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 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

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 25 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, ultimately, 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: Analyze an excerpt to draw rational inferences Discern the most logical interpretation of a particular excerpt Analyze an excerpt to discern its significance to the plot Analyze Mr. Underwood’s actions to discern his personal motivations Analyze Bob Ewell’s remarks to predict his future behaviors, possibly addressing foreshadowing in the process Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Isolate factual statements from false statements Apply knowledge of literary devices (metaphor) to the text Write with clarity, logic, and precision Cite textual evidence in support of claims

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 24 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 literary devices (situational irony and simile) to the text Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Identify what the text states both explicitly and implicitly Analyze Scout’s characterization to draw a logical inference in context Analyze a passage to discern its significance toward advancing the plot Isolate factual statements from false statements Analyze Grace Merriweather’s characterization to draw a logical inference in context Analyze a passage to discern its tone

Gothic fiction is a genre that maximizes many high school students’ engagement with literature. “The Beast in the Cave” by H.P. Lovecraft is a Gothic short story featuring an ominous setting, a protagonist with a deteriorating psychological state, a mysterious being, and a twist ending. This rigorous worksheet on “The Beast in the Cave” helps English teachers support the development of close reading analysis skills and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Articulate what the text states explicitly and implicitly Use context clues to determine the state in which the story is set Isolate the statement that best describes the narrator among several options Apply knowledge of various literary devices including onomatopoeia, oxymoron, foreshadowing, Isolate a false statement about a particular passage from among several truths Make logical inferences about the narrator’s self-image Define complex words as they are used in the text Explore how the protagonist thinks, behaves, and interacts with others Discern the intended effect of the author’s diction (for example, why the author used a phrase like occult manner and why the author repeatedly uses variations of the word labyrinth) Examine the deeper meaning behind the narrator’s use of a euphemistic phrase Analyze sentence structures to determine how they contribute to the reader’s experience Explain how the narrator becomes a dynamic character Justify ideas and claims with relevant textual evidence Write ideas with clarity, accuracy, and precision

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

Measure reading comprehension and support the development of close reading skills for high school with this set of analysis questions on H.P. Lovecraft’s short story “Sweet Ermengarde,” also known as “The Heart of a Country Girl.” A variety of reading question types facilitates preparation for standardized testing scenarios. With an estimated Lexile Measure of 1000-1100, this text and its corresponding guided reading worksheet are appropriate additions to any high school short story unit, especially at the 9th and 10th grade 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 activity, students will demonstrate the following: An ability to analyze context clues and draw logical inferences about characterization/character motivations An ability to analyze the text for sexist tropes and articulate their claims rationally and convincingly An ability to analyze the significance of an object in the context of the plot An ability to find and articulate relevant details in the text An ability to apply knowledge of literary devices to the text with an emphasis on how the author employs internal conflict, situational irony, and dramatic irony An ability to analyze potential interpretations of the story’s title with an emphasis on its irony

For many high school students, supernatural fiction is a genre that maximizes engagement with literature. “The Moon Bog” by H.P. Lovecraft features strange beings, mind manipulations, and even implied social criticism of humanity’s greed and treatment of the environment. This rigorous worksheet on “The Moon Bog” helps English teachers support the development of close reading analysis skills and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Articulate what the text states explicitly and implicitly Analyze context clues and draw logical inferences about character mindsets and motivations Apply knowledge of various literary devices including foreshadowing, situational irony, and dramatic irony Define complex words as they are used in the text by taking into consideration denotative and connotative meanings Support responses with relevant textual evidence Write ideas with clarity, accuracy, and precision

