of literary devices, interpret figurative expressions, make engagement with text visible, and more. Answer keys are provided. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will: Define complex words and phrases in context Verify interpretations of words and phrases using reference materials such as a dictionary and thesaurus Identify an example of figurative language and explain its effect Apply knowledge of verbal irony, sibilance, personification, consonance, and inversion to the text Isolate a factual statement about plot development from falsehoods Analyze character actions and dialogue to discern character motivations Analyze a character’s dialogue to discern what it suggests about their psychological state Identify and explain Claudius’s dominant internal conflict Analyze Hamlet’s dialogue to discern and articulate how he portrays Rosencrantz and Guildenstern as less than human Cite textual evidence in support of the claim that Hamlet shows disrespect toward the king Analyze the author’s craft to discern what effect is created by presenting several consecutive brief scenes Isolate a factual statement about plot development from falsehoods Identify why it is important for Claudius to give the illusion of careful consideration when banishing Hamlet Identify Hamlet’s justification for calling Claudius his mother Make a logical inference about Hamlet’s thinking based on dialogue Compare and contrast Hamlet and Ophelia Compare and contrast Hamlet and Laertes Determine the primary purpose of Hamlet’s letter to Horatio Discern the tone of a given passage Cite textual evidence in support of claims and ideas

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of quizzes covering the entirety of Hamlet by William Shakespeare. Answer keys are included. Materials are delivered in Word Document and PDF formats. By taking these assessments, students will demonstrate knowledge of the following: The sighting of the King of Denmark’s ghost Horatio’s forceful interaction with the ghost Character motivations Hamlet’s mourning over the loss of his father The reason for Hamlet’s anger toward his mother Laertes’ perspective on the relationship between Hamlet and Ophelia Polonius’ condemnation of young men for their lack of decency A ghost’s revelation to Hamlet Horatio and Marcellus’ promise to Hamlet Reynaldo’s spying on Laertes The cause of Ophelia’s fright Polonius’ recommendation to Ophelia Ophelia’s rejection of Hamlet The arrival of Rosencrantz and Guildenstern The roles of Voltemand and Cornelius Claudius’ effect on Fortinbras Hamlet’s comparison of Denmark to a prison The interaction among Hamlet, Rosencrantz, and Guildenstern The effect of the actors on Hamlet Hamlet’s self-criticism Hamlet’s fear Polonius’ gift to Ophelia Claudius’ psychological state Hamlet’s suicidal thoughts Hamlet’s degrading criticisms and comments about Ophelia Hamlet’s confession to Ophelia A primary cause of Ophelia’s sorrow The interaction between Hamlet and Horatio The function of the play from Hamlet’s perspective Gertrude and Claudius’ reaction to the play Claudius’ decision with regard to the seemingly insane Hamlet Claudius’ internal conflicts Polonius’ sneakiness The appearance of the ghost Gertrude’s acknowledgement regarding her current husband The information Gertrude gives Claudius about Hamlet Hamlet’s refusal to identify the location of Polonius’ corpse Hamlet’s interaction with Guildenstern and Rosencrantz Hamlet’s reputation among the people of Denmark Claudius’ assessment of Hamlet’s psychological state Claudius’ plan to have Hamlet murdered The actions of the Norwegian army Fortinbras’ influence on Hamlet’s mindset Ophelia’s peculiar behavior The characterization of Laertes Horatio’s letter from Hamlet The tool Laertes will use to kill Hamlet The manner of Ophelia’s death The nature of the gravediggers’ conversation Hamlet’s reaction to the gravediggers’ behaviors Hamlet’s similarities to the gravediggers The nature of Hamlet’s conversation with the gravediggers A former jester named Yorick The church’s perspective on people who commit suicide Laertes’ emotional response to Ophelia’s burial Hamlet’s discovery of the plot to have him killed Hamlet’s feelings toward Laertes Hamlet’s duel with Laertes Hamlet’s assessment of his physical strength in comparison to Laertes The nature of Gertrude’s death Hamlet’s belief regarding who should be the new King of Denmark

Measure high school reading comprehension and support analysis of Shakespeare’s tragedy Hamlet (Act 3) with this bundle that features a plot-based quiz and rigorous close reading activities. By engaging with these resources, students will identify what the text says explicitly and implicitly, apply knowledge of literary devices, interpret figurative expressions, make engagement with text visible, and more. Answer keys are provided. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will: Discern what the text states both explicitly and implicitly Explore cause-and-effect relationships Analyze character statements and behaviors to draw logical inferences about character development and motivations Apply knowledge of literary devices to the text with emphasis on metaphor and personification Make logical inferences about why the ghost reappears when it does Analyze complex vocabulary and phrasing in context to determine meaning and intended effect Analyze an excerpt to determine its primary function Analyze dialogue to draw well informed inferences about Shakespeare’s philosophy on the purposes of dramatic performances Articulate ideas with clarity and precision