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.
This file contains two Word documents: a unit test and corresponding key.
The test is 47-questions in total. The format varies and features several multiple choice, true/false, matching, and essay questions. The test assesses the following:
- Understanding of the various functions of the media, including the political function, the economic function, the sentry function, the record-keeping function, the entertainment function, the social function, the marketplace function, and the agenda-setting function.
- Understanding of journalistic credibility and concepts such as the journalistic code of ethics, the First Amendment, and the American perception that the media has become increasingly dishonest and unfair.
- Understanding of key terminology pertaining to journalistic integrity. These terms include libel, slander, defamation, ethics, credibility, objectivity, attribution, plagiarism, sensationalism, right of reply, fairness to all, fair comment, prior restraint, privilege, in loco parentis, news judgment, and synergy.
- Understanding of the elements of news, including timeliness, proximity, prominence, consequence, human interest, conflict, and more.
- Understanding of the brainstorming process.
- Understanding of key court cases whose impact on journalism is noteworthy, including the Tinker Case and the Hazelwood Case.
Engage middle and high school students with a classic example of horror and supernatural fiction, “The Monkey’s Paw” by W. W. Jacobs, and use this multiple choice assessment to promote homework accountability and evaluate general reading comprehension. An answer key is included, as well as a copy of the public domain short story. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following:
Weather conditions
Interactions among family members
The visitor’s background
Herbert’s initial reaction to the object
Strange observations in a dying fire
The effects of a strange object
The reason Mr. White is reluctant to make subsequent wishes
Ominous sounds
Conflicting motivations of characters
The resolution
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
Help high school students develop a greater understanding of how Hans Christian Andersen used descriptive language, characterization, figurative language, and other literary devices to establish a fairy tale atmosphere and empathetic protagonist in “The Little Mermaid.” This resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats.
Save time without sacrificing rigor in the high school Creative Writing classroom with this Common Core-aligned unit plan and these comprehensive materials for engaging students fully in the narrative writing process. Included are the following:
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 presentation addressing the conventions of the fantasy genre.
Representative fantasy narratives.
Worksheets to facilitate analysis of representative literature.
Detailed project directions.
A comprehensive outline for student planning.
A document to facilitate the editing process.
A comprehensive rubric for evaluating student writing.
By engaging with these materials, students will do the following:
Develop greater understanding of the conventions of the fantasy genre.
Analyze how John Collier used figurative language (simile, metaphor, and euphemism), characterization, direct description, and foreshadowing to generate a compelling fantasy narrative in “The Chaser.”
Analyze how Ursula K. Le Guin used characterization and grammatically improper language to develop an anthropomorphized protagonist in “The Wife’s Story.”
Organize initial ideas in a coherent manner.
Engage the reader with a compelling exposition that establishes setting, characters, and conflicts
Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a plot that is consistent with the fantasy genre
Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.)
Use precise words and phrases, active verbs, and sensory language to convey a compelling story
Draft a reasonable and unrushed conclusion that resolves conflicts and conveys a theme
Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Hamlet. With a focus on Act 4, scene 5, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
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.
More specifically, students will do the following:
Discern what the text states both explicitly and implicitly
Determine the function of a given passage
Analyze character statements and behaviors to draw logical inferences about character development and motivations
Discern the tone of a given passage
Apply knowledge of literary devices to the text
Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
Locate textual evidence in support of claims
Compare and contrast Hamlet and Ophelia
Compare and contrast Hamlet and Laertes
Articulate ideas with clarity and precision
Help high school students develop a greater understanding of how Richard Connell used descriptive language, direct and indirect characterization, and figurative language to generate a distinct protagonist and compelling piece of adventure fiction in “The Most Dangerous Game.” Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included.
Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 2 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging with this resource, students will:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Apply knowledge of various literary devices zoomorphism and metaphor
Discern the tone of a given passage in context
Discern the significance of the boys’ allusions to adventure fiction
Discern the significance of the group’s not bringing the conch shell to the mountain
Analyze a character’s behavior to infer what is revealed about his mindset
Analyze the author’s craft to articulate how Golding achieves a particular effect
Identify relevant textual evidence in support of claims regarding Jack’s defiant nature and Piggy’s leadership potential
Write with clarity and precision
Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 4 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats.
