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.
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 1, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Discern a function of the scene
Explore the symbolism of lapwings and haggards in the context of the scene
Examine nuances in words and phrases with similar meanings
Explore how complex characters think, behave, interact, and develop
Compare two characters (Beatrice and Benedick)
Apply knowledge of literary devices including oxymoron, pun, hyperbole, and more
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 3, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Determine the intended effect of narrative techniques
Explore the symbolism of an oyster in the context of Benedick’s mindset
Discern the tone of Balthasar’s song
Examine nuances in words with similar meanings
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, oxymoron, dramatic irony, situational irony, and more
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 2, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Explore how complex characters think, behave, interact, and develop
Articulate the greater significance of Benedick’s appearance in the context of the scene
Apply knowledge of literary devices including oxymoron, allusion, metaphor, simile, and more
Discern a function of the scene
Conduct brief research on the four humors of classical Greek medicine to facilitate an evaluation of Benedick’s condition
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 2, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Examine nuances in words with similar meanings
Discern the tone of dialogue in context
Explore how the setting of the scene contributes to the plot
Examine how complex characters think, behave, interact, and develop
Contrast two characters (Borachio and Conrade)
Apply knowledge of literary devices with emphasis on malapropism
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 5, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Examine nuances in words with similar meanings
Discern the intended effect of narrative techniques
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including situational irony, simile, invective, and more
Articulate how Shakespeare established a tense atmosphere in the scene
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 5, scene 2, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Examine nuances in words with similar meanings
Examine how complex characters think, behave, interact, and develop
Compare and contrast characters (Benedick and Margaret; Benedick and Beatrice)
Apply knowledge of literary devices with emphasis on simile
Discern the intended effect of figurative language as it is used in the text
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 5, scene 3, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Discern the overall tone of the scene
Examine nuances in words with similar meanings
Examine how complex characters think, behave, interact, and develop
Compare and contrast this scene to the previous scene
Apply knowledge of literary devices with emphasis on paradox, personification, allusion, oxymoron, repetition, metaphor, and more
Discern the intended effects of figurative language as it is used in the text
Help high school students develop close reading and poetry analysis skills with this set of high-order questions covering William Shakespeare’s Sonnet 146. Delivered in Word Document and PDF formats, this worksheet eliminates assessment planning responsibilities without sacrificing rigor in the classroom. An answer key is provided.
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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Discern the intended effect of figurative language
Explore the narrator’s mindset
Discern the overall tone of the sonnet
Apply knowledge of literary devices with emphasis on metaphor, paradox, and personification
With this synonym activity covering chapters 1 through 3 of Harper Lee’s To Kill a Mockingbird, students will examine the author’s diction and explore nuances in words with similar meanings. Specifically, this worksheet requires students to define challenging words as they are used in the novel and choose the most suitable synonyms to replace those words without changing the author’s intended meaning. An answer key is provided. Materials are delivered in Word Document and PDF formats. The following vocabulary terms are addressed:
diminutive
disapprobation
eccentric
erratic
imprudent
mystify
profound
taciturn
vapid
vexations
Evaluate general reading comprehension and eliminate take-home assessment planning duties with this plot-based, multiple choice quiz covering the short story “A Journey” by Edith Wharton. A short answer option is also provided for re-assessment purposes. Alternatively, these resources may serve as guided reading handouts to foster active reading habits. Answer keys are included. All materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
The protagonist’s former occupation
The effect marriage had on the protagonist’s life perspective
The husband’s deteriorating health
A doctor’s recommendation for treating the husband’s condition
The reason for the protagonist’s strong dislike of Colorado
The protagonists regrets, worries, and resentments
The passengers’ reactions to the husband’s illness
The protagonist’s reaction to her husband’s death
The protagonist’s dream
The definition of psychological fiction
Interpreting metaphorical language
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering “Games at Twilight” by Anita Desai, a short story about a young boy whose youthful determination and immaturity lead to a difficult outcome he is not prepared to process emotionally or intellectually. Alternatively, the assessment may double as a guided reading handout to facilitate active engagement. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this quiz, students will demonstrate knowledge of the following:
Climate conditions
Key characters involved in a game of hide-and-seek
Why the protagonist’s hiding space is good in terms of possibly winning the game
The protagonist’s youthful hubris
The protagonist’s complex emotional response to his isolation
The reason the protagonist loses the game
The protagonist’s reaction to losing the game
The resolution
Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 1, scene 2, of William Shakespeare’s The Merchant of Venice. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will:
Read for literal comprehension
Consult reference materials in order to learn and verify word meanings
Discern the intended effects of the Shakespeare’s word choices and narrative techniques
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Compare and contrast two characters
Apply knowledge of literary devices including situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 2 of William Shakespeare’s The Merchant of Venice. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Morocco’s wooing of Portia
The consequences facing any man who fails to solve a riddle
Launcelot’s feelings toward Shylock
Old Gobbo’s condition
Launcelot’s crass behavior
Bassanio’s generosity toward Launcelot
Gratiano’s reputation
Jessica’s promise to Lorenzo
Launcelot’s service to Lorenzo and Jessica
Jessica’s willingness to behave criminally
Jessica’s discomfort with her appearance
A sign that the “right” casket is chosen
Aragon’s intent
The identity of a young visitor
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 5 of William Shakespeare’s tragedy Romeo and Juliet. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespearean drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, students will demonstrate knowledge of the following:
Friar John’s task
The reason Friar John cannot complete his task
Balthasar’s significance
Balthasar’s lack of awareness
A visit to the apothecary
A conflict between Romeo and Paris in the churchyard
Romeo’s suicide
Juliet’s suicide
Friar Laurence’s emotional reaction
The resolution
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 3 of William Shakespeare’s tragedy Romeo and Juliet. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespearean drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, students will demonstrate knowledge of the following:
Mercutio’s reason for fighting Tybalt
Romeo’s ill-fated attempt to stop the fight
Romeo’s reason for leaving Verona
Juliet’s criticisms of the Nurse
The Nurse’s confusing news
Juliet’s conflicting emotions toward her husband
Friar Laurence’s perspective on the Prince’s punishment
Romeo’s erratic behavior
Lord Capulet’s arrangement with Paris
Mantua
A character who plans to have Romeo killed
A threat of being disowned
The Nurse’s advice to Juliet
Juliet’s foreshadowing comments
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 4 of William Shakespeare’s tragedy Romeo and Juliet. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespearean drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, students will demonstrate knowledge of the following:
Paris’s perspective on Lord Capulet’s motivations
Juliet’s confession to Paris
Paris’s lack of awareness about Lord Capulet’s threat
Juliet’s confession to Friar Laurence
Friar Laurence’s plan
Juliet’s request for her father’s forgiveness
Lord Capulet’s attitude toward Friar Laurence
A terrible thought in Juliet’s mind
An alarming discovery
A shift in Lord Capulet’s emotions
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 3 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Duke Frederick’s newest command of Oliver
Orlando’s love poem
Touchstone’s mockery
Touchstone and Corin’s debate over what constitutes a moral person
Corin’s lack of education
Rosalind’s concern about Orlando finding her attractive
Rosalind’s offer to help cure Orlando of love
Touchstone’s flirtatiousness with Audrey
Celia’s criticism of Orlando
Silvius’ feelings toward Phebe
The characterization of Phebe
The reason for Rosalind’s agitation
Phebe’s romantic feelings toward Rosalind
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 4 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
The interaction between Jaques and Rosalind
Jaques’ assertions about his mental state
Jaques’ character motivations
Orlando’s tardiness
Rosalind’s artificial anger
Rosalind and Orlando’s role playing lesson
“Men have died from time to time and worms have eaten them, but not for love.”
A fake wedding ceremony
Silvius’ continued affection for Phebe
The content of a letter Phebe sends Ganymede
Rosalind’s comments on how Phebe can prove her love
Oliver’s unexpected appearance and character transformation
Orlando’s heroism
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 1 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Orlando’s complaint about his brother
Oliver’s devious plans for his brother
The cause of Oliver’s hatred for Orlando
The banishment of Duke Senior
The characterization of Duke Senior
The characterization of Rosalind
Rosalind’s belief regarding love
Rosalind’s request of Duke Frederick
Orlando’s perspective on facing danger
The cause of Celia’s shame toward her father
Duke Frederick’s shifting attitude toward Rosalind
Rosalind’s banishment
Touchstone’s agreement to travel with Rosalind and Celia
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 2 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
“Sweet are the uses of adversity”
Jaques’ stated reason for not hunting
The fundamental goodness of Adam
Oliver’s homicidal intentions
Comparing Rosalind and Orlando’s plights
Corin’s efforts to console a lovesick Silvius
Celia and Rosalind’s big purchase
Jaques’ combativeness and its effect on others
Jaques’ motivations for becoming a jester
An assumption that turns out to be ill-informed
The metaphorical language of Duke Senior