Help students better understand the historical context of Fallen Angels by Walter Dean Myers and facilitate the process of researching topics related to the Vietnam War with this low-prep, standards-based resource. Students will choose from more than twenty relevant subjects—the Gulf of Tonkin incident, the Tet Offensive, the My Lai Massacre, Tinker vs. Des Moines, and Milton L. Olive III to name a few—and navigate credible sources with the goal of teaching others about their topic. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

Dystopian fiction and adolescent literature are genres that appeal to the imaginations of many middle and high school students and maximize their ability to relate to literary works. Life As We Knew It by Susan Beth Pfeffer is a representative narrative, told from the perspective of a seemingly ordinary teenage girl facing extraordinary conflicts. With this summative test covering the entire novel, English teachers will be able to evaluate students’ comprehensive text comprehension and ability to analyze key characters, plot developments, and themes. Additionally, the self-grading nature of all multiple choice questions helps teachers minimize take-home grading responsibilities. An answer key and standards-based rubric for scoring essays are provided. Materials are delivered in both Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Apply knowledge of a variety of literary devices applied in the novel including hyperbole, personification, metaphor, simile, allusion, onomatopoeia, situational irony, dramatic irony, and verbal irony Respond to an essay prompt requiring students to examine the protagonist’s emotional growth and transformation into a genuine hero Cite relevant textual evidence in support of claims made in an academic essay

Conclude a unit on William Shakespeare’s The Merchant of Venice with this fifty-question test delivered in Word Document and PDF formats. An answer key is included. This assessment is divided into four sections and breaks down as follows. Part 1. Multiple choice. Students will demonstrate knowledge of character and plot details. Part 2. True/False and Either Or. Students will identify whether a statement is true or false, or they will identify the correct option between two choices. Part 3. Matching. Students will match an excerpt with its appropriate context. Part 4. Multiple choice. Students will be given a detail or excerpt and must determine which literary device is best reflected.

With this summative test covering The Hobbit by J.R.R. Tolkien, high school English teachers will evaluate student knowledge and analysis of plot while eliminating the need for at-home assessment planning. In addition to an answer key, a standards-based rubric for scoring the essay section is included to streamline the scoring process. Materials are delivered in printable Word Document and PDF formats. By taking this test, students will demonstrate understanding of plot (characters, setting, conflicts, etc.); apply knowledge of literary devices to the text; write about literature with clarity, accuracy, and precision; and support claims with relevant textual evidence Part 1. Character Identification Multiple choice. Demonstrate knowledge of the following characters: Bilbo Thorin Gandalf Elrond Beorn Bard Smaug Roac Kili & Fili Bombur Bifur Bofur Dwalin Balin Dori Gollum The Great Goblin Lord of the Eagles The trolls The Elvenking The woof-elves The thrush Wargs Part 2. Important Places and Concepts. Multiple choice. Demonstrate awareness of the following: The Arkenstone Durin’s Day Description of a typical Baggins What it means to be “Tookish” The dwarves’ response to Bilbo’s participation Bilbo’s emotional response following the unexpected party The conflict involving the trolls Beorn’s concerns Bilbo’s sword The Orcrist Rivendell and the Last Homely House The enchanted stream Thorin and the Elvenking’s stubbornness Bilbo’s strategic rescue of the adventurers Bilbo’s flaw in the escape plan Lake-town’s reaction to the presence of the adventurers The mountain’s secret door A dragon’s special traits Part 3. Multiple Choice. Literary Devices. Apply knowledge of the following literary devices: Internal conflict Metaphor Simile Hyperbole Imagery Dramatic irony Situational irony Onomatopoeia Alliteration Personification Part 4. Quote Association. Part 4. Quote Association. Identify the speakers of the following quotes: “If I say he is a Burglar, a Burglar he is, or will be when the time comes.” “Moon letters are rune letters, but you cannot see them.” “He’s found it, yes he must have. My birthday present.” “The day will come when they will perish and I will go back!” “I’m going to lie here and sleep and dream of food, if I can’t get it any other way.” “No treasure will come back through Mirkwood without my having something to say in the matter.” “You ought to have brought 500 burglars, not one." “I don’t know your smell, but if you are not one of those men of the lake, you had their help.” “Look for the hollow of the left breast as he flies and turns above you.” “It is a hundred years and three and fifty since I came out of the egg…” Part 5. Essay Writing. Students will read the last few paragraphs of the novel and articulate what the author implies about achieving a fulfilling life.