This resource may serve as the basis for 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 engaging with this resource, students will:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Analyze the author’s craft to identify language and details that contribute to Percival’s distinct characterization
Isolate a falsehood from among several true statements
Discern the function of a given passage
Apply knowledge of various literary devices (neologism and onomatopoeia)
Articulate the internal conflict Simon experiences
Contrast Jack’s behavior toward Ralph versus Piggy and evaluate what it indicates about Jack’s mindset
Identify specific textual details from this chapter that reinforce the claim that Simon is compassionate and thoughtful
Write with clarity and precision
Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 7 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats.
This resource may serve as the basis for 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 engaging with this resource, students will:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Apply knowledge of various literary devices (metaphor and personification)
Determine the function of a given passage
Analyze the author’s craft to articulate what literary technique is applied and what purpose it serves
Determine the function of the entire chapter
Analyze how Ralph becomes a dynamic character and connect Ralph’s transformation to the author’s theme on human nature
Write with clarity and precision
Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 9 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats.
This resource may serve as the basis for 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 engaging with this resource, students will:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Define complex words and phrases in context
Apply knowledge of various literary devices (metaphor, personification, and oxymoron)
Articulate how details associated with heat contribute to the development of both plot and character
Analyze the author’s language to determine what it implies about a given character
Identify several chapter details that contribute to Jack’s deified characterization
Identify several chapter details that contribute to Piggy and Ralph’s loss of discipline
Explain how a given passage honors and dignifies the character of Simon after his death
Write with clarity and precision
Evaluate general reading comprehension and promote homework accountability with this multiple choice, plot-based quiz on chapter 1 of Lord of the Flies by William Golding. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot:
A general description of Ralph
The reason for the boys’ presence on the island
A general description of Piggy
Ralph’s reaction to his surroundings
The significance of a conch shell
A general description of Jack
The election of a leader
The reason for the nature of Jack’s interactions with Piggy
Ralph’s insensitivity toward Piggy
A disruption to the festive atmosphere while exploring the island
Evaluate general reading comprehension and promote homework accountability with this editable quiz on chapter 3 of Lord of the Flies by William Golding. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Jack’s developing talent
Ralph’s commitment to manual labor
Simon’s general selflessness in comparison to his peers
Piggy’s perception of manual labor
Ralph’s complaint to Jack about others’ behavior
Ralph’s suggestion to Jack regarding new work
What Jack and Ralph decide to do despite their resentments
Jack’s increasing paranoia
Simon’s motive for wandering off
Evaluate general reading comprehension and promote homework accountability with this multiple choice, plot-based quiz on chapter 2 of Lord of the Flies by William Golding. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot:
Ralph’s emphasis on the boys’ need to maintain patience and calm
Ralph’s recommendation that rules be established
Jack’s reaction to the idea of establishing and enforcing rules
A new purpose of the conch shell
Reasons for Piggy’s frustration with the boys
An unsettling claim by a young boy
Ralph’s recommendation that the boys signal for help on the mountain
The tool that is used and inadvertently causes a raging fire
The boys’ general reaction to the devastating event
Evaluate general reading comprehension and promote homework accountability with this editable quiz on chapter 5 of Lord of the Flies by William Golding. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
The purpose of the meeting
Jack’s treatment of the little ‘uns
The general reception to Jack’s speech
Phil’s dreams
Simon’s admission
The general reception to Simon’s dialogue
Ralph’s suggestion of a vote
Piggy’s suggestion to Ralph after the boys break away from the meeting
Ralph’s feelings toward the idea of resigning from leadership
Piggy’s desires
Percival’s nightmare
Evaluate general reading comprehension and promote homework accountability with this editable quiz on chapter 6 of Lord of the Flies by William Golding. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
A disturbance of the peace
The characters assigned to watch the signal fire
An fear-inducing incident
Allegations involving the beast
The reason for Ralph’s apprehension
Piggy’s responsibility
