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

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 26 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 Discern the intended effect of figurative language Articulate the significance of Atticus’s re-election Discern the most accurate paraphrasing of a detail in a given passage Analyze how complex characters interact Discern author’s intent Analyze the text from an historical context Discern the tone of a given passage.

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 3, 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 tone in context Identify the greater significance of a given detail Apply knowledge of literary devices including hyperbole and simile Explore cause-and-effect relationships Identify a function of the scene

This worksheet features 62 common roots and formatives. Students will define each root or formative, using context and available resources (e.g., dictionaries, internet). Also, students will form words by combining roots and formatives. LEARNING TARGETS: 1. Students will determine the meanings of common word roots. 2. Students will apply knowledge of word roots by combining word roots and creating new words. 3. Students will discern meanings of common formatives using context clues.

Evaluate general reading comprehension and promote homework accountability with this editable quiz on chapter 8 of Lord of the Flies by William Golding. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Jack’s calling of an assembly Information Jack shares with the group Simon’s suggestion to seek the beast Piggy’s suggestion to improve their odds of rescue Ralph’s reaction to Piggy’s suggestion Boys’ abandonment of Ralph’s faction Piggy’s reaction to the boys’ abandonment of Ralph’s faction The savage behavior of Jack’s faction Jack’s invitation Simon’s peculiar encounter in the jungle

Evaluate general reading comprehension and promote homework accountability with this editable quiz on chapter 11 of Lord of the Flies by William Golding. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Decisions made at an assembly The purpose of the conch from Jack’s perspective A dangerous discovery at Castle Rock Ralph’s demands of Jack Ralph’s accusations The reason for Jack’s assault of Ralph The nature of Piggy’s death The identity of Piggy’s killer Ralph’s escape The treatment of the twins

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 Winston’s marriage from Book 1, chapter 6, 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 what the text conveys both explicitly and implicitly Analyze the author’s use of language to determine the most appropriate synonym for a given word Analyze character behaviors and interactions for deeper meaning Explain the intended effect of a figurative expression Determine the function of a given passage Apply knowledge of paradox Demonstrate reasoned thinking when making a claim Write with logic, clarity, and precision

This grammar worksheet helps middle and high school students understand the importance of communicating ideas objectivity and logically, as opposed to using emotionally charged, manipulative language. By engaging with this resource, students will practice isolating examples of loaded language (also known as emotive and high-inference language) from more appropriate, accurate alternatives, and vice versa. Featuring 20 opportunities to practice, this editable product is recommended for middle and high school students who are enrolled in composition classes emphasizing rudimentary writing skills. An answer key is included.

Support the development of close reading skills for high school with this set of analysis questions for The Handmaid’s Tale by Margaret Atwood. Covering chapters 35 through 39, this worksheet 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Isolate a false statement about plot among a set of true statements Analyze how complex characters develop and interact Explore character motivations Explore the psychological state of a given character Articulate how several situations are ironic Apply knowledge of literary devices including metaphor, situational irony, allusion, and euphemism Infer why Offred chose not to “reconstruct” her memory of her final encounter with Moira Analyze differences and nuances in word meanings Write about literature with clarity and precision Cite relevant textual evidence in support of claims

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.

Support the development of close reading skills for high school with this set of analysis questions for Edgar Allan Poe’s The Black Cat." With an estimated Lexile Measure of 1100, the narrative and its corresponding close reading exercise are appropriate additions to a horror- or Halloween-themed short story unit. A copy of “The Black Cat” by Edgar Allan Poe is provided, as is a detailed answer key. Materials are delivered in Word Document and PDF formats. By completing this activity, secondary students will demonstrate an ability to do the following: Identify what the text states explicitly and implicitly Articulate the narrator’s intent in a given excerpt Isolate a false statement from factual details associated with a given excerpt Examine the narrator’s modes of thinking to discern and articulate what he identifies as the cause(s) of his current circumstances Analyze a given excerpt to discern its primary function Apply knowledge of the anaphora to an excerpt Apply knowledge of simile to an excerpt Apply knowledge of hyperbaton to an excerpt Apply knowledge of paradox to an excerpt Apply knowledge of alliteration to an excerpt Examine cause and effect relationships Conduct brief research on Roman mythology to discern and articulate why the name Pluto carries symbolic value Analyze the narrator’s past behaviors and statements to make logical inferences about the cause of a destructive fire Identify textual details to support the claim that the second cat never existed Use logic and textual evidence to support the claim that the narrator feels subconscious guilt over the murder of Pluto Articulate why the narrator may be resentful of his wife Articulate how the narrator exhibits hubris and how hubris contributes to plot development Write with clarity, logic, and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 3, scene 2, this resource may serve as the basis for small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Articulate and analyze what the text states explicitly and implicitly Make logical inferences in context Analyze the nature of character relationships Determine the meaning of complex words and phrases in context Discern the function of the scene Articulate how dramatic irony applies to the scene Write with clarity and precision

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapter 10 of Animal Farm by George Orwell. This worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. By completing this exercise, students will: Identify what the text states explicitly and implicitly Make logical inferences about characters’ intentions and motivations Analyze character relationships Define complex words and phrases as they are used in the novel Determine the intended effect of a word as it is used in the novel Explore the greater significance of Animal Farm’s name change Apply knowledge of figurative language Analyze a particular detail to infer the author’s intent Defend the claim that the animals are collectively worse off than before Napoleon’s rule Write about literature with clarity and precision Justify written responses with reasoning and/or textual evidence

Help middle and high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on The War of the Worlds by H. G. Wells (book 2, chapters 6 through 10). An answer key is included, as well as a copy of the featured chapters, which are in the public domain. Materials are delivered in Word Document and PDF formats. By completing the close reading activity, students will: Identify what the text states explicitly as well as implicitly Explore character development and motivations Analyze how complex characters interact Explore techniques the author uses to convey a sense of defeatism Identify and explain an example of situational irony Identify an example of epiphany and articulate the effect it has on a character Apply knowledge of various literary devices including aposiopesis and paradox Articulate the greater significance of a given detail Explore the relevance of a given chapter title (“Wreckage”) Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 1, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Discern a function of the scene Explore the symbolism of lapwings and haggards in the context of the scene Examine nuances in words and phrases with similar meanings Explore how complex characters think, behave, interact, and develop Compare two characters (Beatrice and Benedick) Apply knowledge of literary devices including oxymoron, pun, hyperbole, and more Write about Shakespearean drama with clarity, accuracy, and precision Support claims and inferences with sound reasoning and relevant textual evidence

Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 3, of Much Ado About Nothing by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Determine the intended effect of narrative techniques Explore the symbolism of an oyster in the context of Benedick’s mindset Discern the tone of Balthasar’s song Examine nuances in words with similar meanings Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including metaphor, oxymoron, dramatic irony, situational irony, and more Write about Shakespearean drama with clarity, accuracy, and precision Support claims and inferences with sound reasoning and relevant textual evidence