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.
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 4). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details:
Edgar’s changing perspective on life
Gloucester’s criticism of the gods
Gloucester’s concern for a beggar
Goneril’s assumptions about her husband
Goneril’s adulterous desires
King Lear’s concerns about Cordelia
Cordelia’s desires for her father
Edmund’s intensifying desire to commit murder
Edgar’s efforts to save his father from his suicidal desires
A second fake trial
King Lear’s struggle to understand his daughters
King Lear’s thoughts about powerful people
A duel
The intent of a letter
Cordelia’s request of Kent
A moment of mental clarity
Gothic fiction is a genre that maximizes many high school students’ engagement with literature. “The Beast in the Cave” by H.P. Lovecraft is a Gothic short story featuring an ominous setting, a protagonist with a deteriorating psychological state, a mysterious being, and a twist ending. This rigorous worksheet on “The Beast in the Cave” helps English teachers support the development of close reading analysis skills and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will:
Articulate what the text states explicitly and implicitly
Use context clues to determine the state in which the story is set
Isolate the statement that best describes the narrator among several options
Apply knowledge of various literary devices including onomatopoeia, oxymoron, foreshadowing,
Isolate a false statement about a particular passage from among several truths
Make logical inferences about the narrator’s self-image
Define complex words as they are used in the text
Explore how the protagonist thinks, behaves, and interacts with others
Discern the intended effect of the author’s diction (for example, why the author used a phrase like occult manner and why the author repeatedly uses variations of the word labyrinth)
Examine the deeper meaning behind the narrator’s use of a euphemistic phrase
Analyze sentence structures to determine how they contribute to the reader’s experience
Explain how the narrator becomes a dynamic character
Justify ideas and claims with relevant textual evidence
Write ideas with clarity, accuracy, and precision
Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 2 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Cesario’s encountering of Feste
Cesario’s reaction to Olivia’s declarations of love
Olivia’s misinterpretation of Cesario’s motives
Olivia’s breaking of societal expectations in the times of Elizabethan England.
Toby and Fabian’s underhanded deeds
Andrew’s challenge
Sebastian and Antonio’s arrival in Illyria
Antonio’s personal history
Toby’s intentions
Olivia’s newest gift to Cesario
Antonio’s interruption of the duel
A case of mistaken identity and its consequences
Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 4 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Feste’s message from Olivia
Character motivations (why Toby intervenes in a fight)
Olivia’s sudden appearance
“If it be thus to dream, still let me sleep!” (context)
Maria’s newest deceptive plot against Malvolio
Malvolio’s treatment and his attempts to improve his situation
Dynamic character (a change within Toby)
“Blame not this haste of mine…” (context)
Dynamic character (a change within Malvolio)
Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 3 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Cesario’s encountering of Feste
Cesario’s reaction to Olivia’s declarations of love
Olivia’s misinterpretation of Cesario’s motives
Olivia’s breaking of societal expectations in the times of Elizabethan England.
Toby and Fabian’s underhanded deeds
Andrew’s challenge
Sebastian and Antonio’s arrival in Illyria
Antonio’s personal history
Toby’s intentions
Olivia’s newest gift to Cesario
Antonio’s interruption of the duel
A case of mistaken identity and its consequences
Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 5 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Feste’s delivery of a letter
The use of figurative language and its purpose: “Why should I not, had I the heart to do it, / Like to the Egyptian thief, at point of death, / Kill what I love?”
The context of Viola’s claim that she would die “a thousand deaths”
Olivia’s rationalization of Cesario’s apparently inconsistent behavior
Andrew and Toby’s injuries
The context of Toby’s remarks: “An asshead and a coxcomb and a knave, a thin-faced knave, a gull!”
Andrew’s frustration with Viola
Olivia’s feelings toward Malvolio
A lie told by Fabian
Maria’s marriage
The tone of the closing song
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 28 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:
Explain the significance of a given detail
Write with clarity, logic, and precision
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Analyze a Dr. Reynolds’s remarks to discern tone in context
Analyze the author’s craft to discern the intended effect
Apply knowledge of literary devices (hyperbole) to the text
Analyze Dr. Reynolds’s comments to Scout to discern and articulate his intent
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 4, 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, questions pertain to the following:
Analyzing character statements and behaviors to draw logical inferences about character development and motivations
Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
Analyzing an excerpt to discern tone in context
Analyzing textual details to discern and articulate their significance to the plot
Citing 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 George Orwell’s dystopian novel 1984. Featuring a brief passage about the social obstacles facing Winston from Book 2, chapter 1, 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 facilitate 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 in this exercise, students will:
Identify what the text says both explicitly and implicitly
Discern meaning from figurative expressions
Use context as a clue to the meaning of words and phrases
Analyze nuances in the meaning of words with similar denotations
Analyze and articulate how the author’s word choices contribute to Winston’s characterization
Demonstrate knowledge of onomatopoeia
Analyze the passage to discern its primary function
Analyze and articulate Winston’s internal conflict as illustrated in the passage
Write with clarity and precision
For many high school readers, horror and psychological fiction are genres that maximize engagement with literature. “The Sphinx” by Edgar Allan Poe features plot elements consistent with both genres: a cholera epidemic, social isolation, omens, fear of death, and more. With this challenging worksheet composed of high-order questions, English teachers will help students extend beyond basic reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing quality and rigor in the classroom. 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:
Identify what the text states explicitly and implicitly
Examine how complex characters think, behave, and interact
Explore character motivations
Define complex words as they are used in context
Analyze nuances in words with similar meanings
Choose the most appropriate synonym to replace a given word without changing fundamental meaning
Paraphrase information
Make logical inferences based on context clues
Explain how a given detail (the fact that it was “an exceedingly warm day”) is an example of paradox
Apply knowledge of various literary devices including hyperbole