Ralph’s investigation of the cave
The reason for Ralph’s anger toward the boys
How the boys have fun
Evaluate general reading comprehension and promote homework accountability with this bundle of editable quizzes covering each chapter of Lord of the Flies by William Golding. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. By taking these assessments, students will demonstrate knowledge of the following aspects of plot:
A general description of Ralph
The reason for the boys’ presence on the island
A general description of Piggy
Ralph’s reaction to his surroundings
The significance of a conch shell
A general description of Jack
The election of a leader
The reason for the nature of Jack’s interactions with Piggy
Ralph’s insensitivity toward Piggy
A disruption to the festive atmosphere while exploring the island
Ralph’s emphasis on the boys’ need to maintain patience and calm
Ralph’s recommendation that rules be established
Jack’s reaction to the idea of establishing and enforcing rules
A new purpose of the conch shell
Reasons for Piggy’s frustration with the boys
An unsettling claim by a young boy
Ralph’s recommendation that the boys signal for help on the mountain
The tool that is used and inadvertently causes a raging fire
The boys’ general reaction to the devastating event
Jack’s developing talent
Ralph’s commitment to manual labor
Simon’s general selflessness in comparison to his peers
Piggy’s perception of manual labor
Ralph’s complaint to Jack about others’ behavior
Ralph’s suggestion to Jack regarding new work
What Jack and Ralph decide to do despite their resentments
Jack’s increasing paranoia
Simon’s motive for wandering off
The effect of the harsh midday light on the boys
The effect of the extreme night darkness on the boys
The effect of the jungle fruit on the little 'uns
Jack and his fellow hunters’ treatment of the little 'uns
How Jack and his fellow hunters show they are becoming more savage
Piggy’s desire to make a sundial
A sudden observation while at the beach
Why the signal fire was extinguished
Jack’s response to Piggy’s criticism
Jack’s desire to exercise power over Piggy
Simon’s selfless deed
Ralph’s decision at the end of the chapter
The purpose of the meeting
Jack’s treatment of the little 'uns
The general reception to Jack’s speech
Phil’s dreams
Simon’s admission
The general reception to Simon’s dialogue
Ralph’s suggestion of a vote
Piggy’s suggestion to Ralph after the boys break away from the meeting
Ralph’s feelings toward the idea of resigning from leadership
Piggy’s desires
Percival’s nightmare
A disturbance of the peace
The characters assigned to watch the signal fire
An fear-inducing incident
Allegations involving the beast
The reason for Ralph’s apprehension
Piggy’s responsibility
Ralph’s investigation of the cave
The reason for Ralph’s anger toward the boys
How the boys have fun
Ralph’s nostalgia
Simon’s reassuring nature
Ralph’s reaction to Simon’s reassurance
The nature of Jack’s injury
The effect hunting has on Ralph
The result of the hunt
Robert’s near-death experience
Jack’s lack of compassion
How Ralph endangers his own life
Simon’s volunteerism
An exploration of the mountain
Jack’s calling of an assembly
Information Jack shares with the group
Opposition to Jack’s ideas
Simon’s suggestion to seek the beast
Piggy’s suggestion to improve their odds of rescue
Ralph’s reaction to Piggy’s suggestion
Boys’ abandonment of Ralph’s faction
Piggy’s reaction to the boys’ abandonment of Ralph’s faction
The savage behavior of Jack’s faction
Jack’s invitation
Simon’s peculiar encounter in the jungle
Simon’s disturbing experience
Ralph and Piggy’s socialization
Piggy’s suggestion to join Jack’s faction
How Piggy is injured
How Ralph and Piggy express disobedience
Ralph’s curiosity about the hunters’ lack of storm preparations
Participants in the ritualistic dance
Simon’s warnings
The reaction to Simon’s sudden appearance
The fate of the pilot’s corpse
Piggy’s explanation of Simon’s death
Ralph’s sense of personal accountability
Jack’s explanation for the physical appearance of the beast
Roger’s status within Jack’s tribe
The conflicted feelings of several of Jack’s followers
Jack’s warnings to his followers
Jack’s plan to steal fire
Sam and Eric’s emotional and psychological state
The fate of Piggy’s eyeglasses
Decisions made at an assembly
The purpose of the conch from Jack’s perspective
A dangerous discovery at Castle Rock
Ralph’s demands of Jack
Ralph’s accusations
The reason for Jack’s assault of Ralph
The nature of Piggy’s death
The identity of Piggy’s killer
Ralph’s escape
The treatment of the twins
Ralph’s encounter with the pig’s head
The identities of the armed guards
Information the armed guards provide to Ralph
Jack’s methods of trying to capture Ralph
Ralph’s near-death experiences
The reason a naval officer is attracted to the island
Percival’s loss of identity
Claims of leadership
Ralph’s emotional state to conclude the novel
The naval officer’s reaction to Ralph’s behavior
Save time without sacrificing rigor with this collection of challenging close reading analysis worksheets for teaching William Golding’s Lord of the Flies. Each worksheet covers a single chapter for a total of 12 resources. Answer keys are provided. Materials are delivered in Word Document and PDF formats.
