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.
Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 3, scene 1, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Consult reference materials in order to learn and verify word meanings
Describe tone in context
Discern the intended effects of the author’s word choices and narrative techniques
Determine the function of a given excerpt
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices to the text including metaphor, simile, hubris, alliteration, personification, and irony
Come to class better prepared to discuss Shakespearean drama
Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering Act 1, scene 2, of William Shakespeare’s Julius Caesar. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Consult reference materials in order to learn and verify word meanings
Discern the intended effects of the author’s word choices and narrative techniques
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including hyperbaton and simile
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works
Challenge high school students to push beyond basic reading comprehension and exercise close reading analysis skills while engaging with The Taming of the Shrew by William Shakespeare. Given the objective nature of the multiple choice questions, each close reading activity is rigorous enough for students to find deeper meaning in the text, yet convenient enough for teachers to quickly and efficiently gather data on their students’ textual analysis skills. Included are twelve close reading worksheets, each addressing an individual scene, and answer keys. Materials are delivered in Word Document and PDF formats.
Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly.
By the end of the play, students will:
Identify what the text states explicitly and implicitly
Define complex words as they are used in the text
Explore how complex characters think, behave, develop, and interact
Determine the tone of given passages
Discern the functions of given passages
Examine the greater significance of a given detail
Consider how the effect of humor is achieved in context
Apply knowledge of literary devices including oxymoron, hyperbole, sibilance, onomatopoeia, assonance, metaphor, simile, situational irony, verbal irony, dramatic irony, and more
Conduct brief research on the Roman goddess Diana and articulate the similarities between her and Katharina
Conduct brief research on the four humours and articulate the findings
Evaluate behavior to determine which character is most committed to their role in the charade
Isolate details that represent the best textual evidence in support of claims
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 5, scene 2, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including pun and metaphor
Identify textual evidence in support of a claim
Discern the tone of a character’s remarks
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 5, scene 1, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Evaluate behavior to determine which character is most committed to their role in the charade
Apply knowledge of literary devices including sibilance, idiom, and dramatic irony
Discern the tone of a character’s remarks
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 5, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Articulate Petruchio’s contradictory behavior
Apply knowledge of literary devices including allusion, metaphor, personification, and hyperbole
Cite textual evidence that contributes to the scene’s farcical tone
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 4, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Articulate a character’s internal conflict
Apply knowledge of literary devices including simile and situational irony
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 3, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including assonance, anaphora, onomatopoeia, and situational irony
Articulate the external conflict between two characters
Discern the tone of a given conversation
Support claims with sound reasoning and relevant textual evidence
Apply knowledge of literary devices including alliteration, simile, oxymoron, and callback
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 2 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Determine the function of a particular character in the context of the scene
Discern the tone of a given excerpt
Apply knowledge of literary devices including alliteration, simile, oxymoron, and callback
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 1 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including metaphor, anaphora, and aposiopesis
Express the function of a given excerpt
Conduct brief research on the four humours and articulate the findings
Analyze research findings to make a logical inference about Petruchio’s mindset
Support claims with valid reasoning and relevant textual evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 3, scene 2 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including metaphor, simile, oxymoron, hyperbole, and situational irony
Discern the tone of a given excerpt
Determine the function of a given excerpt
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 3, scene 1, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Discern the tone of a given excerpt
Explore how complex characters think, behave, develop, and interact
Consider how a particular excerpt advances the plot
Examine the greater significance of a given detail
Apply knowledge of literary devices such as allusion and consonance
Support claims with valid reasoning and relevant textual evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 2, scene 1, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices such as metaphor and anaphora
Discern the tone of a given excerpt
Conduct brief research on the Roman goddess Diana and articulate the similarities between her and Katharina
Evaluate Baptista’s attitude toward arranged marriage and articulate how it is both morally sound and unsound
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 1, scene 2, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Consider how the effect of humor is achieved in context
Explore how complex characters think, behave, develop, and interact
Apply knowledge of literary devices including onomatopoeia, assonance, metaphor, simile, verbal irony, and dramatic irony
Discern the function of a given excerpt
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 1, scene 1, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Explore how complex characters think, behave, develop, and interact
Isolate details that represent the best textual evidence in support of claims
Apply knowledge of literary devices including oxymoron, hyperbole, and sibilance
Determine the function of a given excerpt
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering each act of William Shakespeare’s Macbeth. The assessments may double as guided reading worksheets to facilitate active engagement with Shakespearean drama. Answer keys are included. Materials are delivered in editable Word Document and printable PDF formats.
Students will demonstrate knowledge of the following:
The opening scene
Characterization of Norway’s king
The fate of the Thane of Cawdor
Macbeth’s new title
The witches’ prophecy
Banquo’s presence
The news Malcolm shares with his father
King Duncan’s declared successor
Lady Macbeth’s concerns about her husband
Lady Macbeth’s ambition
Lady Macbeth’s influence on her husband
Details concerning the plot to kill King Duncan
Banquo’s psychological state
Macbeth’s deception of Banquo
Macbeth’s hallucination
Details regarding the plot to kill King Duncan
Lady Macbeth’s reason for not being able to kill King Duncan herself
Macbeth’s inability to utter words of prayer
Lady Macbeth’s frustration with her husband
The porter’s thoughts on the effects of alcohol
Macduff’s suspicions
Lady Macbeth’s fainting spell
The peculiar events following King Duncan’s death
The reason Malcolm and Donalbain are suspected of killing their father
Banquo’s suspicions
A feast to honor Macbeth
Macbeth’s newest murderous plan
Lady Macbeth’s ironic reaction to her newfound power
Macbeth’s psychological state
Macbeth’s desire to spare his wife additional guilt
How Macbeth’s murderous plan is a failure
The appearance of Banquo’s ghost
Macbeth’s reason for visiting the witches
Why Heccate is upset
A plan to thwart Macbeth
Setting
The prophecy of the first apparition
The imagery of the second apparition
The effect of the second apparition’s prophecy on Macbeth’s mindset
Macbeth’s curiosity about the future
Lennox’s interaction with Macbeth
Lady Macduff’s anger at her husband
Ross’s attempts to assuage Lady Macduff’s anger
A messenger’s ominous message
Malcolm’s cleverness
News regarding Macduff’s family
The conclusion of Act 4
The effect of Macbeth’s absence on Lady Macbeth
The side effects of Lady Macbeth’s guilt
A doctor’s discovery
Macbeth’s attitude toward his war generals
Malcolm’s demands of his men
Macbeth’s hubris
The news that causes Macbeth to change his perspective
Macbeth’s reaction to a messenger
The reason for Macbeth’s rekindled hope
Macbeth’s battle with a young man
Macduff’s ultimate act of conquering his enemy
The resolution
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering William Shakespeare’s The Tempest. These assessments may double as guided reading handouts to facilitate active engagement with the play. Answer keys are provided. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
The purpose of King Alonso’s travels
The calmest character in the midst of a terrible storm
Prospero’s former title
The relationship between Prospero and Miranda
Prospero’s intentions
Prospero’s studies
The relationship between Prospero and Antonio
Ariel’s function
Ferdinand’s sadness
The characterization of Sycorax
Interactions between Prospero and Ariel
The first interaction between Ferdinand and Miranda
Prospero’s feelings toward Ferdinand
Gonzalo’s interactions with King Alonso
Sebastian’s interactions with King Alonso
The reason for King Alonso’s emotional distress
Ariel’s effect on the shipwrecked crew
Antonio’s planned betrayal of King Alonso
Caliban’s feelings toward Prospero
The role of Trinculo
Trinculo’s reaction to Caliban
The characterization of Stephano
Caliban’s assumption about Trinculo and Caliban
Caliban’s decision to serve Stephano
Ferdinand’s status at the start of the Act
Ferdinand’s perspective on doing hard labor
The interactions between Ferdinand and Miranda
The effect of said interactions on Prospero
Caliban’s resentment of Trinculo
Stephano’s visions of the future
Ariel’s eavesdropping on Stephano, Trinculo, and Caliban
A strange occurrence
Ariel’s warnings to King Alonso and his attendants
Prospero’s observations
King Alonso’s psychological state
Gonzalo’s concerns about his cohorts
Prospero’s advice for the engaged couple, Miranda and Ferdinand
Ariel’s role in terms of arranging the wedding ceremony
Gifts given to Miranda and Ferdinand
The sprites who impersonate various goddesses
An interruption during the wedding festivities
Prospero’s erratic behavior
How Prospero intends to entice his enemies
Caliban’s awareness of a trap
Prospero’s assessment of Caliban’s character
Caliban’s epiphany
The appearance of spirits in the form of animals
Miranda and Ferdinand’s actions
Advice given to help Prospero “become tender”
Prospero’s reason for letting his enemies go
A major personal decision made by Prospero
Ariel’s fate
Alonso’s dynamic character
Prospero’s reason for not accusing his enemies of treason
The fate of the shipwrecked crew
Caliban’s promise
Prospero’s storytelling
Ariel’s last act of helping Prospero
Conditions under which Caliban will be freed
Help high school students go beyond basic reading comprehension and support the development of critical thinking and craft analysis skills with this bundle of close reading activities covering each scene of William Shakespeare’s The Tempest. Answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with these materials, students will:
Identify what the text states explicitly as well as implicitly
Consult reference materials in order to learn and verify word meanings
Discern the intended effects of the author’s word choices and narrative techniques
Determine the functions of given excerpts
Describe tone in context
Explore how complex characters think, behave, interact, and develop
Compare and contrast characters
Apply knowledge of various literary devices including metaphor, simile, situational irony, symbolism, and more
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works
This end-of-unit test covers William Shakespeare’s comedy The Tempest and includes an answer key, as well as a standards-based rubric for scoring essays. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will:
Demonstrate knowledge of significant characters and the key aspects of their lives
Demonstrate knowledge of significant events throughout the play
Identify the context of meaningful quotations in the play
Apply knowledge of a variety of literary devices applied in the play including hyperbole, metaphor, personification, situational irony, and more
Respond to an essay prompt requiring students to generate a relevant theme in the context of the play and explore its development
Cite relevant textual evidence in support of claims made in an academic essay
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
