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 take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 10 and 11 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements:
Atticus’s rule
Miss Maudie’s revelation of Atticus’s skills
The Tim Johnson incident
Why the kids dislike Mrs. Dubose
Mrs. Dubose’s condition
Jem’s misbehavior and subsequent punishment
The true purpose behind Jem’s punishment
“The bravest person I ever knew”
A gift left for Jem
Jem’s misunderstanding of Mrs. Dubose’s intent
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 8 and 9 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements:
Scout’s reaction to the weather
The snowman/mudman
The house catching fire
Miss Maudie’s peculiar reaction to the house fire
The blanket wrapped around Scout
Scout’s reaction upon a disturbing discovery
Beating up Cecil Jacobs
Christmas gifts
Scout’s punishment
Atticus discussing the trial with Uncle Jack
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
Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 5, 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
Apply knowledge of literary devices including euphemism, simile, personification, and hyperbole
Conduct brief research to answer a question connecting the drama to aspects of Greek mythology
Support claims and inferences with sound reasoning and relevant textual evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Measure high school reading comprehension and support analysis of Shakespeare’s tragedy Hamlet (Act 1) with this bundle that features a plot-based quiz and rigorous close reading activities. By engaging with these resources, students will identify what the text says explicitly and implicitly, apply knowledge of literary devices, interpret figurative expressions, make engagement with text visible, and more. Answer keys are provided. Materials are delivered in Word Document and PDF formats.
By engaging with these materials, students will:
Define complex words and phrases in context
Verify interpretations of words and phrases using reference materials such as a dictionary and thesaurus
Discern the tone of a given passage
Isolate a falsehood about plot development among factual statements
Analyze character actions and dialogue to discern character motivations
Cite textual evidence in support of claims and ideas
Discern the most adequate characterization of Horatio
Analyze plot from a historical context
Analyze character dialogue to discern and articulate what is implied
Apply knowledge of dynamic character to the text
Apply knowledge of foreshadowing to the text
Identify context clues that suggest Horatio’s opinion on supernatural occurrences is correct
Explain how Denmark gained authority over Norwegian lands
Make an inference about author’s intent, analyzing plot to determine what is suggested about the universe and its relationship to humankind
Conduct brief research to answer a question connecting Greek mythology to the drama
Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 4, 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
Determine the primary function of a given passage
Define words and phrases as they are used in the text
Examine the effect of Shakespeare’s figurative language upon the reader
Explore how complex characters think, behave, interact, and develop
Compare and contrast two characters
Support claims and inferences with sound reasoning and relevant textual evidence
Write about Shakespearean drama with clarity, accuracy, and precision
“Sweat” by Zora Neale Hurston is a short story about a woman of color who must reconcile the resentment she feels toward her abusive husband with her faith—a task that threatens to compromise the integrity of her soul. This multiple choice quiz covering “Sweat” helps English teachers evaluate general reading comprehension while eliminating take-home assessment planning responsibilities. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following aspects of plot:
Setting
Delia’s line of work
Items with which Sykes attempts to instill fear
Sykes’ attitude toward Delia’s Sunday work
The length of time Delia and Sykes have been married
Aspects of Sykes’ antagonistic characterization
Delia’s motivations
Delia’s observation while passing the store
Sykes’ affair with Bertha
Delia’s remarks that leave Sykes nearly speechless
The fate of Sykes
Delia’s intentional inaction
This summative assessment complements a Grimms’ fairy tales unit with emphasis on application of literary devices, examination of character motivations, and synthesis of textual details to perform thematic analysis.
In addition to 50 objective questions, the test includes a writing prompt requiring students to select three texts from which to draw textual evidence in support of analytical thinking. The core objective of the essay is to demonstrate an ability to identify a common theme among three texts and synthesize textual details with clarity and precision to elaborate upon the shared theme. A Common Core-aligned rubric for evaluating student writing is included in addition to the objective portion’s answer key.
Fourteen short stories are covered, and copies of each are included (listed in order of estimated Lexile Measure):
“The Dog and the Sparrow” (700-800)
“Snow White and the Seven Dwarfs” (800-900)
“Clever Gretel” (900-1000)
“The Twelve Dancing Princesses” (900-1000)
“Cinderella” (1000-1100)
“Rumpelstiltskin” (1000-1100)
“The Elves and the Shoemaker” (1000-1100)
“The Four Clever Brothers” (1000-1100)
“The Seven Ravens” (1000-1100)
“Donkey Cabbages” (1100-1200)
“The Frog King” (1100-1200)
“The Juniper Tree” (1100-1200)
“The Mouse, the Bird, and the Sausage” (1100-1200)
“Sleeping Beauty” (1200-1300)
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 10 through 13 of The House on Mango Street by Sandra Cisneros: “Louie, His Cousin and His Other Cousin,” “Marin,” “Those Who Don’t,” and “There Was an Old Woman She Had So Many Children She Didn’t Know What to Do.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 22 through 25 of The House on Mango Street by Sandra Cisneros: “Papa Who Wakes Up Tired in the Dark,” “Born Bad,” “Elenita, Cards, Palm, Water,” and “Geraldo No Last Name.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 5 through 9 of The House on Mango Street by Sandra Cisneros: “Cathy Queen of Cats,” “Our Good Day,” “Laughter,” “Gil’s Furniture Bought and Sold,” and “Meme Ortiz.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 18 through 21 of The House on Mango Street by Sandra Cisneros: “A Rice Sandwich,” “Chanclas,” “Hips,” and “The First Job.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
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
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 34 through 37 of The House on Mango Street by Sandra Cisneros: “Bums in the Attic,” “Beautiful and Cruel,” “A Smart Cookie,” and “What Sally Said.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
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
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
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