This end-of-unit test covers the entirety of The Grapes of Wrath by John Steinbeck. An answer key is included. With this assessment, which is delivered in printable Word Document and PDF formats, high school English Language Arts teachers will be able to evaluate students’ abilities to do the following: Accurately recall details associated with characters, setting, and plot Demonstrate awareness of historically relevant events Apply knowledge of various literary devices such as symbolism, oxymoron, personification, hyperbole, simile, metaphor, allusion, dynamic character, and more Analyze the greater significance of given quotes or details Write ideas with clarity, accuracy, and precision

This summative test covers A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah and includes an answer key, as well as a standards-based rubric for scoring essays. Materials are delivered in Word Document and PDF formats. By administering this assessment, teachers will evaluate students’ abilities to do the following: Demonstrate knowledge significant figures in a nonfiction text Demonstrate knowledge of significant events throughout the memoir Respond to an essay prompt requiring students to explore the concept of perseverance in the context of the memoir Support claims made in an academic essay with sound reasoning and relevant textual evidence

This summative assessment measures reading comprehension of The Dead and The Gone by Susan Beth Pfeffer. It also assesses a student’s ability to write claims in an analysis of the text and its characters using valid reasoning and sufficient evidence. An answer key is included. Materials are delivered in Word Document and PDF formats. A breakdown of content follows. Part 1. Character Identification. This matching section features 20 total questions, all of which pertain to the characters of Alex, Briana, Julie, Carlos, Mami, Papi, Uncle Jimmy, Aunt Lorraine, Kevin, Chris, Father Franco, Father Mulrooney, Sister Rita, and Harvey. Part 2. Plot Recall. This multiple choice section features 12 total questions. Students must demonstrate that they recall key incidents that occurred throughout the novel. Part 3. Literary Term Application. In this multiple choice section featuring 8 total questions, students will be presented with a textual detail that relates to a common literary device, such as foreshadowing, symbolism, metaphor, simile, antagonist, static character, dynamic character, dramatic irony, irony of result, theme, personification, complication, and more. Students must match the appropriate literary device to the given detail. Part 4. Essay Writing. Students must choose one of two prompts and write a thoughtful analysis of a character who demonstrates either the character trait of adaptability or perseverance. The student must use sufficient and compelling textual evidence to support their claims and may choose to relay personal anecdotes within their response.

This summative test covers William Shakespeare’s Romeo and Juliet and includes an answer key, as well as a standards-based rubric for scoring essays. Materials are delivered in Word Document and PDF formats. By administering this assessment, teachers will evaluate students’ abilities to do the following: Demonstrate knowledge of aspects of drama including relevant vocabulary and historical context Demonstrate knowledge significant characters and the key aspects of their lives Demonstrate knowledge of significant events that transpire Identify the context of meaningful quotations in the play Apply knowledge of a variety of literary devices applied in the novel including hyperbole, metaphor, situational irony, dramatic irony, verbal irony, and more Respond to an essay prompt requiring students to evaluate tragic mistakes characters make Cite relevant textual evidence in support of claims made in an academic essay

Conclude a unit on To Kill a Mockingbird by Harper Lee with this printable summative test. An answer key is included. All materials are delivered in both Word Document and PDF formats. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on a given description or detail Apply knowledge of literary devices including metaphor, simile, personification, allusion, internal conflict, dynamic character, hyperbole, and more Identify the speaker and articulate the greater significance of a given quotation Write a brief essay in which students defend a claim with relevant textual evidence and adhere to the standard conventions of written English

Mythological fiction is a genre that appeals to the imaginations of many middle and high school students. The Adventures of Ulysses by Bernard Evslin is a modern retelling of Homer’s The Odyssey, written in a manner that is easier to process—even for struggling readers. With this summative test covering the entire novel, English teachers will be able to evaluate students’ comprehensive text comprehension and ability to analyze key characters, plot developments, and themes. An answer key is provided, and all materials are delivered in printable Word Document and PDF formats. This assessment covers the following: Athena’s aid along the journey Ulysses brilliant trick Achilles’ warrior status and weakness Menelaus’s call to arms Poseidon’s relationship to Polyphemus The faithful wife of Ulysses Helen’s reputation The enormous whirlpool Paris’s judgment A faithful, old dog A loyal swineherd Circe’s peculiar abilities Hyperion’s background Morpheus and the lotus flowers Helen’s suitors Aeolus’ efforts to help Ulysses Hermes’ role in Ulysses’ journey The gullibility of Polyphemus A blind prophet The peculiar talents of the sirens Eurycleia’s discovery Telemachus Alcinous’s assistance Nausicaa’s revelation Poseidon’s ire The winner of a contest A character’s disguise Foreshadowing External conflict/internal conflict Antagonist Situational irony Dramatic irony Theme Dynamic character And more

