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
Folktales and legends are short story subgenres that appeal to many teenage readers who appreciate the fantasy genre. “The Silver Pool” by Ella Young is a legendary tall tale focusing on the quest of an Irish folk hero, Fionn MacCumhail, who aspires to become a leader. This multiple choice quiz covering “The Silver Pool” helps English teachers promote homework accountability and evaluate reading comprehension. 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:
Elements of legends
Fionn’s desire to become a strong man
The Salmon of Knowledge
The King’s Poet
Ireland’s art, etiquette, and heroes
Discovered treasure
The consequence of a significant action
A sudden realization
The fulfillment of a prophecy
Situational irony (or irony of result)
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the events preceding Hate Week from Book 2, chapter 5, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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 this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze dialogue to discern and articulate implied meaning
Analyze the significance of weather conditions in terms of the Party’s goals for Hate Week
Analyze textual details to infer the purpose(s) of atrocity pamphlets and the Hate Week theme song
Analyze the author’s craft to discern which literary device is most applicable to a portion of text
Define complex words and phrases in context
Analyze figurative language (“happy as a lark”) to discern and articulate implied meaning as it relates to Parsons
Write with clarity and precision
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 8 and 9 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements:
Scout’s reaction to the weather
The snowman/mudman
The house catching fire
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
Engage middle and high school students with a classic example of adventure fiction, “To Build a Fire” by Jack London, and use this set of rigorous questions to promote close reading analysis skills. A variety of 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. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats.
By completing this close reading activity, students will:
Define unfamiliar and challenging vocabulary in context
Explore the author’s narrative techniques such as increasing the frequency of shorter, choppier sentences as the narrative reaches its climax
Determine author’s intent in writing that the protagonist’s limitation is that he is without imagination
Identify the protagonist’s motivation in continuing despite extremely harsh conditions
Draw logical inferences based on the fact that the dog “knew it was no time for traveling” and “its instinct told it a truer tale than was told to the man by the man’s judgment”
Apply knowledge of literary devices including symbolism and simile
Locate textual evidence in support of claims associated with the protagonist’s self-awareness
Write ideas with clarity, accuracy, and precision
Evaluate general reading comprehension with this multiple choice quiz covering Act 4 of William Shakespeare’s Othello. The plot-based assessment may double as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following:
Othello’s rage-fueled trance
Iago’s conspiracy to make Othello think Cassio loves Desdemona
Iago’s barbarous suggestion regarding Desdemona’s fate
The letter from Venice
Lodovico’s witnessing Othello’s abusive behavior
Emilia’s verbal exchange with Othello
Othello’s confrontation with Desdemona
Desdemona turning to Iago for help
Roderigo’s frustration with Iago
The arrangement Iago makes for Roderigo
Desdemona’s foreshadowing fear
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 4 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 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Determine the greater significance of a given detail
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, personification, allusion, and situational irony
Explore cause-and-effect relationships
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 5 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 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including hyperbole
Isolate the best textual evidence in support of a claim
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 10 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 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 resource, students will do the following:
Analyze the relationship between Scout and Atticus at this point in the novel
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations.
Identify what the text says explicitly as well as implicitly about killing mockingbirds
Identify what Scout means when she refers to a “generous target”
Draw a logical inference about a character in the context of a given passage
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 14 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 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 resource, students will perform the following tasks:
Identify what the text states explicitly and implicitly
Explore how complex characters think, behave, interact, and develop
Discern the tone of a particular excerpt
Determine the function of a given excerpt
Apply knowledge of literary devices and figurative language
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Saki’s short story titled “The Storyteller.” The assessment may double as a guided reading worksheet to facilitate active engagement with fiction. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following aspects of plot:
Setting
Weather conditions
Details about the aunt’s story
The moral of the aunt’s story
The children’s reaction to the aunt’s story
The identity of the person who travels alongside the aunt and kids
A description of Bertha
Bertha’s meaningful objects
Where Bertha visits
The danger facing Bertha
The aunt’s reaction to the bachelor’s story
Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 3, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Consult reference materials in order to learn and verify word and phrase meanings
Infer 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 such as foreshadowing, pun, and dramatic irony
Choose the best textual evidence in support of a claim
Consider relevant themes in the context of the scene
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 literary craft analysis skills with this close reading worksheet covering Act 3, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Compare elements of this scene to the preceding scene
Consult reference materials in order to learn and verify word and phrase meanings
Infer the intended effects of the author’s word choices and narrative techniques (with emphasis on repetition)
Describe tone in context
Support claims or 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 literary craft analysis skills with this close reading worksheet covering Act 4, scene 5, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Compare aspects of this scene with aspects of a previous scene (Act 3.5)
Consult reference materials in order to learn and verify word and phrase meanings
Infer the intended effects of the author’s word choices and narrative techniques
Discern the tone of the scene
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including simile, metaphor, personification, and situational irony
Support claims or 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 literary craft analysis skills with this close reading worksheet covering Act 4, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Consult reference materials in order to learn and verify word and phrase meanings
Infer 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
Argue whether Friar Laurence’s decision to assist Juliet is consistent or inconsistent with his moral and religious duty
Reflect on a previous scene to articulate how an aspect of Friar Laurence’s plan was foreshadowed
Support claims or 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 literary craft analysis skills with this close reading worksheet covering Act 5, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Consult reference materials in order to learn and verify word and phrase meanings
Infer 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 including foreshadowing
Support claims or 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 literary craft analysis skills with this close reading worksheet covering a meaningful excerpt from Act 4, scene 3, of William Shakespeare’s Macbeth. 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 both explicitly and implicitly
Define complex words and phrases in context
Discern the greater significance of a given detail
Determine the function of a particular excerpt
Discern tone in context
Examine how characters think, behave, interact, and develop
Apply knowledge of literary devices including allusion
Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering an excerpt from Act 2, scene 3, of William Shakespeare’s Macbeth. 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 both explicitly and implicitly
Discern tone in context
Determine the function of a given passage
Define challenging words as they are used in the text
Explore how characters think, behave, interact, and develop
Compare characters in the play
Apply knowledge of literary devices including allusion and situational irony
Support inferences and claims 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 literary craft analysis skills with this close reading worksheet covering Act 2, scene 2, of William Shakespeare’s Macbeth. 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 both explicitly and implicitly
Discern the intended effect of figurative language in context
Discern tone in context
Define challenging words as they are used in the text
Explore how characters think, behave, interact, and develop
Consider the symbolic meaning of sleep in context
Apply knowledge of various literary devices including hyperbole and simile
Support inferences and claims 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 craft analysis skills with this close reading worksheet covering Act 3, scene 2, 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
Compare and contrast the speeches of Brutus and Antony with emphasis on content, language, rhetorical skills, and audience engagement
Apply knowledge of literary devices including situational irony and verbal 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