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 fairy tale “Snow White and the Seven Dwarfs” by the Brothers Grimm. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats. By engaging with this activity, students will do the following: Articulate what is stated in the text explicitly and implicitly Apply knowledge of literary devices including metaphor, pleonasm, dramatic irony, and more Discern the function of a given excerpt Explore relationships between complex characters Determine the meaning of complex words in context Analyze what Snow White’s behavior reveals about her character Articulate how poetic justice is carried out Analyze plot to discern and articulate sexist stereotypes of women Cite textual evidence in support of inferences and claims Write with clarity 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 Othello. With a focus on Iago’s skillful manipulation of Roderigo in Act 4, scene 2, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By completing this exercise, students will: Analyze what the text states explicitly and implicitly Discern the meaning of complex words and phrases in context Demonstrate knowledge of literary devices Make logical inferences in context Explore character motivations Analyze how complex characters interact Cite relevant textual evidence in support of claims Write with clarity and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 27 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: Address Scout’s youthful misconception of “two minor changes” in Maycomb Analyze an excerpt to discern its significance to the plot Draw a logical inference about Atticus’s remarks, which allude to the Supreme Court of the United States Conduct brief research on the Great Depression’s influence on common Halloween practices, especially in the South Write with clarity, logic, and precision Analyze the author’s craft to discern her intent Identify what the text states explicitly and implicitly Apply knowledge of foreshadowing to the text, with emphasis on how Miss Tutti and Miss Frutti’s deafness contribute to the plot Analyze an excerpt to discern its tone in context

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

Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 7 through 9 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 situational irony Define complex words and phrases in context Verify interpretations of language using reference materials as needed Analyze figurative language to articulate its effect Isolate an accurate statement about plot among a set of falsehoods Explain the significance of a locket Articulate how Victor contributes to a grave injustice Explore cause-and-effect relationships Compare and contrast complex characters

Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 10 through 12 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 foreshadowing and allusion Isolate an accurate statement about plot among a set of falsehoods Explain the significance of the pool of water Discern the function of a given paragraph Analyze how Victor becomes a dynamic character in the context of a given chapter Analyze the author’s craft Articulate how chapter 10 is different from chapter 11 Explore “the barbarity of man” Explore how the creature demonstrates childlike naivety

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

This formative grammar worksheet reviews the basics of common and irregular adverbs that compare. Featuring 45 opportunities to apply knowledge of comparative and superlative adverbs, this resource is recommended for middle and high school students enrolled in composition classes emphasizing rudimentary writing skills. An answer key is included.

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter seven of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Make a logical inference about Daisy’s parenting style Identify the significance of given characterization details Apply knowledge of various literary devices including assonance, consonance, metaphor, hyperbole, onomatopoeia, imagery, euphemism, and catharsis Analyze word choices to determine which word most accurately conveys an idea Explore character motivations Explore Nick’s assessment of Gatsby’s behavior in the context of the chapter Analyze the author’s craft Write 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 covering chapter nine of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Apply knowledge of literary devices including situational irony and metaphor Explore character motivations Analyze how complex characters interact Determine the greater significance of a given characterization detail Analyze the author’s word choices to infer the author’s intent Make logical inferences about a character’s mode of thinking in context Explore how Tom sees himself in the context of the tragedies of Gatsby, Myrtle, and Wilson

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter eight of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Explore character motivations Analyze how and why complex characters behave certain ways Make logical inferences based on characterization details and other narrative techniques Apply knowledge of various literary devices including personification, oxymoron, simile, onomatopoeia, assonance, and more Explore the meanings of complex words, taking into consideration both denotative and connotative associations Analyze a given passage to determine its tone Determine the primary function of a given detail Explore cause-and-effect relationships Make logical inferences about the author’s intent Analyze plot developments in the context of the chapter to discern and articulate social commentary Cite relevant textual evidence in support of claims Analyze the symbolic importance of dust Write with clarity and precision

Support the development of close reading analysis skills for high school with this worksheet composed of challenging questions to complement “The Wife’s Story” by Ursula K. Le Guin. Delivered in printable Word Document and PDF formats, this resource helps teachers save valuable time at home without sacrificing rigor in the classroom. A detailed answer key is included. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Apply knowledge of anaphora to the text Articulate how anaphora contributes to the narrator’s characterization Analyze the narrator’s statements to infer details about her husband Discern meaning in less familiar words and phrases, taking into consideration the context of the passage Analyze an excerpt to discern tone in context Analyze an excerpt to discern and articulate the narrator’s internal conflict Apply knowledge of simile to the text Articulate the significance of the narrator’s “grief howl” Analyze character statements and actions to discern and articulate character motivations Analyze the term “blessed dark” to discern and articulate what it conveys about the narrator’s mindset Cite and explain textual details that evoke a sense of sympathy within readers Revisit the text to identify details that foreshadow the major revelation near the story’s conclusion Analyze the author’s craft to explain how language contributes to the major revelation near the story’s conclusion Write with clarity and precision

Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The nature of the gravediggers’ conversation Hamlet’s reaction to the gravediggers’ behaviors Hamlet’s similarities to the gravediggers The nature of Hamlet’s conversation with the gravediggers A former jester named Yorick The church’s perspective on people who commit suicide Laertes’ emotional response to Ophelia’s burial Hamlet’s discovery of the plot to have him killed Hamlet’s feelings toward Laertes Hamlet’s duel with Laertes Hamlet’s assessment of his physical strength in comparison to Laertes The nature of Gertrude’s death Hamlet’s belief regarding who should be the new King of Denmark

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 5, scene 1, 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 be able to: Articulate what the text says explicitly and implicitly Consider author’s intent and articulate why Shakespeare may have chosen to begin this scene in a graveyard Analyze characterization to discern the gravedigger’s primary function(s) Discern the tone of a given excerpt Consider how aristocratic class privileges influence plot development Describe Hamlet’s reaction to the gravedigger’s singing, as well as the reason for his reaction Apply knowledge of literary devices including metaphor, simile, hyperbole, allusion, alliteration, dramatic irony, situational irony, and more Characterize Hamlet’s relationship with Yorick Articulate how Hamlet’s lack of emotional or psychological control is manifested physically Make logical inferences from the point of view of Hamlet Demonstrate knowledge of Claudius’s mindset Write with clarity and precision

Conclude your unit on Shakespeare’s Hamlet with this summative assessment, which is delivered as a Word Document and PDF. An answer key is included. This fifty-question assessment is divided into four sections and breaks down as follows. Students will demonstrate comprehension of the following: An encounter with a ghost The reason for Hamlet’s anger toward his mother Ophelia’s unsettling interactions with Hamlet Ophelia’s rejection of Hamlet Hamlet’s self-criticisms Hamlet’s fear Claudius’s guilty conscience Hamlet’s confession to Ophelia Ophelia’s emotional reaction to Hamlet’s fall from honor The purpose of a play performance The murder of Claudius Gertrude’s awareness that she married a killer Interactions among Hamlet, Rosencrantz, and Guildenstern The effect Fortinbras has on Hamlet The manner of Ophelia’s death Ophelia’s burial Laertes’s expression of extreme mourning Hamlet’s declaration on who should be the next King of Denmark The manner of Gertrude’s death Hamlet’s relationship with Laertes The similarities the gravediggers share with Hamlet Ophelia’s behavior right before her death Norway’s aggression toward Poland Claudius’s psychological state How Hamlet is affected by the actors Polonius’s sending a spy to report back on Laertes Laertes assessment of Hamlet’s love for Ophelia Hamlet’s criticism of his mother’s marriage Act 1, scene 2: It is not nor it cannot come to good, / But break, my heart, for I must hold my tongue. Act 1, scene 3: Then weigh what loss your honour may sustain, / If with too credent ear you list his songs, / Or lose your heart, or your chaste treasure open / To his unmaster’d importunity. Act 1, scene 7: If thou art privy to thy country’s fate, / O, speak! Act 2, scene 2: Bloody, bawdy villain! / Remorseless, treacherous, lecherous, kindless villain! / O vengeance! Act 3, scene 3: The cease of majesty / Dies not alone; but, like a gulf, doth draw / What’s near it with it… Act 4, scene 1: So dreaded slander – / Whose whisper o’er the world’s diameter, / As level as the cannon to his blank, / Transports the poisoned shot – may miss our name / And hit the woundless air. Act 4, scene 2: But such officers do the / king best service in the end: he keeps them, like / an ape, in the corner of his jaw… Act 4, scene 4: How all occasions do inform against me, / And spur my dull revenge! Act 5, scene 1: Why, e’en so: and now my Lady Worm’s; chapless, and / knocked about the mazzard with a sexton’s spade: / here’s fine revolution, and we had the trick to / see’t. Did these bones cost no more the breeding, / but to play at loggats with ’em? Mine ache to think on’t. Metaphor Simile Hyperbole Allusion Personification Alliteration Sibilance Oxymoron

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 29 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: Apply knowledge of various literary devices to passages in the text (idiom, metaphor, personification, assonance) Discern the meaning of a given word or phrase Discern a character’s intent Analyze Boo Radley’s physical characteristics to articulate the author’s intent Analyze the author’s craft Write with clarity and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 23 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: Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations. Analyze Scout’s dialogue to make a logical inference about Atticus’s parenting Apply knowledge of literary devices including metaphor Identify textual evidence in support of the claim that Jem is a dynamic character Explore the internal conflict that exists within Jem Connect a portion of a given passage to the content of a previous chapter Analyze how complex characters interact

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 2, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, develop, and interact Determine the function of a particular excerpt Conduct brief research on classical mythology — more specifically the tale of Arion and the dolphin — and draw parallels between the mythological figure and Sebastian Consider the text’s allusion to Elysium to infer greater meaning Discern the tone of a character’s dialogue Come to class/depart class better prepared to discuss literary material Write ideas with clarity, accuracy, and precision