Promote student choice and facilitate the process of researching scientific and societally significant topics from beginning to end with this low-prep, standards-based resource pertaining to the novel Life As We Knew It by Susan Beth Pfeffer. Students will choose from more than a dozen topics—Yellowstone’s supervolcano, Hurricane Katrina, the Indian Ocean tsunami of 2004, and nuclear disasters at Chernobyl and Fukushima to name a few—and navigate academically appropriate sources with the goal of teaching their peers about their topics. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of source work, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present findings verbally, using their own words

Conclude a unit on Lord of the Flies by William Golding with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 50 multiple choice questions on character and plot details. Additionally, an essay section composed of three prompts is featured, requiring high school students to analyze plot development, character development, and author’s craft. An answer key is included with sample essay responses. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on a given description or detail Apply knowledge of literary devices including metaphor, simile, personification, allusion, understatement, situational irony, and more Write several brief essays in which students defend claims with relevant textual evidence and adhere to the standard conventions of written English

Conclude a unit on The War of the Worlds by H. G. Wells with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 46 multiple choice questions. In addition to objective questions on character, plot, literary devices, and quote/passage analysis, an essay section is featured, requiring high school students to explore how the author incorporated verisimilitude into the plot. An answer key and standards-based essay scoring rubric are provided. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on given details and descriptions Apply knowledge of literary devices including metaphor, simile, onomatopoeia, dramatic irony, imagery, personification, and more Analyze passages to determine which ones support a given claim or idea Write a brief essay in which students convey ideas with relevant textual evidence and adhere to the standard conventions of written English

This low-prep, standards-based project helps high school students investigate topics and deliver informative speeches related to Michael Crichton’s science fiction novel Jurassic Park. It also helps students contextualize the events of the novel by calling attention to 30 relevant topics - from scientific advancements (such as the cloning of Dolly the sheep and the sequencing of human genes) to scientific theories (such as those involving efforts to achieve de-extinction and those seeking to understand the parenting methods of dinosaurs), and from humanity’s influence on its environment (such as the effects of plastic bag pollution and nuclear fallout) to ethical dilemmas (such as humanity’s tendency to treat animals as commodities). Supporting materials, such as a detailed scoring rubric, are provided. Materials are delivered in editable Word Document and printable PDF formats.

Promote student choice and facilitate the process of researching scientific and societally significant topics from beginning to end with this low-prep, standards-based resource complementing Feed by M.T. Anderson. Students will choose from more than twenty research prompts—addressing ideas such as commercial space travel, genetic engineering, environmental disasters, and the implications of irresponsible social media usage—and navigate academically appropriate sources with the goal of teaching their peers about their topics. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

Conclude a unit on 1984 by George Orwell with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 65 multiple choice questions. In addition to objective questions on character, plot, literary devices, and passage analysis, an essay section is featured, requiring high school students to analyze plot development, character development, and theme development. An answer key is included with sample essay responses. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on given details and descriptions Apply knowledge of literary devices including metaphor, simile, personification, oxymoron, allusion, situational irony, and more Analyze passages and make logical inferences in the context of those passages Write two brief essays in which students defend claims with relevant textual evidence and adhere to the standard conventions of written English

Conclude a unit on The Great Gatsby by F. Scott Fitzgerald with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 60 multiple choice questions. In addition to objective questions on character, plot, literary devices, and passage analysis, an essay section is featured, requiring high school students to analyze a given passage for character development and symbolism. An answer key is included with sample essay responses. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on given details and descriptions Apply knowledge of literary devices including metaphor, simile, personification, oxymoron, and more Analyze passages and make logical inferences in the context of those passages Write a brief essay in which students defend claims with relevant textual evidence and adhere to the standard conventions of written English

