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.
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
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 5, 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
Discern the tone of a given excerpt
Explore nuances in words with similar meanings
Apply knowledge of literary devices with emphasis on metaphor
Defend claims with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Come to class/leave class better prepared to discuss literary materials
For many high school students, the horror genre promotes more active engagement with literature. “The Terrible Old Man” by H.P. Lovecraft is a concise horror story featuring plot elements such as robbery, a character who dabbles in the occult, and mutilated corpses—making the narrative a particularly compelling read during the Halloween season. This rigorous worksheet on “The Terrible Old Man” 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:
Identify what the text states explicitly and implicitly
Determine the story’s point of view
Discern the overall tone of the narrative
Analyze context clues and draw logical inferences about characterization/character motivations
Define complex vocabulary as it is used in the text
Apply knowledge of literary devices including situational irony
Draw parallels between the author’s life and the plot of “The Terrible Old Man”
Identify relevant textual details in support of claims and ideas
Write ideas with clarity, accuracy, and precision
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 Two Minutes Hate from Book 1, chapter 1, 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 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:
Determine and analyze the development of key ideas and themes, including the effects of mob mentality
Analyze how the author’s word choices add to the text’s complexity
Make logical inferences in the context of the text
Apply and articulate knowledge of literary devices and techniques including consonance, simile, and situational irony
Activate background knowledge on Nazi Germany’s treatment of the Jews and articulating historical parallels to the Two Minutes Hate
Write with logic, clarity, and precision
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 Ministry of Truth’s mission to falsify records from Book 1, chapter 4, 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 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:
Discern what the text states explicitly as well as implicitly
Conduct brief research to discern and articulate historical parallels to media manipulation and the falsification of records
Apply and articulate knowledge of literary devices and techniques including euphemism
Analyze the author’s word choices to discern and articulate how they contribute to the development of plot
Analyze an excerpt to discern its primary function
Define complex words and phrases in context
Write with logic, clarity, and precision
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 character of Syme from Book 1, chapter 5, 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 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 with this resource, students will:
Analyze the Party’s behaviors to discern and articulate the Party’s motivations
Make logical inferences about the Party’s reasoning for restricting access to razor blades
Define complex words and phrases in context, taking into consideration both denotative meanings and connotative associations
Analyze a brief portion of the passage to discern which literary device the author incorporates
Identify textual evidence in support of the claim that Syme and Winston have grown desensitized to the brutalities of the Party
Identify textual evidence in support of the claim that Syme is described like an animal
Analyze why the author may have chosen to describe Syme in an animal-like manner
Analyze a brief portion of the passage, which features scare quotes, to discern the author’s intent
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 George Orwell’s dystopian novel 1984. Featuring a brief passage about the threat proles could theoretically pose to the Party from Book 1, chapter 7, 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 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 with this resource, students will:
Identify what the text says both explicitly and implicitly
Articulate why the proles could pose a formidable threat to the Party
Articulate why the Brotherhood is comparatively and profoundly less powerful than the proles could be
Paraphrase what the narrator means by “[r]ebellion meant a look in the eyes, an inflexion of the voice, at the most, an occasional whispered word.”
Analyze the author’s use of simile
Analyze the author’s craft to discern and articulate the author’s intent
Apply knowledge of aposiopesis to the text
Analyze the symbolic significance of reverberating bells and inferring why the author made reference to them in context
Analyze an excerpt to discern and articulate examples of situational irony
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 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
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 from Book 2, chapter 2, which calls attention to how the author’s craft contributes to a fleeting sense of freedom in contrast to the typically brutal setting of Oceania, 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 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 how Winston is personally affected by the singing of the thrush
Apply knowledge of assonance and sibilance and analyze how literary devices contribute to text complexity
Analyze textual details to discern and articulate character motivations
Analyze the characterization of the thrush and compare its situation to that of Winston and Julia, articulating what these characters share in common
Identify textual details that contrast the harshness and abruptness typically associated with totalitarian Oceania
Identify textual details that suggest the idea of bounty
Write with clarity and precision
This close reading assessment features 11 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 2). An answer key is included, as are Word Document and PDF versions of the assessment.
