Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 1, scene 2, of William Shakespeare’s The Taming of the Shrew. 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 completing this exercise, students will: Identify what the text states explicitly and implicitly Consider how the effect of humor is achieved in context Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including onomatopoeia, assonance, metaphor, simile, verbal irony, and dramatic irony Discern the function of a given excerpt Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 1, of Hamlet 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 intended effect of Shakespearean language in context Explore how complex characters think, behave, interact, and develop Compare and contrast two characters Determine the function of the scene Apply knowledge of literary devices with emphasis on situational irony Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Measure general reading comprehension with this multiple choice quiz covering chapters 15 and 16 of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. A firsthand account of the author’s experiences as a child soldier during the Sierra Leone Civil War, this book is an excellent choice for teachers who want to incorporate more autobiographical nonfiction into their English and/or history classes. In addition to an answer key, an short answer quiz option is provided for re-assessment purposes. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The psychological effects of war on Ishmael The names of significant entities mentioned in the text Difficulties in rehabbing figures in the text Specific acts of insubordination and violence Ishmael’s medical needs The collective motivation for attending school Ishmael’s nickname and its origin And more

Measure general reading comprehension with this multiple choice quiz covering chapters 17 through 21 of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. A firsthand account of the author’s experiences as a child soldier during the Sierra Leone Civil War, this book is an excellent choice for teachers who want to incorporate more autobiographical nonfiction into their English and/or history classes. In addition to an answer key, an short answer quiz option is provided for re-assessment purposes. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The helpful nature of numerous figures in the text Ishmael’s recollection of having life-threatening injuries and his reaction Mambu’s tragic circumstances The United Nations Conference in New York City Ishmael’s difficulty in acquiring a passport and Visa Complications affecting the civilian government Ishmael’s escape And more

Measure general reading comprehension with this multiple choice quiz on chapters 10 through 14 of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. A firsthand account of the author’s experiences as a child soldier during the Sierra Leone Civil War, this book is an excellent choice for teachers who want to incorporate more autobiographical nonfiction into their English and/or history classes. In addition to an answer key, an short answer quiz option is provided for re-assessment purposes. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Acts of kindness Significant realizations among key figures in the text Coping strategies among key figures in the text Ominous occurrences Medical concerns among key figures in the text Updates on family members General descriptions of setting The collective motivation to join the military Violent events The effects of war on key figures in the text And more

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 1, of Hamlet 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 intended effect of Shakespearean language in context Explore how complex characters think, behave, interact, and develop Discern the tone of a given passage Apply knowledge of literary devices including verbal irony, sibilance, personification, consonance, and inversion Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 1 through 3 of A Day No Pigs Would Die by Robert Newton Peck. In addition to an answer key, an alternate short answer option is provided for re-assessment purposes. Materials are delivered in a zip file as Word Documents and PDFs. Questions pertain to the following important details: A conflict with Edward Thatcher Apron’s problem Rob’s attempts to help Apron How Rob gets home Rob’s dad Rob’s stitches Rob’s father’s philosophy on fences Mr. Tanner’s gift to Rob Rob’s father’s philosophy on accepting gifts

Measure general comprehension and hold students accountable for reading The Adventures of Ulysses by Bernard Evslin with these plot-based quizzes covering the chapters “The Cyclops’ Cave” through “Cannibal Beach.” Both multiple choice and short answer options are offered, as are answer keys. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: The dangers of Polyphemus Ulysses efforts to save himself and his men The eventual escape A flaw in Ulysses’ character Polyphemus’s plea to his father Aeolus and a gift Another mistake Ulysses makes before arriving home Aeolus’s response to Ulysses’ mistake Incidents on Cannibal Beach

Measure general comprehension and hold students accountable for reading The Adventures of Ulysses by Bernard Evslin with this plot-based quiz covering the prologue through the chapter titled “The Lotus Eaters.” An answer key is provided. Materials are delivered in a zip file as both a Word Document and a PDF. Questions pertain to the following important details: A bribe (inciting incident) An oath agreed to by Helen’s suitors The Trojan War The wooden horse An attack on the Island of the Ciconians Ulysses’ efforts to save his men from subsequent attack The tossing away of treasures Morpheus A characterization of the Lotus Eaters Ulysses’ efforts to remove his men from the influence of Lotusland

Measure general comprehension and hold students accountable for reading The Adventures of Ulysses by Bernard Evslin with this multiple choice, plot-based quiz covering chapters twelve and thirteen (“Cattle of the Sun” and “Calypso”). An answer key is provided, as is a bonus short answer assessment. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: A warning not to harm the golden cattle 30 days and nights of wind Efforts to scrounge for food Eurylochus and his lie to Ulysses Ulysses means of survival Calypso’s magic Calypso’s comments about Penelope Penelope’s weaving and her attempts to delay a major decision Hermes’ arrival and its foreshadowing Calypso’s sadness

Measure general comprehension and hold students accountable for reading The Adventures of Ulysses by Bernard Evslin with these plot-based quizzes covering chapter seven, “Circe.” A multiple choice version is provided, as well as a short answer alternative. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: A surprising discovery on the island Circe’s background Circe’s powers Ulysses’ unexpected help from a Greek god Ulysses and Circe’s arrangement The men’s general feelings toward remaining on the island Circe’s offer to Ulysses, which is refused A revelation concerning the Land of the Dead Ulysses’ decision to leave the island

Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on commas, conjunctions, semicolons. Two versions of this activity are provided, including a multiple choice option to expedite take-home grading. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. By engaging with this material, students will demonstrate an ability to: Separate dependent clauses from independent clauses using semicolons or commas with conjunctions Join two independent clauses with a comma and contextually appropriate conjunction Separate items in a series using commas Isolate non-essential elements (appositive phrases) in the middle of sentences using commas Use commas to separate the elements of dates and places Punctuate coordinating adjectives in a series Format direct quotations Isolate interrupters (however, nevertheless, etc.) in the middle of sentences using commas Use semicolons before conjunctive adverbs that join independent clauses Use semicolons to separate items in a series if they contain internal punctuation

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 3). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Character motivations (King of France) The application of metaphor in the text Analysis of King Lear as a dynamic character and articulating relevant textual evidence A character’s treasonous actions Significant details about Gloucester King Lear’s epiphany regarding his treatment of struggling subjects Edgar’s deceptive behavior The application of dramatic irony in the text Edmund as the new Earl of Gloucester Displays of King Lear’s mental decline Regan’s display of disrespect toward Gloucester Cornwall’s cruel and violent acts Cornwall’s injury

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 4). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Edgar’s changing perspective on life Gloucester’s criticism of the gods Gloucester’s concern for a beggar Goneril’s assumptions about her husband Goneril’s adulterous desires King Lear’s concerns about Cordelia Cordelia’s desires for her father Edmund’s intensifying desire to commit murder Edgar’s efforts to save his father from his suicidal desires A second fake trial King Lear’s struggle to understand his daughters King Lear’s thoughts about powerful people A duel The intent of a letter Cordelia’s request of Kent A moment of mental clarity

Gothic fiction is a genre that maximizes many high school students’ engagement with literature. “The Beast in the Cave” by H.P. Lovecraft is a Gothic short story featuring an ominous setting, a protagonist with a deteriorating psychological state, a mysterious being, and a twist ending. This rigorous worksheet on “The Beast in the Cave” helps English teachers 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 activity, students will: Articulate what the text states explicitly and implicitly Use context clues to determine the state in which the story is set Isolate the statement that best describes the narrator among several options Apply knowledge of various literary devices including onomatopoeia, oxymoron, foreshadowing, Isolate a false statement about a particular passage from among several truths Make logical inferences about the narrator’s self-image Define complex words as they are used in the text Explore how the protagonist thinks, behaves, and interacts with others Discern the intended effect of the author’s diction (for example, why the author used a phrase like occult manner and why the author repeatedly uses variations of the word labyrinth) Examine the deeper meaning behind the narrator’s use of a euphemistic phrase Analyze sentence structures to determine how they contribute to the reader’s experience Explain how the narrator becomes a dynamic character Justify ideas and claims with relevant textual evidence Write ideas with clarity, accuracy, and precision

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 2 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Cesario’s encountering of Feste Cesario’s reaction to Olivia’s declarations of love Olivia’s misinterpretation of Cesario’s motives Olivia’s breaking of societal expectations in the times of Elizabethan England. Toby and Fabian’s underhanded deeds Andrew’s challenge Sebastian and Antonio’s arrival in Illyria Antonio’s personal history Toby’s intentions Olivia’s newest gift to Cesario Antonio’s interruption of the duel A case of mistaken identity and its consequences

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 4 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Feste’s message from Olivia Character motivations (why Toby intervenes in a fight) Olivia’s sudden appearance “If it be thus to dream, still let me sleep!” (context) Maria’s newest deceptive plot against Malvolio Malvolio’s treatment and his attempts to improve his situation Dynamic character (a change within Toby) “Blame not this haste of mine…” (context) Dynamic character (a change within Malvolio)

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 3 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Cesario’s encountering of Feste Cesario’s reaction to Olivia’s declarations of love Olivia’s misinterpretation of Cesario’s motives Olivia’s breaking of societal expectations in the times of Elizabethan England. Toby and Fabian’s underhanded deeds Andrew’s challenge Sebastian and Antonio’s arrival in Illyria Antonio’s personal history Toby’s intentions Olivia’s newest gift to Cesario Antonio’s interruption of the duel A case of mistaken identity and its consequences

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 5 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Feste’s delivery of a letter The use of figurative language and its purpose: “Why should I not, had I the heart to do it, / Like to the Egyptian thief, at point of death, / Kill what I love?” The context of Viola’s claim that she would die “a thousand deaths” Olivia’s rationalization of Cesario’s apparently inconsistent behavior Andrew and Toby’s injuries The context of Toby’s remarks: “An asshead and a coxcomb and a knave, a thin-faced knave, a gull!” Andrew’s frustration with Viola Olivia’s feelings toward Malvolio A lie told by Fabian Maria’s marriage The tone of the closing song

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 28 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel. By engaging in this exercise, students will: Explain the significance of a given detail Write with clarity, logic, and precision Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze a Dr. Reynolds’s remarks to discern tone in context Analyze the author’s craft to discern the intended effect Apply knowledge of literary devices (hyperbole) to the text Analyze Dr. Reynolds’s comments to Scout to discern and articulate his intent