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.
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 30 through 33 of The House on Mango Street by Sandra Cisneros: “No Speak English,” “Rafaela Who Drinks Coconut and Papaya Juice on Tuesday,” “Sally,” and “Minerva Writes Poems.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 26 through 29 of The House on Mango Street by Sandra Cisneros: “Edna’s Ruthie,” “The Earl of Tennessee,” “Sire,” and “Four Skinny Trees.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, 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
Discern the intended effect of figurative language as it is used in the text
Explore how complex characters think, behave, interact, and develop
Compare two characters (Don John and Benedick)
Apply knowledge of literary devices including personification, hyperbole, pun, alliteration, dramatic irony, and more
Help high school students analyze how Shirley Jackson developed a complex short story in “The Lottery,” focusing on how the author manipulates the readers’ perceptions, incorporates imagery to cater to the readers’ senses, foreshadows the revelation that the lottery is barbaric, and portrays villagers as superstitious and irrational. 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 is included. Materials are delivered in Word Document and PDF formats.
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering the short story “The Lottery” by Shirley Jackson. Additionally, a short answer option is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. By taking these assessments, students will demonstrate:
A knowledge of characters
A knowledge of the lottery’s procedural aspects
A knowledge of how foreshadowing
An ability to make reasonable inferences about plot
An ability to discern relevant details in response to a question
An ability to write with clarity and precision
And more
Support the development of close reading skills for high school with this set of analysis questions on Shirley Jackson’s short story “The Lottery.” A variety of question types facilitates the process of analyzing character development, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and more. An answer key is included. Materials are delivered in Word Document and PDF formats.
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.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource helps prepare students for ACT reading question types.
By engaging with this resource, students will…
Identify what the text states explicitly and implicitly
Define unfamiliar or challenging vocabulary terms in context
Determine the tone of a particular passage
Determine the author’s intent and its effect on readers
Apply knowledge of literary devices (foreshadowing)
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 38 through 40 of The House on Mango Street by Sandra Cisneros: “The Monkey Garden,” “Red Clowns,” and “Linoleum Roses.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 41 through 44 of The House on Mango Street by Sandra Cisneros: “The Three Sisters,” “Alice and I Talking on Edna’s Steps,” “A House of My Own,” and “Mango Says Goodbye Sometimes.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
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
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 5 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Antonio’s attempts to calm Leonato
Leonato’s decision to seek revenge
Leonato’s change of heart
Claudio’s feelings about dueling against Benedick
Don John’s decision to flee
Claudio’s rekindled affection toward Hero
Leonato’s demands of Don Pedro and Claudio
Ursula’s news
Benedick’s request of Friar Francis
News that disrupts the wedding
Conveniently measure general reading comprehension and hold students accountable for the entirety of Shakespeare’s Much Ado About Nothing with this bundle of five quizzes. Answer keys are included. All assessments are delivered in Word Document and PDF formats.
Students will demonstrate knowledge of the following:
The news Leonato receives
Beatrice’s relation to Leonato
Claudio’s romantic interest
Don Pedro’s offer to Claudio
Hero’s relation to Leonato
Don John’s relation to Don Pedro
Conrade’s interactions with Don John
The quality Don John values most
Borachio’s discovery and the method by which he made it
The cause of Don John’s bitterness toward Don Pedro
Why Leonato teases Beatrice
Beatrice’s dance partner
Beatrice’s treatment of her dance partner
Borachio and Don John’s deception
Benedick’s self-reflection
Don Pedro’s promise to find Beatrice a husband
Hero’s chambermaid
The nature of Borachio’s interaction with Margaret
A plan to misrepresent Hero
Benedick’s assumptions about his future
Balthasar’s actions
The deception of Benedick
Benedick’s promise to love Beatrice
Hero and Margaret’s trickery
The effect of Hero and Margaret’s trickery
Hero and Margaret’s criticism of Beatrice
Benedick’s character transformation
Benedick’s request to speak to Leonato privately
Don Pedro and Claudio’s agreement should Hero be proven unfaithful
Claudio’s comparison of Benedick and Beatrice to two bears
The identity of the magistrate
The characterization of the magistrate
Borachio’s drunken bragging
The identities of two arrested characters
Claudio’s behavior at the wedding
Hero’s reaction to Claudio’s insults
Don John’s statements on the significance of Hero’s reaction
Leonato’s feelings toward his daughter
Friar Francis’ feelings toward Hero
Friar Francis’ suggested course of action
Beatrice’s dramatic request of Benedick
Dogberry’s terrible interrogation
Sexton’s task
Conrade’s insults toward Dogberry
Antonio’s attempts to calm Leonato
Leonato’s decision to seek revenge
Leonato’s change of heart
Claudio’s feelings about dueling against Benedick
