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.
Extend reading comprehension and support the development of close reading skills for high school with this set of analysis questions covering chapter six of The Hobbit by J.R.R. Tolkien. With this resource, students will focus on significant details in order to develop a deeper understanding of the novel and its craft, thus helping them contribute more meaningfully during class discussions. An answer key is provided. Materials are delivered in Word Document and PDF formats.
By engaging in this exercise, students will:
Analyze the effect of the author’s language upon the reader
Explore how complex characters think, behave, and develop
Determine tone in context
Define unfamiliar and challenging vocabulary in context
Draw reasoned inferences about characterization
Apply knowledge of literary devices with emphasis on imagery
Read closely to isolate accurate statements from false statements
Explore the motif of heroism
Write about literature with clarity, accuracy, and precision
Support claims with relevant textual evidence
Extend reading comprehension and support the development of close reading skills for high school with this set of analysis questions covering chapter five of The Hobbit by J.R.R. Tolkien. With this resource, students will focus on significant details in order to develop a deeper understanding of the novel and its craft, thus helping them contribute more meaningfully during class discussions. An answer key is provided. Materials are delivered in Word Document and PDF formats.
By engaging in this exercise, students will…
Analyze the effect of the author’s language upon the reader
Determine tone in context
Define unfamiliar and challenging vocabulary in context
Draw reasoned inferences about characterization
Apply knowledge of literary devices to the novel with emphasis on dramatic irony and onomatopoeia
Read closely to isolate accurate statements from false statements
Write about literature with clarity, accuracy, and precision
Extend reading comprehension and support the development of close reading skills for high school with this set of analysis questions covering chapter three of The Hobbit by J.R.R. Tolkien. With this resource, students will focus on significant details in order to develop a deeper understanding of the novel and its craft, thus helping them contribute more meaningfully during class discussions. An answer key is provided. Materials are delivered in Word Document and PDF formats.
By engaging in this exercise, students will…
Analyze the effect of the author’s language upon the reader
Determine tone in context
Define unfamiliar and challenging vocabulary in context
Draw reasoned inferences about character intent
Apply knowledge of literary devices to the novel
Read closely to isolate accurate statements from false statements
Write about literature with clarity, accuracy, and precision
Fairy tales are not just for elementary students; even high school readers can use (and enjoy) fairy tales as a tool for practicing close reading analysis skills. This worksheet composed of rigorous questions covers “Sleeping Beauty” by the Brothers Grimm. With an estimated Lexile Measure range of 1200-1300, the short story is suitable for both middle and high school students. The briefness of the narrative also makes it an appropriate time-filler for awkward gaps in teaching schedules. An answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this exercise, students will:
Articulate what is stated in the text explicitly and implicitly
Apply knowledge of literary devices including anthropomorphism, symbolism, foreshadowing, and more
Identify the story’s inciting incident
Analyze the author’s craft
Explore relationships between complex characters
Define complex words in context
Articulate conventions of the fairy tale genre
Cite textual evidence in support of inferences and claims
Write with clarity and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Iago’s skillful manipulation of Roderigo in Act 4, scene 2, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Discern the meaning of complex words and phrases in context
Demonstrate knowledge of literary devices
Make logical inferences in context
Explore character motivations
Analyze how complex characters interact
Cite relevant textual evidence in support of claims
Write with clarity and precision
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 4, scene 1, 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. An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Discern the meaning of complex words and phrases in context
Make logical inferences in context
Explore character motivations
Analyze how complex characters interact
Analyze the author’s craft to articulate the effect of an idiomatic expression
Cite relevant textual evidence in support of claims
Write with clarity and precision
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 3, scene 4, 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. An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Explore character motivations
Discern the tone of a given excerpt
Make logical inferences in context
Discern the meaning of complex words and phrases in context
Paraphrase Shakespearean language
Isolate a falsehood from factual statements about plot
Articulate the significance of a given detail
Write with clarity and precision
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 3, scene 3, 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. An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Discern the meaning of complex words and phrases in context
Analyze how complex characters interact
Explore character motivations
Demonstrate knowledge of multiple literary devices including dramatic irony, verbal irony, situational irony, and metaphor
Make logical inferences in context
Discern the tone of a given excerpt
Support claims with relevant textual evidence and valid reasoning
Write with clarity and precision
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 3, scene 1, 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. An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Make logical inferences in context
Explore character motivations
Analyze how complex characters interact
Discern the meaning of complex words and phrases in context
Discern the tone of a given excerpt
Cite textual evidence in support of claims
Write with clarity and precision
Evaluate general reading comprehension, promote homework accountability, and eliminate take-home assessment planning with this bundle of instructional resources covering The Grapes of Wrath by John Steinbeck. Included are formative quizzes, a summative test, and answer keys. All materials are delivered as both Word Documents and PDFs.
