Conclude a unit on William Shakespeare’s The Merchant of Venice with this fifty-question test delivered in Word Document and PDF formats. An answer key is included. This assessment is divided into four sections and breaks down as follows. Part 1. Multiple choice. Students will demonstrate knowledge of character and plot details. Part 2. True/False and Either Or. Students will identify whether a statement is true or false, or they will identify the correct option between two choices. Part 3. Matching. Students will match an excerpt with its appropriate context. Part 4. Multiple choice. Students will be given a detail or excerpt and must determine which literary device is best reflected.

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 7, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. More specifically, students will do the following: Discern what the text states both explicitly and implicitly Analyze character statements and behaviors to draw logical inferences about character development and motivations Determine the tone of a given passage Determine the functions of a given passage Isolate a true statement about plot from falsehoods Apply knowledge of a variety of literary devices including hubris, personification, metaphor, and irony Provide textual evidence in support of a claim about Claudius Articulate ideas with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions 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 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

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 4 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Claudio’s behavior at the wedding Hero’s reaction to Claudio’s insults Don John’s statements on the significance of Hero’s reaction Leonato’s feelings toward his daughter Friar Francis’ feelings toward Hero Friar Francis’ suggested course of action Beatrice’s dramatic request of Benedick Dogberry’s terrible interrogation Sexton’s task Conrade’s insults toward Dogberry

Help high school students develop close reading and poetry analysis skills with this set of high-order questions covering William Shakespeare’s Sonnet 146. Delivered in Word Document and PDF formats, this worksheet eliminates assessment planning responsibilities 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 the intended effect of figurative language Explore the narrator’s mindset Discern the overall tone of the sonnet Apply knowledge of literary devices with emphasis on metaphor, paradox, and personification

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 2, of Hamlet 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. By engaging with this resource, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine Shakespeare’s narrative techniques with emphasis on the incorporation of figurative language Determine the tone of the scene Explore how complex characters think, behave, interact, and develop Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, 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 Act 1, scene 1, of Hamlet 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. By engaging with this resource, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Discern the tone of a given passage Explore how complex characters think, behave, interact, and develop Analyze plot from a historical context Apply knowledge of literary devices including foreshadowing Identify context clues that suggest Horatio’s opinion on supernatural occurrences is correct Explore themes with emphasis on humanity’s relationship with the universe Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, 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 Act 1, scene 5, of Hamlet 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 Define words and phrases as they are used in the text Discern the intended effect of Shakespearean language in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including euphemism, simile, personification, and hyperbole Conduct brief research to answer a question connecting the drama to aspects of Greek mythology Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, 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 Act 1, scene 4, of Hamlet 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 primary function of a given passage Define words and phrases as they are used in the text Examine the effect of Shakespeare’s figurative language upon the reader Explore how complex characters think, behave, interact, and develop Compare and contrast two characters Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

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 William Shakespeare’s King Lear. 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. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Consider nuances in words with similar meanings Articulate the intended effect of figurative language in context Explore cause-and-effect relationships Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including assonance, hyperbole, and apheresis Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

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 4, of William Shakespeare’s King Lear. 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. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Define words/phrases as they are used in the text Verify interpretations of language using reference materials Explore the intended effects of Shakespeare’s narrative techniques Describe tone in context Conduct brief research on pelicans to better understand their symbolic value in context ('pelican daughters") Examine how complex characters think, behave, interact, and develop Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Evaluate general reading comprehension with this multiple choice quiz covering Act 1 of William Shakespeare’s Othello. The plot-based assessment may double as a guided reading handout to facilitate active reading experiences. An answer key is included. Additionally, a short answer worksheet is provided for re-assessment purposes. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: Roderigo’s affections for Desdemona Iago’s fury toward Othello Brabantio The Turks’ plan to attack Cyprus Othello and Desdemona’s relationship Desdemona’s internal conflict Othello’s departure Brabantio’s warning to Othello Iago’s manipulation of Roderigo

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 4 of William Shakespeare’s Julius Caesar. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The nature of Antony’s conversation with Octavius and Lepidus What Antony intends to do with Caesar’s will Antony’s intentions for Lepidus The changing nature of Brutus and Cassius’s relationship Brutus’s observations about Cassius’s behavior Information provided to Brutus by Lucilius Why Brutus punished Lucius Brutus’s accusations against Cassius Cassius’s self-image Cassius’s emotionally charged offer to Brutus An unexpected visitor to the tent A supernatural encounter

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Act 3 of William Shakespeare’s Julius Caesar. The assessment may double as a guided reading worksheet to facilitate active engagement with Shakespeare’s drama. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Caesar’s decision involving Artemidorus’s letter Why Cassius fears the conspiracy has fallen apart before Caesar speaks Cassius’s extreme reaction to his fear Brutus’s motivation for kissing Caesar’s hand Caesar’s self image Brutus’s motivation for having Antony brought to him Antony’s apology to Caesar’s corpse Antony’s ominous prediction for the region The basis on which Brutus asks the public to trust him How Antony manipulates the public into distrusting Brutus The reading of Caesar’s will

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)