Reduce teacher workload, promote homework accountability, and measure reading comprehension with this bundle of printable quizzes covering the entirety of Bette Greene’s historical fiction novel Summer of My German Soldier. Multiple choice versions and short answer alternatives are provided in addition to answer keys. Materials are delivered in both Word Document and PDF formats. With these resources, middle and high school students will demonstrate general knowledge of characters, setting, historical context, and plot.

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 16-18). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. Copyright restrictions prohibit the inclusion of the complete literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Draw logical inferences about Scout’s dynamic nature in context Draw logical inferences about Aunt Alexandra’s concerns for her family’s reputation Apply knowledge of figurative language to the text, identifying the most logical interpretation of a metaphorical phrase Apply knowledge of hyperbole to the text Identify what Aunt Alexandra states explicitly about being a “disgrace to the family” Identify what Maudie Atkinson states explicitly about why she refuses to attend the trial Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze the significance of the kids’ placement on the balcony Analyze the characterization of Jem and Scout to discern the most accurate statement about their internal states Analyze the author’s craft with emphasis on the intended effect of metaphorical language (comparing Bob to “a red little rooster”) Analyze the interactions between Atticus and Mayella to draw logical inferences about Mayella’s personal history Analyze Bob Ewell’s nonverbal communication to draw logical inferences about his intent Analyze Atticus Finch’s language to draw a logical inference about his intent Isolate false statements from factual ones Write with clarity, logic, and precision

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 19-20). General comprehension quizzes are included, as are rigorous close reading and vocabulary reinforcement activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. Copyright restrictions prohibit the inclusion of the complete literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Explore character motivations and modes of thinking Articulate why Tom Robinson hesitates to answer Mr. Gilmer’s question Analyze Mr. Gilmer’s language to discern its racial implications Define complex words in context Verify interpretations of language using reference materials such as a dictionary or thesaurus Examine plot developments from a historical perspective Analyze the author’s application of indirect characterization Explore the community’s influence on Scout’s way of thinking about the trial Articulate why Dill relates to Tom Identify and explain an example of situational irony Discern the function of a given passage Identify the object of Atticus’s pity in context Analyze the author’s phrasing in a cultural context (the “rigid and time-honored code of our society”) Analyze how the author’s phrasing contributes to the characterization of Mayella Identify the object of Atticus’s scrutiny in context Identify what the text states explicitly about Atticus’s beliefs pertaining to U.S. courts

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 21-23). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. Copyright restrictions prohibit the inclusion of the complete literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Demonstrate understanding of Atticus’s feelings about his children attending the trial Analyze Jem’s remarks to Atticus to discern his youthful ignorance of systematic racism Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze Reverend Sykes’ remarks to Jem in order to infer his motivations Identify what the text states both explicitly and implicitly Analyze the importance of Reverend Sykes’ instructions to Scout following the trial’s conclusion Consider the thematic significance of the interaction between Jem and Maudie Atkinson (a belief that there is hope for positive change in the American justice system, although that change will probably happen slowly) Analyze Scout’s dialogue to make a logical inference about Atticus’s parenting Apply knowledge of literary devices including metaphor Identify textual evidence in support of the claim that Jem is a dynamic character Explore the internal conflict that exists within Jem Connect a portion of a given passage to the content of a previous chapter Analyze how complex characters interact