Don John’s decision to flee
Claudio’s rekindled affection toward Hero
Leonato’s demands of Don Pedro and Claudio
Ursula’s news
Benedick’s request of Friar Francis
News that disrupts the wedding
Challenge high school students to go beyond basic reading comprehension and exercise close reading analysis skills while engaging with Much Ado About Nothing by William Shakespeare. Each close reading activity is rigorous enough for students to find deeper meaning in the text, yet convenient enough for teachers to efficiently gather data on their students’ textual analysis skills. Included are seventeen close reading worksheets, each addressing an individual scene, and answer keys. Materials are delivered in Word Document and PDF formats. By the end of the play, students will:
Identify what the text states explicitly and implicitly
Define complex words as they are used in the text
Examine nuances in words with similar meanings
Discern the intended effect of figurative language in context
Delve into the methods by which Shakespeare achieved narrative effects such as tension and comic relief
Explore how complex characters think, behave, develop, and interact
Compare and contrast several characters
Conduct brief research on the four humors of classical Greek medicine to facilitate an evaluation of Benedick’s condition midway through the play
Apply knowledge of literary devices including metaphor, simile, hyperbole, allusion, malapropism, personification, paradox, invective, oxymoron, symbolism, dramatic irony, situational irony, verbal irony, and more
Determine the tone of given passages
Discern the functions of given passages
Compare elements of one scene with those of another
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 support the development of close reading analysis skills while teaching Act 5 of William Shakespeare’s Much Ado About Nothing with this bundle of formative assessments. Included are the following: a multiple choice quiz on characters and plot, four close reading worksheets addressing the author’s craft, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will:
Identify what the text states explicitly and implicitly
Compare and contrast elements of one scene to those of another
Determine tone in context
Discern the intended effect of figurative language as it is used in the text
Consider how Shakespeare’s narrative techniques achieve both humorous and tension-relieving effects
Examine nuances in words with similar meanings
Explore how complex characters think, behave, interact, and develop
Compare and contrast characters (Benedick and Margaret; Benedick and Beatrice)
Evaluate whether Claudio is a sympathetic and accountable character
Apply knowledge of literary devices with emphasis on simile, paradox, personification, allusion, oxymoron, repetition, metaphor, callback, invective, verbal irony, and dramatic irony
Articulate an unanswered question related to the plot
Make rational predictions about future events using context clues
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Help middle and high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapters 1 and 2 of Ender’s Game by Orson Scott Card. This worksheet is delivered in Word Document and PDF formats, and it eliminates the need for take-home assessment planning while upholding the need for 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 greater significance of a given detail
Explore how complex characters think, behave, interact, and develop
Compare and contrast characters (Ender and Peter)
Apply knowledge of literary devices with emphasis on simile, metaphor, and invective
Determine the intended effect of the author’s stylistic choices
Help middle and high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapters 7 and 8 of Ender’s Game by Orson Scott Card. This worksheet is delivered in Word Document and PDF formats, and it eliminates the need for take-home assessment planning while upholding the need for 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 greater significance of given details
Discern the intended effects of given details
Explore how complex characters think, behave, interact, and develop
Compare and contrast characters
Apply knowledge of literary devices including ambiguity, anaphora, and more
Explore themes in context
Support claims and inferences with sound reasoning and relevant textual evidence
Write about literature with clarity, accuracy, and precision
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement H.P. Lovecraft’s short story “The Cats of Ulthar.” The following are included: a crossword puzzle, a word search activity, a vocabulary application worksheet, the public domain narrative, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement the short story “Hansel and Gretel” by the Brothers Grimm. The following are included: a crossword puzzle, a word search activity, a vocabulary application worksheet, the public domain fairy tale, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement the short story “The Cask of Amontillado” by Edgar Allan Poe. The following are included: a crossword puzzle, a word search activity, a vocabulary application worksheet, the public domain narrative, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement the short story “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne. The following are included: a crossword puzzle, a word search activity, a vocabulary application worksheet, the public domain narrative, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement the science fiction novel Frankenstein by Mary Shelley (chapters 4, 5, and 6). A crossword puzzle, word search activity, vocabulary application worksheet, and answer keys are provided. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences