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.
With this multiple choice, plot-based quiz covering the first chapter of The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension and promote homework accountability. A short answer version is also provided, along with answer keys. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following:
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
Evaluate reading comprehension, promote homework accountability, and save valuable time with this printable quiz on the Gothic short story “The Black Cat” by Edgar Allan Poe. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Point of view
The location from which the narrator tells the story
The stated fate of the narrator
The narrator’s rationalization of his behavior
The “immediate purpose” of the narrative
The narrator’s feelings toward animals
The general demeanor of the narrator’s wife
The fate of the narrator’s first cat
A devastating event affecting the daily lives of the narrator and his wife
The distinguishing characteristic of the second cat
The effect of the second cat’s affection on the narrator
The fate of the narrator’s wife
The resolution
With this multiple choice, plot-based quiz covering the ninth chapter of The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension and promote homework accountability. A short answer version is also provided, along with answer keys. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following:
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
Help high school readers discern all the important aspects of To Kill a Mockingbird by Harper Lee with this comprehensive reading guide, which promotes active engagement with literature and supports the development of independent, focused note-taking skills. A detailed answer key is included. Materials are delivered in printable Word Document and PDF formats. This resource highlights the following:
Character Development. Students will document relevant information about characterization and track character transformations.
Plot. Hundreds of plot-based questions are provided to help students focus on meaningful details from the novel.
Historical Context. Some questions necessitate brief research and/or activation of schema in order to draw similarities between historical events and incidents in the novel.
Meaningful Quotations and Excerpts. Dozens of meaningful quotes are emphasized, requiring students to articulate context and/or significance.
Vocabulary. Dozens of unfamiliar and complex words are identified to maximize students’ comprehension of plot and expand readers’ vocabulary.
SQ3R Practices. In each section, a list of generalized details (organized by chapter) helps students focus on what to review in the days and weeks following the assigned reading. Additionally, a section for personalized notes is given.
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 30 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
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 chapter, so the purchaser is responsible for providing students with access to the novel.
By engaging in this exercise, students will:
Examine the context of a given passage
Analyze character dialogue to discern meaning and intent
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Analyze an excerpt to discern its significance
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 22 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
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 chapter, so the purchaser is responsible for providing students with access to the novel.
By engaging with this resource, students will do the following:
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Identify what the text states both explicitly and implicitly
Draw logical inferences in the context of a given passage
Analyze character actions and statements to discern character intent
Isolate factual statements from false statements
Analyze figurative language to discern deeper meaning
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)
Extend reading comprehension and support the development of close reading analysis skills with this rigorous worksheet covering the short story “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne (estimated Lexile Measure range of 1300-1400). Materials are delivered in Word Document and PDF formats. An answer key and copy of the public domain text are included. By completing this activity, high school students will do the following:
Identify what the text states explicitly and implicitly
Explore how complex characters think, behave, develop, and interact
Compare and contrast characters
Infer the intended effect of the author’s phrasing (“liquor of youth”)
Apply knowledge of various literary devices including foreshadowing and symbolism
Examine nuances in words with similar meanings
Articulate the significance of a given detail
Come to class/leave class better prepared to discuss literary materials
Support claims and ideas with relevant evidence and valid reasoning
Write ideas 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 “Rapunzel” by the Brothers Grimm. With an estimated Lexile Measure range of 1010-1200, 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
Explore character motivations
Analyze how complex characters think, behave, and interact with others
Examine tone
Analyze the authors’ craft, paying special attention to diction in order to make logical inferences
Apply knowledge of various literary devices including simile, situational irony, and dramatic irony
Analyze nuances in words with similar meanings
Choose the most synonymous word to replace a word used in the text
Write with clarity, accuracy, and precision
Support the development of close reading skills for high school with this set of analysis questions for Edgar Allan Poe’s The Black Cat." With an estimated Lexile Measure of 1100, the narrative and its corresponding close reading exercise are appropriate additions to a horror- or Halloween-themed short story unit. A copy of “The Black Cat” by Edgar Allan Poe is provided, as is a detailed answer key. Materials are delivered in Word Document and PDF formats. By completing this activity, secondary students will demonstrate an ability to do the following:
Identify what the text states explicitly and implicitly
Articulate the narrator’s intent in a given excerpt
Isolate a false statement from factual details associated with a given excerpt
Examine the narrator’s modes of thinking to discern and articulate what he identifies as the cause(s) of his current circumstances
Analyze a given excerpt to discern its primary function
Apply knowledge of the anaphora to an excerpt
Apply knowledge of simile to an excerpt
Apply knowledge of hyperbaton to an excerpt
Apply knowledge of paradox to an excerpt
Apply knowledge of alliteration to an excerpt
Examine cause and effect relationships
Conduct brief research on Roman mythology to discern and articulate why the name Pluto carries symbolic value
Analyze the narrator’s past behaviors and statements to make logical inferences about the cause of a destructive fire
Identify textual details to support the claim that the second cat never existed
Use logic and textual evidence to support the claim that the narrator feels subconscious guilt over the murder of Pluto
Articulate why the narrator may be resentful of his wife
Articulate how the narrator exhibits hubris and how hubris contributes to plot development
Write with clarity, logic, 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 Hamlet. With a focus on Act 4, scene 7, 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, students will do the following:
Discern what the text states both explicitly and implicitly
Analyze character statements and behaviors to draw logical inferences about character development and motivations
Determine the tone of a given passage
Determine the functions of a given passage
Isolate a true statement about plot from falsehoods
Apply knowledge of a variety of literary devices including hubris, personification, metaphor, and irony
Provide textual evidence in support of a claim about Claudius
Articulate ideas 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 2, 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:
Articulate and analyze what the text states explicitly and implicitly
Make logical inferences in context
Analyze the nature of character relationships
Determine the meaning of complex words and phrases in context
Discern the function of the scene
Articulate how dramatic irony applies to the scene
Write with clarity and precision
This low-prep, end-of-unit creative writing project is an engaging alternative to a traditional summative test on Animal Farm by George Orwell. Students will write ten journal entries from Benjamin’s point of view, exploring the character’s internal state throughout the course of the novel. This assessment requires more than basic plot summary; it encourages students to analyze a character’s relationships, emotions, fears, motivations, and more. Materials are delivered in Word Document and PDF formats. Included are the following:
Detailed directions, which include a rationale for the project, a rundown of student expectations, and a list of learning standards emphasized
A thorough, standards-based rubric for grading student writing, which aligns evaluative criteria to Common Core standards and includes a section for written teacher feedback
A set of prewriting documents, which may be completed while or after reading each chapter, to facilitate planning for the end-of-unit project
An “Important Quotations” document to help students explore style and tone
Help middle and high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on The War of the Worlds by H. G. Wells (book 2, chapters 1 through 5). An answer key is included, as well as a copy of the featured chapters, which are in the public domain. Materials are delivered in Word Document and PDF formats. By completing the close reading activity, students will:
Identify what the text states explicitly as well as implicitly
Explore character development and motivations
Analyze how complex characters interact
Articulate the greater significance of a given detail
Explore the symbolism of given objects or circumstances
Make logical inferences about the author’s point of view on religion in the context of disastrous survival situations
Discern a relevant theme in the context of a given chapter
Apply knowledge of literary devices including personification
Discern the function of a given chapter
Write clearly, concisely, and accurately in response to analytical questioning
Cite textual evidence in support of claims
Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the short story titled “Dark They Were and Golden Eyed” by Ray Bradbury. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will:
Identify what the text states explicitly as well as implicitly
Identify the narrative’s inciting incident
Identify the narrative’s dominant conflict
Explore the functions of a particular character
Explore character development and motivations
Analyze figurative language to infer the author’s intent
Make logical interpretations of metaphorical expressions
Explain the intended effect of repetition as it appears in a given excerpt
Analyze passages to discern their greater significance
Explore themes in context
Apply knowledge of literary devices including personification, simile, metaphor, onomatopoeia, and more
Analyze the author’s descriptive language as it relates to setting to infer its purpose
Write clearly, concisely, and accurately in response to analytical questioning
Cite textual evidence in support of claims
Evaluate reading comprehension, promote homework accountability, and support the development of close reading analysis skills for high school with this bundle of resources for teaching Lord of the Flies by William Golding (chapter 12). A multiple choice, plot-based quiz is included along with a set of rigorous, high-order questions. Answer keys are also provided. Materials are delivered in printable Word Document and PDF formats.
By engaging with this resource, students will:
Discern what the text states explicitly and implicitly
Analyze how complex characters interact and develop
Apply knowledge of various literary devices (personification, aposiopesis, sibilance, and situational irony)
Demonstrate understanding of figurative language
Make logical inferences about character behavior
Analyze character intentions and motivations
Analyze the author’s craft to articulate how the incorporation of frequent em-dashes contributes to storytelling
Articulate the significance of a given detail
Conduct brief research on the author and identify examples of autobiographical parallel
Identify textual evidence in support of a claim
Write with clarity and precision
Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Mouse, the Bird, and the Sausage” by the Brothers Grimm. An answer key and copy of the public domain narrative, which has an estimated Lexile measure of 1100-1200, are provided. Materials are delivered in Word Document and PDF formats.
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 engaging with these materials, students will:
Demonstrate comprehension of the general plot
Analyze the author’s craft to discern the meaning of particular words and phrases in context
Apply knowledge of literary devices by identifying examples of inciting incident, situational irony, and theme
Support analysis of text by using relevant textual evidence and reasoned logic
Analyze character dialogue and actions to infer their interests and motivations
Write with clarity and precision
Save time without sacrificing rigor by utilizing this bundle of analysis worksheets designed to promote close reading skills associated with Fitzgerald’s classic novel The Great Gatsby. 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. Answer keys are included. Materials are delivered in Word Document and PDF formats.
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.
Students will be able to do the following:
Discern what the text states explicitly and implicitly
Discern point of view
Analyze character motivations
Analyze how complex characters interact
Clarify cause-and-effect relationships
Apply knowledge of a variety of literary devices including situational irony, hyperbole, simile, alliteration, assonance, metaphor, oxymoron, and others
Articulate the intended effect of metaphorical language
Analyze the author’s craft to determine intent
Make logical inferences about how Tom perceives Myrtle
Demonstrate awareness of how social status influences behavior
Compare Myrtle to the puppy she is gifted
Discern a primary function of a given chapter
Analyze the effect comparing Gatsby to Belasco has on the reader
Infer why the author may have intended to wait to introduce Gatsby until chapter three
Analyze what Nick’s dialogue and behavior at the party reveals about his psychological state
Define complex words and phrases as they are used in the text
Articulate how Nick’s expectations of Gatsby are violated
Articulate the cultural significance of the white chauffeur transporting people of color
Discern what Nick finds astonishing about Wolfsheim’s behavior
Identify the primary function of Wolfsheim’s character in the context of the plot
Articulate the technique Fitzgerald uses to spark a significant shift in tone
Identify textual evidence that best supports a claim
Explore the symbolism of an object or objects
Clarify and elaborate on a concern Nick has for Gatsby in a given passage
Explore how Tom sees himself in the context of the tragedies of Gatsby, Myrtle, and Wilson
Write with clarity and precision
Go beyond reading comprehension with this set of analysis questions for Life As We Knew It by Susan Beth Pfeffer. Covering a chapter sixteen journal entry dated November 17, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. 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
Explain the intended effect of figurative language
Consider how an allusion shapes meaning
Analyze differences and nuances in word meanings
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices such as onomatopoeia
Explore implications about society in a post-meteor world
Write about literature with clarity 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 2, scene 3, of Much Ado About Nothing by William Shakespeare. 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.
More specifically, students will do the following:
Identify what the text states explicitly and implicitly
Determine the intended effect of narrative techniques
Explore the symbolism of an oyster in the context of Benedick’s mindset
Discern the tone of Balthasar’s song
Examine nuances in words with similar meanings
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, oxymoron, dramatic irony, situational irony, and more
Write about Shakespearean drama with clarity, accuracy, and precision
Support claims and inferences with sound reasoning and relevant textual evidence
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 4 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Claudio’s behavior at the wedding
Hero’s reaction to Claudio’s insults
Don John’s statements on the significance of Hero’s reaction
Leonato’s feelings toward his daughter
Friar Francis’ feelings toward Hero
Friar Francis’ suggested course of action
Beatrice’s dramatic request of Benedick
Dogberry’s terrible interrogation
Sexton’s task
Conrade’s insults toward Dogberry
