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 with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters fifteen through seventeen. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details:
Mom’s feelings about needing Miranda’s help
Why Mrs. Nesbitt believes it is better that Miranda visit daily
What Mrs. Nesbitt wants Miranda’s mom to know
The significance of people moving plywood into their living rooms
Miranda’s feelings following the death of Mrs. Nesbitt
Mrs. Nesbitt’s pendant
The alarming discovery at Mrs. Nesbitt’s house following her death
Gray snow and the blizzard
Miranda and Jonny’s plan to help Matt find his way home
Jonny’s discovery about the family’s eating habits
Matt’s suggested diet change
The fantasy that plays out in Miranda’s head
Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters eight through ten. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details:
Miranda’s major mistake, which devastates her
Miranda and Mom’s building tension
Sammi’s awkward and alarming news
“National Good News Day”
Miranda’s visit to the hospital
Jonny’s surprising request at the dinner party
Megan’s self-perceived sinfulness
Jonny’s apparent maturity
Miranda’s sad observation on the future
The disappearance of radio signals
Miranda’s frightening discovery while she bikes through town
Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters eighteen through twenty-one. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details:
The family’s closeness since Christmas passed
Miranda’s reflections on what she learned over the past year
How the hospital has changed since Miranda’s last visit
Information provided by the hospital’s nurses
Miranda’s near-deadly mistake
Mom’s birthday and why she believes it is the best ever
The return of radio activity
Miranda’s anxiety coinciding with the return of electricity
Miranda’s need to travel into town
A discovery that changes everything
Miranda’s philosophy on her birthday
The purpose of journal writing
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 10 and 11 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 details:
Haven’s advice to Rob
Rob’s assumptions when he sees buildings marked Ladies and Gents
Mrs. Tanner’s warning
Seeing a “shovel explode”
Judging
Pinky’s stain
Why Rob feels physically sick
Pinky’s award
Catching a weasel
Ira Long and his dog
Purpose of the barrel
Haven’s promise
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 12 and 13 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 details:
Pinky’s possible barrenness
Rob’s rifle
Mom’s request of Rob
A poor apple crop
Why Haven thinks the bad crop is Rob’s fault
Haven’s admission
Rob’s advice to Haven concerning the winter
Haven’s ominous remarks
Samson
Mr. Tanner’s compensation
Rob’s realization that he was wrong about something
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 14 and 15 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 details:
How Haven tries to stay warm
What Haven means when he says Rob needs to “get it done”
Why Haven lights a fire to boil water
The purpose of the crowbar
Rob’s emotional reaction to the situation
Haven’s perspective on what constitutes being a man
Rob’s expression of forgiveness
Mr. Wilcox’s role
Surprising discoveries
The resolution
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 4 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:
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
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 3 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:
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
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
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
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 14 through 17 of The House on Mango Street by Sandra Cisneros: “Alicia Who Sees Mice,” “Darius and the Clouds,” “And Some More,” and “The Family of Little Feet.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
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
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
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 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
Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering the Grimm’s fairy tale “Cat and Mouse in Partnership,” a cautionary narrative about the incompatibility of characters. The brevity of the text helps to fill awkward gaps in the teaching schedule, while the supporting activity upholds rigor in the classroom. An answer key and copy of the short story are 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.
By completing the close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials as needed
Discern the intended effect of word choices in context
Determine the function of a given excerpt
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with an emphasis on foreshadowing, pun, verbal irony, situational irony, and more
Explore how details in the text contribute to the superstition that cats are agents of evil
Support claims and inferences with sound reasoning and relevant evidence
Write about fairy tale fiction with clarity, accuracy, and precision
Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering the classic Grimm’s fairy tale “The Wolf and the Fox,” a cautionary story about the consequences of impulsiveness. The brevity of the narrative also helps to fill awkward gaps in the teaching schedule, while the supporting activity upholds rigor in the classroom. An answer key and copy of the short story are 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.
By completing this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials as needed
Discern the intended effect of word choices in context
Determine the function of a given excerpt
Examine how complex characters think, behave, interact, and develop
Compare and contrast the two primary characters
Apply knowledge of literary devices with an emphasis on situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about fairy tale fiction with clarity, accuracy, and precision