With this bundle of plot-based, multiple choice quizzes covering The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension, promote homework accountability, and eliminate assessment planning. Answer keys are provided, as are short answer options, and all materials are delivered in printable Word Document and PDF formats. Questions pertain to the following key details:
Nick’s personal background
Nick’s self perception
Nick’s perception of Gatsby
The setting
Nick’s career
The contrast between West Egg and East Egg
Nick’s academic background
A character description of Daisy
A character description of Tom
A character description of Jordan
The green light in the distance
Conditions of daily life in the valley
The enormous advertisement overlooking the valley
A character description of George Wilson
A character description of Myrtle
A trip to the Morningside Heights apartments
Speculation concerning Gatsby’s background
The behavior of the party-goers (and Nick’s reaction to it)
Tom’s gift to Myrtle
Myrtle’s behavior and why it unsettles Tom
How Tom takes his anger out on Myrtle
The flamboyant nature of Gatsby’s parties
The enduring mystery of Gatsby’s background
Sensationalized rumors surrounding Gatsby
Owl Eyes’ surprising realization about Gatsby’s books
Nick and Gatsby’s shared past
Nick’s characterization of Gatsby’s smile
Gatsby’s manner of speaking to others
Gatsby’s general behavior at his own party
Gatsby’s request to see Jordan
The drunken incident involving Owl Eyes
Nick’s characterization of Jordan
The purpose of Nick’s list
The apparent inconsistencies in Gatsby’s autobiography
Gatsby’s proof to assuage Nick’s skepticism
Gatsby’s interaction with a police officer
Meyer Wolfshiem’s questionable background
Nick’s new assumption concerning Gatsby’s wealth
Gatsby’s motive to move into his West Egg mansion
A revelation concerning the green light across the water
A request Gatsby makes of Jordan
Gatsby’s efforts to convince Nick to arrange a reunion
Gatsby’s gratitude to Nick for agreeing
Daisy’s humorous response to Nick’s request that Tom not join
Examples of Gatsby’s self-conscious and nervous behavior
Daisy’s being brought to tears
Gatsby’s long nights outside staring at the green light
Klipspringer
A characterization of Gatsby’s mansion
Gatsby’s biography
Gatsby’s college experience
Gatsby’s job to pay for college
Gatsby meeting Dan Cody
Dan Cody’s influence on Gatsby
Tom’s presence in Gatsby’s house
Tom’s suspicions of Gatsby
Nick’s insight concerning Gatsby and Daisy’s relationship
The death of a dream
Gatsby’s rationale for ceasing the parties
Gatsby’s concerns that information about Daisy will be revealed
A luncheon at Tom and Daisy’s house
A revelation concerning Myrtle
Tom’s confrontation with Gatsby
Gatsby’s assured reaction to Tom’s confrontational behavior
A surprise shift in Daisy’s feelings
The death of Myrtle (what happened, who’s responsible, etc.)
Gatsby’s desire to protect Daisy from Tom
A broken promise
The gardener’s intention and Gatsby’s refusal
Nick’s judgment of Gatsby
Dr. T.J. Eckleburg’s eyes and Wilson’s interpretation of them
The death of Myrtle
Wilson’s beliefs concerning Myrtle’s death
A tragic, deadly incident
Underwhelming attendance at Gatsby’s funeral
An unexpected telegram
Henry Gatsby’s discovery of his son’s death
Young Gatsby’s self-improvement plan
A brief conversation with Klipspringer
Nick’s decision to move back to the Midwest
Nick and Jordan’s breakup
An encounter with Tom
Tom’s feelings concerning Gatsby’s death
Nick’s character assessment of Tom and Daisy
Nick’s analysis of people’s dreams
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 2, scene 3, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, students will:
Discern the meaning of complex words and phrases in context
Analyze the author’s craft, with emphasis on the effect of archaic vocabulary
Explore character motivations
Apply knowledge of figurative language
Make logical inferences in context
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 2, scene 1, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, students will:
Discern tone in context
Explore character motivations
Discern the meaning of complex words and phrases in context
Analyze the author’s craft, discerning how Shakespeare’s language influences the audience’s perception of Iago
Locate textual evidence in support of claims
Apply knowledge of figurative language to the text
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 1, scene 3, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, questions pertain to the following:
Analyzing text for tone.