This resource aligns well to Academic Literacy Project teaching principles and 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.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Make reasonable inferences about why the quickness of Moth’s responses frustrates Armado
Articulate Armado’s internal conflict in the context of an excerpt
Analyze Moth’s dialogue to discern what is implied about women who wear makeup
Analyze Moth’s asides to discern and articulate what they reveal about his true feelings
Conduct brief research on the topic of Humorism
Analyze Costard’s use of malaprops and explain why Shakespeare had him speak in such a manner
Interpret figurative language with emphasis on metaphor (“love is a devil”)
Make an inference about what Armado finds reassuring about the tale of Samson
Apply knowledge of situational irony by explaining what is unexpected about Cupid’s powers
Articulate the significance of of Armado’s closing soliloquy
Write with clarity, logic, 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
This resource extends beyond text comprehension, helping high school students analyze the formal elements of fiction and respond thoughtfully in writing to questions about fairy tale literature. The featured short story is titled “The Hare and the Hedgehog” by the Brothers Grimm. An answer key and copy of the public domain short story, which has an estimated Lexile measure of 1000-1100, are provided. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Discern the target audience of the narrative
Apply knowledge of alliteration, assonance, sibilance, simile, and dramatic irony to the text
Discern the meaning of complex phrases in context
Discern the tone of a particular excerpt
Discern the most accurate characterization of the hedgehog
Articulate the consequence of the hare’s stubbornness
Compare and contrast the hare and the hedgehog
Cite textual evidence to support claims and ideas
Write with clarity and precision
Engage a variety of middle and high school students with the incorporation of Grimm’s fairy tales into the classroom. “The Sea Hare” by the Brothers Grimm is a short story about characters who defy expectations in order to achieve personal goals. With this set of high-order questions, teachers will be able to extend reading comprehension and support the development of close reading analysis skills. While the close reading activity upholds academic rigor, the brevity of the narrative helps teachers fill awkward gaps in their teaching schedules. An answer key and copy of the public domain narrative are included. Materials are delivered in a zip file containing editable Word Documents and printable PDFs. By completing this activity, students will perform the following tasks:
Identify what the text states explicitly and implicitly
Examine how complex characters think, behave, develop, and interact
Evaluate whether the relationship between the princess and the young suitor is healthy or unhealthy
Explore aspects of the princess’ characterization that make her sympathetic to the audience
Define complex words as they are used in the text
Compare and contrast characters (the young suitor and the previous 99)
Apply knowledge of literary devices including onomatopoeia, symbolism, foreshadowing, and dramatic irony
Explore cause-and-effect relationships
Defend claims and ideas with valid reasoning and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Come to class/leave class better prepared to discuss literary material
Support the development of close reading skills for high school with this set of analysis questions on the short story “The Stolen Farthings” by the Brothers Grimm. The variety of question types will also help prepare students for standardized testing scenarios; emphasis is placed on character motivations and modes of thinking. An answer key and copy of the public domain short story (estimated Lexile measure of 1000-1100) are provided. This resource is most suitable for a short story or Halloween-themed unit at the middle school and early high school levels. 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 completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Identify context clues that indicate a character is having a paranormal experience
Analyze the psychological state of the family, providing a rational explanation for why the family does not see the ghost
Define complex words in context
Apply knowledge of literary devices to the text (epiphany)
Explain the ghost’s unfinished business
Infer the parents’ shared motivation to donate two farthings to a poor person
Articulate a relevant theme
Discern the best description of the story’s tone
Write with clarity and precision
Fairy tales are not just for elementary readers; even middle and high school students may use fairy tales as tools for extending beyond reading comprehension and practicing close reading analysis skills. “The Girl Without Hands” by the Brothers Grimm, also known as “The Maiden Without Hands” and “The Armless Maiden,” is a short story about the plight of a maiden whose poor father makes a bargain that results in her disfigurement and confinement. English Language Arts teachers may assign this set of rigorous questions to complement the story and evaluate students’ high-order skills. An answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By engaging with this close reading activity, students will:
Identify what the text states explicitly as well as implicitly
Explore how complex characters think, behave, and interact with others
Isolate a factual statement from falsehoods in the context of the miller’s characterization
Explain how situational irony and dramatic irony are applied
Discern the significance of the maiden’s decision to draw a circle around her
Explore cause-and-effect relationships (how losing her hands affects the maiden physically, psychologically, and interpersonally)
Analyze the silver hands for symbolic value
Define complex words in context
Apply knowledge of literary devices including alliteration and foreshadowing
Cite textual evidence to support claims and ideas
Write with clarity and precision
Support the development of high school close reading skills with this set of analysis questions to complement “The Other Gods” by H.P. Lovecraft. With an estimated Lexile Measure of 1200-1300, this text and its corresponding active reading exercise are appropriate additions to a mythology- or fantasy-themed high school short story unit, especially at the 11th and 12th grade levels. A detailed 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, high school students will:
Identify what the text states explicitly and implicitly
Articulate character motivations
Articulate the means by which characters travel
Articulate how characters have undergone change
Clarify relationships between characters
Articulate how characters achieve objectives
Analyze how a character demonstrates hubris and the factors that contribute to the manifestation of hubris
Articulate the purpose of a given paragraph
Analyze how conflicting allegiances contribute to the development of internal conflict
Identify and explain multiple examples of situational irony in the text
Articulate how a character survives, connecting this explanation to a relevant theme
Write with clarity, logic, and precision