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.
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 2, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Verify interpretations of language using reference materials
Determine the primary function of a given excerpt
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including dramatic irony
Conduct brief research on Bethlem Royal Hospital
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 plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 3, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Verify interpretations of language using reference materials
Explore cause-and-effect relationships
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with emphasis on hyperbole
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
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 1, scene 1. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Apply knowledge of literary devices with emphasis on hyperbole
Articulate the responsibilities of a boatswain
Cite textual evidence in support of the claim that the king’s loyalists are arrogant
Define complex words or phrases in context
Verify interpretations using reference materials including a dictionary or thesaurus
Identify what dialogue reveals about characterization
Articulate why Gonzalo is less concerned about dying than others onboard the ship
Analyze Gonzalo’s dialogue to discern his philosophical perspective on life
Articulate how Nature influences class systems based on this scene
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 1, scene 2. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Articulate what Miranda and the audience (or readers) have in common
Analyze what is revealed about Miranda through her interactions with Prospero
Identify character motivations
Demonstrate knowledge of Prospero’s emotional state as it relates to his past with Antonio
Define complex words or phrases in context
Very interpretations of words and phrases using reference materials like a dictionary and thesaurus
Analyze what is revealed about Gonzalo’s psychological state through his actions
Articulate a primary function of a given excerpt
Identify and explain an example of dramatic irony
Help high school students go beyond general reading comprehension and facilitate analysis of Shakespeare’s craft with this close reading worksheet covering Act 2, scene 2, of The Tempest. An answer key is provided. Materials are delivered in editable Word Document and printable 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
Determine several functions of a particular excerpt
Discern the intended effects of the author’s word choices and narrative techniques
Describe the tone of a particular excerpt
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with emphasis on situational irony
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
Support the development of close reading skills with this comprehensive bundle of worksheets composed of challenging questions designed to help high school students analyze Shakespeare’s classic drama The Tempest. With an activity for each individual scene, this bundle saves teachers valuable time without sacrificing academic rigor. All materials are delivered as printable PDFs and Word Documents. Answer keys are provided.
Students will be able to do the following:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Apply knowledge of literary devices with emphasis on hyperbole
Articulate the responsibilities of a boatswain
Cite textual evidence in support of the claim that the king’s loyalists are arrogant
Define complex words or phrases in context
Verify interpretations using reference materials including a dictionary or thesaurus
Identify what dialogue reveals about characterization
Articulate why Gonzalo is less concerned about dying than others onboard the ship
Analyze Gonzalo’s dialogue to discern his philosophical perspective on life
Articulate how Nature influences class systems based on this scene
Articulate what Miranda and the audience (or readers) have in common
Analyze what is revealed about Miranda through her interactions with Prospero
Demonstrate knowledge of Prospero’s emotional state as it relates to his past with Antonio
Analyze what is revealed about Gonzalo’s psychological state through his actions
Articulate a primary function of a given excerpt
Articulate why Gonzalo’s bringing up Claribel is a mistake
Identify what Alonso believes is the cause of his misfortune
Articulate Gonzalo’s opinion of what constitutes an ideal society
Articulate what Caliban assumes about the reason for Trinculo’s appearance
Identify the means by which Stephano and Trinculo derive some of their courage
Articulate the conditions under which Caliban will revere Stephano and Trinculo
Articulate how Stephano came into possession of a cask of wine
Articulate how Caliban entices Stefano to participate in his plot
Articulate how Ariel complicates matters for Trinculo specifically
Determine the part of speech of a given word in context
Articulate what causes Stefano and Trinculo to be afraid
Analyze how Antonio and Sebastian demonstrate cowardliness
Identify textual details that contribute to the surreal tone of the scene
Identify whether Ariel believes the king’s party may avoid eternal damnation
Articulate the effect Ariel’s speech has on the king’s party
Conduct brief research on the mythological harpy and analyze what the creature has in common with Ariel
Analyze Shakespeare’s craft to discern and explain how humor is incorporated into the scene
And more
Help high school students go beyond general reading comprehension and facilitate analysis of Shakespeare’s craft with this close reading worksheet covering Act 2, scene 1, of The Tempest. An answer key is provided. Materials are delivered in editable Word Document and printable 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 effects of the author’s word choices and narrative techniques
Describe the tone of a particular excerpt
Explore how complex characters think, behave, interact, and develop
Compare two characters (Antonio and Sebastian)
Apply knowledge of literary devices with emphasis on situational irony
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
Promote homework accountability and measure general reading comprehension with this quiz on Act 3 of The Tempest by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats.
Ferdinand’s status at the start of the Act
Ferdinand’s perspective on doing hard labor
The interactions between Ferdinand and Miranda
The effect of said interactions on Prospero
Caliban’s resentment of Trinculo
Stephano’s visions of the future
Ariel’s eavesdropping on Stephano, Trinculo, and Caliban
A strange occurrence
Ariel’s warnings to King Alonso and his attendants
Prospero’s observations
King Alonso’s psychological state
Gonzalo’s concerns about his cohorts
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering Act 4 of William Shakespeare’s The Tempest. The quiz may double as a guided reading worksheet to facilitate active engagement with the play. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Prospero’s advice for the engaged couple, Miranda and Ferdinand
Ariel’s role in terms of arranging the wedding ceremony
Gifts given to Miranda and Ferdinand
The sprites who impersonate various goddesses
An interruption during the wedding festivities
Prospero’s erratic behavior
How Prospero intends to entice his enemies
Caliban’s awareness of a trap
Prospero’s assessment of Caliban’s character
Caliban’s epiphany
The appearance of spirits in the form of animals
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering William Shakespeare’s The Tempest. These assessments may double as guided reading handouts to facilitate active engagement with the play. Answer keys are provided. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
The purpose of King Alonso’s travels
The calmest character in the midst of a terrible storm
Prospero’s former title
The relationship between Prospero and Miranda
Prospero’s intentions
Prospero’s studies
The relationship between Prospero and Antonio
Ariel’s function
Ferdinand’s sadness
The characterization of Sycorax
Interactions between Prospero and Ariel
The first interaction between Ferdinand and Miranda
Prospero’s feelings toward Ferdinand
Gonzalo’s interactions with King Alonso
Sebastian’s interactions with King Alonso
The reason for King Alonso’s emotional distress
Ariel’s effect on the shipwrecked crew
Antonio’s planned betrayal of King Alonso
Caliban’s feelings toward Prospero
The role of Trinculo
Trinculo’s reaction to Caliban
The characterization of Stephano
Caliban’s assumption about Trinculo and Caliban
Caliban’s decision to serve Stephano
Ferdinand’s status at the start of the Act
Ferdinand’s perspective on doing hard labor
The interactions between Ferdinand and Miranda
The effect of said interactions on Prospero
Caliban’s resentment of Trinculo
Stephano’s visions of the future
Ariel’s eavesdropping on Stephano, Trinculo, and Caliban
A strange occurrence
Ariel’s warnings to King Alonso and his attendants
Prospero’s observations
King Alonso’s psychological state
Gonzalo’s concerns about his cohorts
Prospero’s advice for the engaged couple, Miranda and Ferdinand
Ariel’s role in terms of arranging the wedding ceremony
Gifts given to Miranda and Ferdinand
The sprites who impersonate various goddesses
An interruption during the wedding festivities
Prospero’s erratic behavior
How Prospero intends to entice his enemies
Caliban’s awareness of a trap
Prospero’s assessment of Caliban’s character
Caliban’s epiphany
The appearance of spirits in the form of animals
Miranda and Ferdinand’s actions
Advice given to help Prospero “become tender”
Prospero’s reason for letting his enemies go
A major personal decision made by Prospero
Ariel’s fate
Alonso’s dynamic character
Prospero’s reason for not accusing his enemies of treason
The fate of the shipwrecked crew
Caliban’s promise
Prospero’s storytelling
Ariel’s last act of helping Prospero
Conditions under which Caliban will be freed
Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of The Tempest by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Miranda and Ferdinand’s actions
Advice given to help Prospero “become tender”
Prospero’s reason for letting his enemies go
A major personal decision made by Prospero
Ariel’s fate
Alonso’s dynamic character
Prospero’s reason for not accusing his enemies of treason
The fate of the shipwrecked crew
Caliban’s promise
Prospero’s storytelling
Ariel’s last act of helping Prospero
Conditions under which Caliban will be freed
Promote homework accountability and measure general reading comprehension with this quiz on Act 1 of The Tempest by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
The purpose of King Alonso’s travels
The calmest character in the midst of a terrible storm
Prospero’s former title
The relationship between Prospero and Miranda
Prospero’s intentions
Prospero’s studies
The relationship between Prospero and Antonio
Ariel’s function
Ferdinand’s sadness
The characterization of Sycorax
Interactions between Prospero and Ariel
The first interaction between Ferdinand and Miranda
Prospero’s feelings toward Ferdinand
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering Act 2 of William Shakespeare’s The Tempest. The quiz may double as a guided reading worksheet to facilitate active engagement with the play. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Gonzalo’s interactions with King Alonso
Sebastian’s interactions with King Alonso
The reason for King Alonso’s emotional distress
Ariel’s effect on the shipwrecked crew
Antonio’s planned betrayal of King Alonso
Caliban’s feelings toward Prospero
The role of Trinculo
Trinculo’s reaction to Caliban
The characterization of Stephano
Caliban’s assumption about Trinculo and Caliban
Caliban’s decision to serve Stephano
Challenge high school students to push beyond basic reading comprehension and exercise close reading analysis skills while engaging with The Taming of the Shrew by William Shakespeare. Given the objective nature of the multiple choice questions, each close reading activity is rigorous enough for students to find deeper meaning in the text, yet convenient enough for teachers to quickly and efficiently gather data on their students’ textual analysis skills. Included are twelve close reading worksheets, each addressing an individual scene, and answer keys. Materials are delivered in Word Document and PDF formats.
Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly.
By the end of the play, students will:
Identify what the text states explicitly and implicitly
Define complex words as they are used in the text
Explore how complex characters think, behave, develop, and interact
Determine the tone of given passages
Discern the functions of given passages
Examine the greater significance of a given detail
Consider how the effect of humor is achieved in context
Apply knowledge of literary devices including oxymoron, hyperbole, sibilance, onomatopoeia, assonance, metaphor, simile, situational irony, verbal irony, dramatic irony, and more
Conduct brief research on the Roman goddess Diana and articulate the similarities between her and Katharina
Conduct brief research on the four humours and articulate the findings
Evaluate behavior to determine which character is most committed to their role in the charade
Isolate details that represent the best textual evidence in support of claims
Write about Shakespearean drama with clarity, accuracy, and precision
With this printable test covering the entirety of William Shakespeare’s The Taming of the Shrew, English teachers will be able to evaluate students’ comprehension of key characters, plot developments, and literary craft. An answer key is provided. Materials are delivered in Word Document and PDF formats. A breakdown of content follows.
Part 1. Knowledge of Plot. Students will demonstrate comprehension of the following:
Christopher Sly’s disruptive behavior
An activity in which Christopher Sly participates
Baptista’s terms for his daughters’ marriages
Lucentio’s persona, “Cambio”
The quality in women about which Petruchio cares most
Hortensio’s persona, “Litio”
Petruchio’s intentions for Katharina
Baptista’s preferences to be his son-in-law
Petruchio’s tardiness to the wedding
Petruchio’s appearance on his wedding day
Bianca’s assessment of her sister’s relationship
An accident involving a horse
Petruchio’s strictness
Hortensio’s feelings toward Petruchio
Petruchio’s eccentric behavior
Hortensio’s marriage
A test of the wives’ loyalty
Katharina’s closing speech
Part 2. True/False. Students will identify whether a statement is true or false. Questions focus on:
“Cambio’s” area of expertise
The nature of the relationship between Bianca and Katharina
The first character to reveal his true identity to Bianca
Hortensio’s dwindling affection toward Bianca
Katharina’s reaction to her husband’s strange behavior
Baptista’s negotiating the terms of his daughters’ marriages
Baptista and Vincentio’s forgiveness of their children
The false Vincentio’s reaction to meeting the real Vincentio
Part 3. Quotations in Context. Students will match an excerpt with its appropriate context.
Act 1, scene 1: Hark, Tranio! thou may’st hear Minerva speak.
Act 1, scene 1: No profit grows where is no pleasure ta’en: / In brief, sir, study what you most affect.
Act 2, scene 1: Her silence flouts me, and I’ll be revenged.
Act 2, scene 1: O slow-wing’d turtle! shall a buzzard take thee?
Act 3, scene 2: Go, girl; I cannot blame thee now to weep; / For such an injury would vex a very saint, / Much more a shrew of thy impatient humour.
Act 3, scene 2: That, being mad herself, she’s madly mated.
Act 4, scene 2: …here I firmly vow / Never to woo her no more, but do forswear her, / As one unworthy all the former favours / That I have fondly flatter’d her withal.
Act 5, scene 1: Fear not, Baptista; we will content you, go to: but / I will in, to be revenged for this villany
Act 5, scene 2: A woman moved is like a fountain troubled, / Muddy, ill-seeming, thick, bereft of beauty…
Part 4. Application of Literary Devices. Students will be given a detail or excerpt from the drama and must determine which literary device is best reflected. Literary devices addressed include:
Sibilance
Allusion
Hyperbole
Anaphora
Oxymoron
Aposiopesis
Idiom
Metaphor
Consonance
Simile
Onomatopoeia
This low-prep bundle covering The Taming of the Shrew by William Shakespeare contains all the formative and summative assessments teachers need to assess general reading comprehension, support the development of close reading analysis skills, and greatly reduce take-home grading responsibilities. Included are six multiple choice quizzes; twelve close reading worksheets, each covering a single scene; an end-of-unit test; and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these resources, students will have opportunities to perform the following tasks:
Identify what the text states explicitly and implicitly
Define complex words as they are used in the text
Explore how complex characters think, behave, develop, and interact
Determine the tone of given passages
Discern the functions of given passages
Examine the greater significance of a given detail
Consider how the effect of humor is achieved in context
Apply knowledge of literary devices including oxymoron, hyperbole, sibilance, onomatopoeia, assonance, metaphor, simile, situational irony, verbal irony, dramatic irony, and more
Conduct brief research on the Roman goddess Diana and articulate the similarities between her and Katharina
Conduct brief research on the four humours and articulate the findings
Evaluate behavior to determine which character is most committed to their role in the charade
Isolate details that represent the best textual evidence in support of claims
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 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 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 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