Identify several examples of the narrator’s self-awareness
Identify several examples of the narrator’s questionable judgment
Support claims and ideas with reasoned thinking and relevant textual evidence
Write ideas with clarity, logic, and precision
Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 4 through 6 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to:
Articulate what the text states explicitly and implicitly
Write with clarity, logic, and precision
Cite relevant textual evidence in support of claims
Explore character motivations
Apply knowledge of literary devices including dramatic irony
Define complex words and phrases in context
Verify interpretations of language using reference materials as needed
Analyze the author’s craft
Articulate what diction reveals about the narrator’s psychological state
Make logical inferences about how the narrator perceives himself as he works toward generating life
Analyze the contradictory nature of Victor Frankenstein
Isolate a falsehood from accurate statements about plot
Infer the cause of Victor’s disturbing dream
Draw parallels between Coleridge’s Ancient Mariner and Shelley’s Frankenstein
Explore Henry’s compassion and selflessness
Explore the interactions of complex characters
Discern the function of a given paragraph
Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 16 through 18 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to:
Articulate what the text states explicitly and implicitly
Write with clarity, logic, and precision
Cite relevant textual evidence in support of claims
Explore character motivations
Apply knowledge of literary devices including simile and dramatic irony
Isolate a factual statement about plot from falsehoods
Define complex words and phrases in context
Verify interpretations of language using reference materials as needed
Explore the creature’s psychological state
Analyze the author’s craft to infer intent
Articulate the effect of animal imagery
Explain the function of a given scene
Discern a logical inference about the author’s personal philosophy based on the text
Explain how the creature appeals to Victor’s intellect and emotions
Articulate Victor’s internal conflict
Explain the function of Henry’s character in chapter 18
Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 4 through 6 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following:
Victor’s investigation of death and decomposition
The unintended consequences of Victor’s ambitiousness
The moment Victor is overcome by dread
Victor’s decision not to tell Henry about his work
Victor’s stated belief that ambitiousness should be regulated
Behaviors that reflect Victor’s mental breakdown
Henry’s role as a caretaker
Elizabeth’s assessment of the Frankenstein family
Justine’s relationship with the Frankenstein family
Justine’s personal background
Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 7 through 9 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following:
The intent of the letter Victor’s father writes
Victor’s sighting of the creature scaling the mountains
The framing of Justine
The Frankenstein family’s opinion of Justine
Circumstantial evidence that jeopardizes Justine
The interaction between Justine and a priest
Victor’s reason for remaining silent
Victor’s terrible guilt after the verdict is reached
The effect of the trial on Elizabeth’s world outlook
The effect of Nature on Victor
Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 22 through 24 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following:
Setting
Victor’s struggles with socialization
The content of Elizabeth’s letter
Victor’s paranoia
The cause of Alphonse’s death
Victor’s solitary confinement
Victor’s reaction to the discovery of Elizabeth’s corpse
Victor’s decision to disclose information to law enforcement
Victor’s desire to retaliate
The effect of Victor’s dreams on his psychological state
Victor’s death
The creature’s remorse
Support the development of high school close reading skills with this assessment on the short story “Slave on the Block” by Langston Hughes. A variety of question types facilitates the process of analyzing character interactions, articulating the significance of objects and events, citing relevant and compelling textual evidence to support claims, and more. 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. 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 in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Identify point of view and setting
Analyze how complex characters think, interact, and behave
Cite textual evidence in support of claims
Write with clarity and precision
Articulate the significance of Luther’s posing
Draw parallels between the character of Luther and the roses he carries
Explore character motivations and intentions
Examine cause-and-effect relationships
Discern meaning in unfamiliar words and phrases
Apply knowledge of literary devices including symbolism and situational irony
Articulate how the story’s title relates to the Carraways’ treatment of Luther
Support the development of high school and college close reading skills with this assessment on the modernist short story “Bliss” by Katherine Mansfield. A variety of question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in both Word Doc and PDF formats. An answer key and copy of the public domain text are included.
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 in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Analyze how complex characters think, interact, and behave
Analyze the dynamic transformation of character(s)
Explore character motivations and intentions
Apply knowledge of literary devices including situational irony, foreshadowing, repetition, and assonance
Define complex words or phrases in context
Analyze nuances in word meanings
Analyze the author’s craft to discern what is revealed about a character’s psychological state
Analyze the author’s craft to articulate why she may have chosen the last name of Young for the protagonist
Analyze why the author may have chosen to title this piece “Bliss”
Cite textual evidence in support of inferences and claims
Write with clarity and precision
Help high school students extend beyond general reading comprehension and support the development of close reading analysis skills with this set of rigorous, text-dependent questions on the short story “After Twenty Years” by O. Henry. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will:
Articulate what is stated in the text explicitly and implicitly
Articulate the significance of a given detail
Discern the tone of a given excerpt
Discern the function of a given paragraph
Apply knowledge of foreshadowing
Explore character motivations
Demonstrate knowledge of characterization
Analyze the effect point of view has on the reader
Cite textual evidence in support of inferences and claims
Write with clarity and precision
Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on the three types of verbals: gerunds, participles, and infinitives. Delivered in printable Word Document format, as well as in PDF format, this resource conveniently offers the option to edit. An answer key is provided.
Help high school students develop a greater understanding of how Edgar Allan Poe used descriptive language, characterization, setting, connotation, and various literary devices in “The Black Cat” to establish an eerie mood that is consistent with the horror and supernatural fiction genres. Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included.