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this set of three plot-based quizzes covering H.P. Lovecraft’s short story “The Call of Cthulhu.” This set of materials may double as guided reading handouts to promote active engagement with fiction. Answer keys and a copy of the public domain narrative are included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The identity of the narrator The narrator’s relation to Angell Angell’s profession The true cause of Angell’s death General assumptions about the nature of Angell’s death The narrator’s inheritance Characteristics of the sculpture the narrator receives The identity of a young sculptor A general character description of Wilcox The effects of a natural disaster Angell’s curiosity about Wilcox The reason Wilcox stops visiting Angell The narrator’s attitude toward Wilcox The collective experiences of artists and authors Legrasse’s home base Characteristics of the idol Legrasse possesses The academics’ collective reaction to the idol Professor Webb’s travels Legrasse’s account of the cultists Characteristics of the idol the cultists appear to worship The cultists’ name for bizarre beings The supposed origin of the strange beings The current location of the bizarre beings The manner of communication between the beings and humans The beings’ specific messages for humanity The cultists’ belief concerning the fate of humanity The narrator’s belief concerning his great uncle’s death The name of an important newspaper The content of an article in the newspaper The name of a ship Johansen and his peers attack The narrator’s travels around the world The identity of a Johansen relative whom the narrator meets The true cause of Johansen’s death What the narrator receives as a result of his visit to Norway The bizarre characteristic of a city Johansen visits The comparison between Cthulhu and a Greek mythological figure Events leading to Briden’s death A major decision Johansen makes The result of the major decision What the narrator decides to do with the records he has acquired The narrator’s assessment of his own fate

For many high school readers, realistic and multicultural fiction are genres that maximize relatability and engagement with literature. “The Good Deed” by Pearl S. Buck is a realistic short story that exposes high school readers to different cultural perspectives on marriage and family dynamics. 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. A detailed answer key is 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 Apply knowledge of various literary devices including situational irony, dramatic irony, aposiopesis, antonomasia, and more Analyze how complex characters think, behave, and interact Make logical inferences based on characterization details provided by the author Articulate the symbolic value of a particular object Evaluate whether young Mr. Pan exhibits rational or irrational behaviors when handling emotionally intense situations Identify examples of old Mrs. Pan’s culture shock Choose the best synonym to replace a word as it is used in the story Analyze nuances in words with similar meanings Explore the intended effect of the author’s phrasing Articulate Lili’s internal conflict Discern the greater significance of a seemingly insignificant detail Choose a statement with which a character is most likely to agree Isolate details that suggest a favorable outcome Examine old Mrs. Pan’s transformation into a dynamic character Support claims and ideas with reasoned thinking and relevant textual evidence Write ideas with clarity, accuracy, and precision

Eliminate assessment planning responsibilities and evaluate high school students’ knowledge of plot and literary craft with this summative test covering William Shakespeare’s tragedy King Lear. An answer key is included, as well as a standards-based rubric for scoring a thematic essay response tied to a significant quotation (“Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides”). Materials are delivered in editable Word Document and printable PDF formats. Students are responsible for demonstrating an understanding of the following characters, details, concepts, and quotes: Cordelia Goneril Regan King Lear Edmund Edgar Kent Albany Cornwall The Fool Gloucester Oswald The King of France Tom of Bedlam The play’s setting Edmund’s status as an illegitimate child and associated consequences Edmund’s promotion to Earl of Gloucester Cornwall’s torture of Gloucester Edgar’s philosophies on life Edmund’s desire to kill his father King Lear’s epiphany regarding power and its benefits King Lear’s imprisonment Metaphor Simile Foreshadowing Situational irony Dramatic irony Paradox Alliteration Hyperbole Personification Internal conflict External conflict Dynamic character Symbolism “Nothing will come from nothing.” (Act 1, scene 1) “I love your Majesty / According to my bond; no more no less.” (Act 1, scene 1) “Let his knights have colder looks among you.” (Act 1, scene 3) “Fortune, good night; smile once more; turn thy wheel!” (Act 2, scene 2) “The younger rises when the old doth fall.” (Act 3, scene 3) “I will have my revenge ere I depart this house.” (Act 3, scene 5) “Out, vile jelly!” (Act 3, scene 7) “I have no way, and therefore want no eyes; / I stumbled when I saw.” (Act 4, scene 1) “Was this a face / To be opposed against the warring winds?”(Act 4, scene 7) “You have some cause; they have not.”(Act 4, scene 7) “Ripeness is all.” (Act 5, scene 2) “My master calls me, I must not say no.” (Act 5, scene 3)