Measure reading comprehension and support the development of close reading skills for high school and college with this set of analysis questions on H.P. Lovecraft’s short story “Old Bugs,” a social commentary narrative that marks a departure from Lovecraft’s tendency to write horror and supernatural fiction. With an estimated Lexile Measure of 1300-1400, this text and its corresponding assessment are appropriate additions to any high school English classroom, especially at the 11th and 12th grade levels. It also aligns nicely to American History courses in that the narrative addresses the topic of Prohibition. 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 engaging with this resource, students will: Respond clearly, concisely, and accurately to analytical questioning Respond clearly, concisely, and accurately to literal comprehension-based questioning Analyze textual details to discern, articulate, and support claims about tone Apply knowledge of literary devices to the text, articulating how they are applied while citing textual evidence in support of claims (allusion, complex/dynamic character) Analyze the effect of dialect on the reader Explore and articulate character motivations. Analyze the author’s craft, exploring unique and unfamiliar phrasing, sentence structures, and sensory language to make sense of meaning

Looking for high school horror story activities for the Halloween season? Looking for a text to pair with “The Black Cat” by Edgar Allan Poe or a similar narrative? Use this close reading worksheet on H.P. Lovecraft’s “The Hound” to help students go beyond general reading comprehension and develop critical thinking and literary craft analysis skills. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading analysis activity, students will: Read for literal comprehension Utilize dictionaries to ensure knowledge of word meanings Infer the intended effects of the author’s word choices and narrative techniques Compare the opening paragraph of Edgar Allan Poe’s “The Black Cat” with the opening paragraphs of “The Hound” Describe tone in context Determine the functions of various passages Explore how complex characters think, behave, interact, and develop Apply knowledge of various literary devices including alliteration, euphemism, foreshadowing, imagery, personification, situational irony, and more Conduct research as needed to answer questions about plot Find similarities among the following groups: Symbolists, pre-Raphaelites, and Decadents Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

Support the development of close reading skills for high school with this set of analysis questions for the short story titled “The Outsider” by H.P. Lovecraft. An answer key and copy of the public domain narrative are included. With an estimated Lexile Measure of 1100-1200, the narrative is an appropriate addition to a short story or Halloween-themed unit at the high school level. 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, students will: Respond clearly, concisely, and accurately to concrete and analytical questioning Locate textual evidence in support of claims Analyze the symbolic meaning of an object Apply knowledge of literary devices including situational irony and foreshadowing, articulating how they are applied while citing evidence in support of claims Explore character motivations Analyze the author’s craft with emphasis on unique phrasing, sentence structures, and sensory language

Gothic fiction and horror are genres that maximize many high school students’ engagement with literature. “In the Vault” by H.P. Lovecraft is one such short story. It features elements such as entrapment, mutilated corpses, and the avenging of wrongdoing—making the narrative a particularly chilling read during the Halloween season. This rigorous worksheet on “In the Vault” 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, secondary students will: Identify what the text states explicitly and implicitly Apply knowledge of various literary devices including foreshadowing, situational irony, allusion, and theme Analyze context clues and draw logical inferences about characterization/character motivations Define complex words as they are used in the text Identify relevant textual details in support of a claim Analyze the author’s craft to determine the his intent Discern the tone of a passage Write ideas with clarity, accuracy, and precision

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering “The Tomb” by H.P. Lovecraft, a short story with elements of Gothic fantasy that evokes the works of Edgar Allan Poe. A detailed answer key and copy of the public domain narrative, which is especially fitting for the Halloween season, are provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Make logical inferences about the author’s inspiration Examine how the protagonist is introduced Explore the functions of given paragraphs Examine cause-and-effect relationships Discern the intended effect of the author’s diction Define complex words and phrases as they are used in the text Examine the connotative significance of words or phrases Apply knowledge of various literary devices including personification and onomatopoeia Draw parallels between the narrator and the mythical figure Theseus Articulate how a particular paragraph contributes to character development Explore the symbolic importance of incidents and objects including the extinguishing of light and a lightning bolt Examine the nature of the relationship between the narrator and his family Explain an example of situational irony in the context of a given paragraph Consider the role of an unreliable narrator in the context of the plot Justify responses with reasoned thinking and relevant textual evidence Write ideas with clarity, accuracy, and precision

Help high school students extend beyond general reading comprehension and stamina with this rigorous set of close reading analysis questions on a short story titled “Cool Air” by H.P. Lovecraft. With an estimated Lexile Measure of 1200-1300, the narrative and its corresponding activity are suitable additions to high school fiction units, especially at the 11th and 12th grade levels and during the Halloween season. An answer key is provided. Materials are delivered in Word Document and PDF formats. By completing this activity, students will: Articulate what the text states both explicitly and implicitly Explore character intentions and motivations Analyze how complex characters behave and interact Explore cause-and-effect relationships Apply knowledge of literary devices including foreshadowing, situational irony, and dramatic irony Define complex words and phrases as they are used in context Identify relevant textual evidence in support of claims Write ideas with clarity, accuracy, and precision

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this resource for teaching “The Tree” by H.P. Lovecraft. Additional materials are included to facilitate planning for unexpected teacher absences. Materials are delivered in printable Word Document and PDF formats. Included are the following: Public domain short story. With an estimated Lexile Measure range of 1200 to 1300, the narrative is a suitable selection for high school English Language Arts classes. Close reading analysis worksheet. By engaging with this exercise, students will articulate what is stated explicitly and implicitly; analyze how complex characters think, interact, and behave; compare and contrast characters; analyze a given excerpt and explain how situational irony develops; discern the meaning of complex words and phrases; make logical inferences about the author’s intentions; cite textual evidence in support of claims; and write ideas with clarity, accuracy, and precision. Questions are delivered in Word Document and PDF formats. Close reading analysis worksheet answer key. Low-prep lesson plan for unexpected absences. This comes pre-filled with learning targets and agenda items. Space is also designated for classroom teachers to identify the name(s) of their class(es), the hour(s) of their class(es), student leaders, and upcoming homework assignments and assessments. Bell ringer activity. Help a substitute teacher engage students (and find time to take attendance) with a thematically linked writing prompt. Miscellaneous performance tasks handout. Extend student thinking and learning in the event of unexpected absences with this item outlining creative tasks pertaining to the short story. For example, students may write poetry or journal entries from the perspective of a character; write a brief retelling of the narrative from a different character’s perspective; explore the thematic significance of stories; review the overall quality of the narrative with objectivity and supporting evidence; and more.

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)

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 5). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Edmund’s deception as it relates to the nature of his relationship with Goneril The delivery of a letter to Albany Edmund’s motives Edgar’s viewpoints on life Cordelia’s attempts to console her father King Lear’s perspective on being held prisoner Goneril’s evil deeds A deadly duel Albany’s motives Edmund’s reaction to his brother’s account Goneril’s suicide One of Edmund’s final acts The death of Cordelia The death of King Lear Kent’s loyalty to the king Edgar’s promotion

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 4). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Edgar’s changing perspective on life Gloucester’s criticism of the gods Gloucester’s concern for a beggar Goneril’s assumptions about her husband Goneril’s adulterous desires King Lear’s concerns about Cordelia Cordelia’s desires for her father Edmund’s intensifying desire to commit murder Edgar’s efforts to save his father from his suicidal desires A second fake trial King Lear’s struggle to understand his daughters King Lear’s thoughts about powerful people A duel The intent of a letter Cordelia’s request of Kent A moment of mental clarity

This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 3). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Character motivations (King of France) The application of metaphor in the text Analysis of King Lear as a dynamic character and articulating relevant textual evidence A character’s treasonous actions Significant details about Gloucester King Lear’s epiphany regarding his treatment of struggling subjects Edgar’s deceptive behavior The application of dramatic irony in the text Edmund as the new Earl of Gloucester Displays of King Lear’s mental decline Regan’s display of disrespect toward Gloucester Cornwall’s cruel and violent acts Cornwall’s injury

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based quiz covering Act 2 of William Shakespeare’s King Lear. The assessment may otherwise double as a guided reading handout to facilitate active reading experiences and subsequent class discussions. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Edmund’s newest methods of compromising Edgar’s reputation A physical confrontation and its instigator’s punishment Gloucester’s reluctance to offer help Edgar’s decision to assume a new identity King Lear’s reaction to Kent’s punishment King Lear’s efforts to seek clarification on what led to Kent’s situation An argument among father and daughters King Lear’s isolation