Analyzing the text for meaning: discerning Othello’s self-described weakness.
Analyzing text for meaning: how long Othello has fought in wars.
Analyzing text for meaning: Othello’s willingness to disclose the truth of his courting of Desdemona.
Analyzing text for meaning: how Brabantio describes his daughter.
Analyzing text for meaning: the type of person Brabantio thinks would believe Othello’s claims.
Analyzing text for meaning: the devil’s role in the union, according to Brabantio.
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 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 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
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 1, scene 2, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, questions pertain to the following:
Analyzing the phrase “He comes to bad intent” for meaning.
Analyzing the phrase “Come, sir, I am for you” for meaning and synthesizing it with knowledge of Iago’s characterization.
Analyzing text for meaning: why Othello claims that Brabantio is worthy of respect.
Analyzing text to determine character motivations (why Brabantio thinks Othello is a thief).
Analyzing text to isolate true statements from unfounded statements.
Locating textual evidence and annotating text to make comprehension visible: identifying all references to supernatural forces and all indications of Brabantio’s prejudiced mentality.
Paraphrasing dialogue.
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 1, scene 1, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Make logical inferences in context
Explore character motivations
Discern the tone of a given excerpt
Discern the meaning of complex words and phrases in context
Explore theme
Write with clarity and precision
This bundle of 5 assessments measures general comprehension and holds students accountable for the assigned reading of Shakespeare’s Romeo and Juliet. Each multiple choice quiz is delivered as an editable Word Document. Answer keys for each quiz are included.
Students will demonstrate knowledge of the following:
The purpose of a chorus
A character known as a peace-maker
The reason for street-fighting in Verona
Prince Escalus’s declaration
Romeo’s cause for sadness
Lord Capulet’s attitude toward marrying off Juliet
Benvolio’s encouragement (to Romeo)
Juliet’s attitude toward marriage
Mercutio’s treatment of Romeo
A foreshadowing fear
Tybalt’s temperament
Lord Capulet’s reaction to Romeo’s presence at the party
The revelation of Juliet’s true identity
Juliet’s beauty and Romeo’s metaphor
The rejection of one’s name
Romeo’s great fear, expressed during the balcony scene
Juliet’s concerns over acting too hastily
Friar Laurence’s specialty
Friar Laurence’s beliefs and philosophies
Friar Laurence’s thoughts regarding the union of Romeo & Juliet
Tybalt’s letter
Offensive comments toward the Nurse
The Nurse’s news for Romeo
Friar Laurence’s assessment of Romeo & Juliet’s love
Mercutio’s reason for fighting Tybalt
Romeo’s ill-fated attempt to stop the fight
Romeo’s reason for leaving Verona
Juliet’s criticisms of the Nurse
The Nurse’s confusing news
Juliet’s conflicting emotions toward her husband
Friar Laurence’s perspective on the Prince’s punishment
Romeo’s erratic behavior
Lord Capulet’s arrangement with Paris
Mantua
A character who plans to have Romeo killed
A threat of being disowned
The Nurse’s advice to Juliet
Juliet’s foreshadowing comments
Paris’s perspective on Lord Capulet’s motivations
Juliet’s confession to Paris
Paris’s lack of awareness about Lord Capulet’s threat
Juliet’s confession to Friar Laurence
Friar Laurence’s plan
Juliet’s request for her father’s forgiveness
Lord Capulet’s attitude toward Friar Laurence
A terrible thought
An alarming discovery
A shift in Lord Capulet’s emotions
Friar John’s task
The reason Friar John cannot complete his task
Balthasar’s significance
Balthasar’s lack of awareness
A visit to the apothecary
A conflict between Romeo and Paris in the churchyard
Romeo’s suicide
Juliet’s suicide
Friar Laurence’s emotional reaction
The resolution