Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 1, of William Shakespeare’s King Lear. Delivered in 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. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Discern the meaning of complex words and figurative language in context Determine the function of a given passage Explore cause-and-effect relationships Examine how complex characters think, behave, interact, and develop Compare Gloucester and Lear Apply knowledge of literary devices including situational irony, metaphor, assonance, and personification Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 2, scene 1, of William Shakespeare’s The Merchant of Venice. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Discern the intended effects of the Shakespeare’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Consider the motif of the guest-host relationship and argue whether Portia conforms to the expectations of a good host, or whether she fails to meet expectations and represents a bad host Apply knowledge of literary devices with emphasis on allusion and hyperbole Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 2, scene 3, of William Shakespeare’s The Merchant of Venice. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Discern the intended effects of the Shakespeare’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Compare and contrast two characters (Jessica and Portia) Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 2, scene 7, of William Shakespeare’s The Merchant of Venice. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Discern the intended effects of the Shakespeare’s word choices and narrative techniques Determine the function of the scene Explore how complex characters think, behave, interact, and develop Apply knowledge of various literary devices with emphasis on hyperbole and symbolism Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 5). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Edmund’s deception as it relates to the nature of his relationship with Goneril The delivery of a letter to Albany Edmund’s motives Edgar’s viewpoints on life Cordelia’s attempts to console her father King Lear’s perspective on being held prisoner Goneril’s evil deeds A deadly duel Albany’s motives Edmund’s reaction to his brother’s account Goneril’s suicide One of Edmund’s final acts The death of Cordelia The death of King Lear Kent’s loyalty to the king Edgar’s promotion

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 1 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Orlando’s complaint about his brother Oliver’s devious plans for his brother The cause of Oliver’s hatred for Orlando The banishment of Duke Senior The characterization of Duke Senior The characterization of Rosalind Rosalind’s belief regarding love Rosalind’s request of Duke Frederick Orlando’s perspective on facing danger The cause of Celia’s shame toward her father Duke Frederick’s shifting attitude toward Rosalind Rosalind’s banishment Touchstone’s agreement to travel with Rosalind and Celia

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 5 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Touchstone’s comments about a young forest-dweller The nature of the conversation between Touchstone and the forest-dweller Oliver’s intentions as he moves forward in life Orlando’s feelings about the abruptness of Celia and Oliver’s engagement Ganymede’s promise to Orlando Phebe’s assessment of Ganymede’s behavior Audrey’s excitement about marriage Touchstone’s driving motive for marrying Audrey Jaques’ allusion to Noah’s Ark A conversation between Jaques and Touchstone Hymen’s attendance The most dynamic character in Act 5 Duke Frederick’s intentions as he moves forward in life Duke Senior’s intentions as he moves forward in life Jaques’ assessment of the marriage between Touchstone and Audrey

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 3 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Duke Frederick’s newest command of Oliver Orlando’s love poem Touchstone’s mockery Touchstone and Corin’s debate over what constitutes a moral person Corin’s lack of education Rosalind’s concern about Orlando finding her attractive Rosalind’s offer to help cure Orlando of love Touchstone’s flirtatiousness with Audrey Celia’s criticism of Orlando Silvius’ feelings toward Phebe The characterization of Phebe The reason for Rosalind’s agitation Phebe’s romantic feelings toward Rosalind

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 4 of William Shakespeare’s As You Like It. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The interaction between Jaques and Rosalind Jaques’ assertions about his mental state Jaques’ character motivations Orlando’s tardiness Rosalind’s artificial anger Rosalind and Orlando’s role playing lesson “Men have died from time to time and worms have eaten them, but not for love.” A fake wedding ceremony Silvius’ continued affection for Phebe The content of a letter Phebe sends Ganymede Rosalind’s comments on how Phebe can prove her love Oliver’s unexpected appearance and character transformation Orlando’s heroism

Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 5, scene 3, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Consult reference materials in order to learn and verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on foreshadowing, situational irony, and symbolism Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss Shakespearean drama

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 3, scene 1, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Discern the tone of a given excerpt Explore how complex characters think, behave, develop, and interact Consider how a particular excerpt advances the plot Examine the greater significance of a given detail Apply knowledge of literary devices such as allusion and consonance Support claims with valid reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 3, scene 2 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including metaphor, simile, oxymoron, hyperbole, and situational irony Discern the tone of a given excerpt Determine the function of a given excerpt Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 1 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including metaphor, anaphora, and aposiopesis Express the function of a given excerpt Conduct brief research on the four humours and articulate the findings Analyze research findings to make a logical inference about Petruchio’s mindset Support claims with valid reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 3, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including assonance, anaphora, onomatopoeia, and situational irony Articulate the external conflict between two characters Discern the tone of a given conversation Support claims with sound reasoning and relevant textual evidence Apply knowledge of literary devices including alliteration, simile, oxymoron, and callback

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 2 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Determine the function of a particular character in the context of the scene Discern the tone of a given excerpt Apply knowledge of literary devices including alliteration, simile, oxymoron, and callback

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 5, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Articulate Petruchio’s contradictory behavior Apply knowledge of literary devices including allusion, metaphor, personification, and hyperbole Cite textual evidence that contributes to the scene’s farcical tone Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 5, scene 2, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including pun and metaphor Identify textual evidence in support of a claim Discern the tone of a character’s remarks

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 4, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats. 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. By completing this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Articulate a character’s internal conflict Apply knowledge of literary devices including simile and situational irony Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 4, scene 3, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Consult reference materials in order to learn and verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Describe tone in context Explore how complex characters think, behave, interact, and develop Apply knowledge of various literary devices including foreshadowing, irony, metaphor, and hyperbole Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 5, scene 4, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Consult reference materials in order to learn and verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Describe tone in context Explore how complex characters think, behave, interact, and develop Apply knowledge of various literary devices including personification, simile, and anaphora Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss Shakespearean drama