By engaging with these materials, students will do the following:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Apply knowledge of various literary devices including personification, slang, invective, simile, zoomorphism metaphor, onomatopoeia, situational irony, and more
Analyze the author’s craft to articulate the intended effect of language and imagery
Infer what is foreshadowed by a given detail using reasoned thinking
Determine the most appropriate synonym for a given word in context
Contrast Simon with his peers in the context of a given passage
Conduct brief research on the mythological figure Triton and compare him to Ralph
Identify relevant textual evidence in support of claims regarding Jack’s defiant nature and Piggy’s leadership potential
Analyze the author’s craft to better understand how Jack is becoming more savage
Analyze Ralph’s behavior in a given passage to infer what it reveals about his psychological state
Identify textual evidence that reinforces the idea of being disconnected from modern society
Articulate the internal conflict Simon experiences
Contrast Jack’s behavior toward Ralph versus Piggy and evaluate what it indicates about Jack’s mindset
Identify specific textual details from this chapter that reinforce the claim that Simon is compassionate and thoughtful
Articulate the potential error in Ralph’s judgment in terms of the assembly’s timing
Identify the qualities that make Jack successful in garnering larger scale support
Infer the author’s social commentary associated with Jack’s manner of leadership
Analyze how Ralph becomes a dynamic character and connect Ralph’s transformation to the author’s theme on human nature
Analyze the author’s craft to identify the technique used to maximize shock value
Isolate a passage that reflects the conflict between primal impulses and the conditioning of civil society
Conduct brief research on the Greek myth of Prometheus and draw literary parallels between it and Lord of the Flies
Identify several chapter details that contribute to Piggy and Ralph’s loss of discipline
Explain how a given passage honors and dignifies the character of Simon after his death
Articulate the purpose of Wilfred’s brutal punishment in terms of plot development
Conduct brief research on the author and identify examples of autobiographical parallel
Analyze the author’s craft to articulate how the incorporation of frequent em-dashes contributes to storytelling
Write with clarity and precision
Save time and measure general reading comprehension with this printable quiz on “Who Am I This Time?” by Kurt Vonnegut. Delivered in Word Document and PDF formats, this multiple choice assessment makes it easier to quickly and efficiently gather data on student recall and reading habits. An answer key is provided.
By completing this assessment, students will demonstrate knowledge of the following aspects of plot:
The North Crawford Mask and Wig Club
The avoidance of social gatherings
The narrator’s wish for Harry Nash
The narrator’s invitation to an auditioning woman
The town’s reaction to Harry’s acting
The narrator’s first impression of Helene’s acting
Efforts to improve Helene’s acting
Helene’s fantasy when viewing movies in the past
Helene’s difficulty in establishing relationships
Lydia’s impressions on who will direct
Lydia’s prediction for Helene
A gift from Harry
“The luckiest girl in town”
Promote active engagement with fiction and evaluate general reading comprehension with this multiple choice quiz on the satirical science fiction short story titled “Lose Now, Pay Later” by Carol Farley. A short answer option is also included, as are answer keys. All materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot:
Setting
The narrator’s assessment of her brother
The name of a deliciously sweet treat
The protagonist’s initial reaction to the discovery of a new mall business
The message conveyed on the store’s largest sign
The mall directors’ feelings toward the new establishment
The name of a new feature in the mall parking lot
The function of a new feature in the mall parking lot
How the power of the new feature is regulated
The protagonist’s emotional reaction prior to using the new feature
Trinja’s immediate reaction to witnessing the new feature in action
The physical effects of the new feature
The general characterization of the woman who operates the new feature
The brother’s theory about the machines