Hold students accountable for reading Harper Lee’s To Kill a Mockingbird with this bundle of comprehension-based quizzes . Answer keys are included. Materials are delivered in Word Document and PDF formats. By completing these assessments, students will demonstrate knowledge of the following aspects of the novel: Point of view Setting Jem’s injury The kids’ mother and father Calpurnia’s job Dill Boo Radley’s background The dare Walter Cunningham’s philosophy The effects of the Great Depression on Maycomb’s citizens Scout’s fight The teacher’s reaction to an alarming situation Perception of the Ewells Discoveries in the knothole Jem’s fear for Scout’s life The irony of the discovery of money Dill’s claim of a peculiar talents The rolling tire incident The game the kids play Dill and Scout’s relationship The evolving relationship between Scout and Miss Maudie Theories pertaining to the mystery of Boo Radley Miss Maudie’s impressions of Boo Delivering a note to Boo A contest between Jem and Dill The kids’ decision to sneak to the Radley residence Mr. Radley scaring the kids off How and why Jem lost his pants Dill’s excuse for Jem’s lost pants The lie Jem tells to Atticus What motivates Jem to leave home in the middle of the night Jem’s alarming discovery Items in the knothole Mr. Radley’s heartbreaking attempt to break Boo’s connection to the outside world 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 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 Jem’s moodiness Disappointing news to begin summer The reason for Atticus’s two-week absence The incident involving Eunice Ann Simpson Lula’s treatment of the children The general reaction of the parishioners toward the children Calpurnia’s separate identities Why Alexandra decides to stay with the family Alexandra’s philosophy on what makes “fine” people Aunt Alexandra’s feelings toward Calpurnia The discovery under Scout’s bed Breaking “the code of childhood” Dill’s epiphany regarding Boo Radley’s isolation Jem breaking up the meeting Atticus and Mr. Underwood outside of the jailhouse Jem’s concern for his father The lynch mob How the lynch mob came to disperse Dolphus Raymond as a social outcast The “sad” life of Dolphus Raymond’s children Who arranges for the children to have seats at the trial Judge Taylor’s peculiarity The prosecution’s first witness The significance of Mayella’s injured eye Bob Ewell’s testimony Dramatic irony The significance of Bob Ewell writing his name Mayella’s insubordination Tom Robinson’s injury Tom’s previous run-in with the law Why Tom had to serve 30 days Mayella’s plan to ensure her siblings were not present Scout’s epiphany regarding Mayella’s loneliness Link Deas’s support of Tom Bob Ewell’s comments according to Tom’s testimony Why Tom frequently helped Mayella Mr. Gilmer’s treatment of Tom The major revelation regarding Dolphus Raymond’s condition Atticus’s summation Atticus’s peculiar behavior that surprises the kids Interruption of the court proceedings Jem’s misunderstanding racial prejudice and the justice system The jury’s deliberation The verdict The African American community’s appreciation of Atticus Altercation between Bob and Atticus Alexandra’s strictness Jem’s opinion on Boo’s isolation The missionary circle Mrs. Merriweather’s critical comments Mrs. Merriweather’s hypocrisy Tom’s death The bitter editorial Bob Ewell’s antagonistic behaviors Miss Gates’s hypocrisy Jem’s reaction to the trial’s outcome Strange incidents in Maycomb Atticus’s opinion on Bob Ewell’s malicious behaviors Miss Tutti and Miss Frutti The pageant and how it was ruined Jem’s concerns on the way home The attack Heck Tate’s discovery at the crime scene Jem’s method of arriving home Who saved the kids from Bob’s assault Atticus’s misunderstanding of the story Heck Tate’s version of the story The fairness of hiding the truth Scout’s awareness of why hiding the truth is acceptable Scout’s sadness upon recalling items in the knothole Scout and Atticus’s activity as the novel ends Atticus’s last lesson he teaches Scout before the novel ends

For many reluctant readers, science fiction helps to maximize student engagement. “Robot Dreams” by Isaac Asimov is a cautionary short story involving humanity’s commitment to developing artificial intelligence. This bundle of assessments helps English teachers evaluate reading comprehension, support the development of close reading skills, and promote homework accountability—while eliminating take-home assessment planning responsibilities. Answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with these materials, students will: Identify what the text states explicitly and implicitly Examine how complex characters think, behave, develop, and interact Explore cause-and-effect relationships Define complex words as they are used in the text Apply knowledge of literary devices including allusion, pun, and personification Analyze sentence structures with emphasis on the use of an appositive phrase Analyze the author’s stylistic choice to capitalize common noun phrases Come to class/leave class better prepared to discuss literary materials Defend claims with valid reasoning and relevant textual evidence Write ideas with clarity, accuracy, and precision

Evaluate general reading comprehension, facilitate vocabulary development, and sharpen critical thinking skills with this bundle of materials for teaching Shirley Jackson’s short story titled “Charles.” A plot-based quiz, close reading analysis worksheet, vocabulary application activity, crossword puzzle, word search game, and answer keys are provided. 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 engaging with these activities, students will: Identify what the text states both explicitly and implicitly Define words and phrases as they are used in the text Consult reference materials in order to learn and verify word meanings Choose the most proper application of words as they are used in sentences Determine the function of a given paragraph Discern the narrative’s dominant conflict Explore how characters think, behave, interact, and develop Apply knowledge of literary devices including foreshadowing, slang, situational irony, neologism, invective, and sibilance Reflect on how point of view shapes the reader’s understanding of events Consider theme in context Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision