Evaluate reading comprehension, facilitate vocabulary development, and support the development of critical thinking skills with this bundle of resources for teaching The Hobbit by J.R.R. Tolkien (chapters 17, 18, and 19). Three close reading analysis worksheets, a plot-based quiz, a vocabulary application activity, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in printable Word Document and PDF formats. By engaging with these activities, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Verify interpretations of language using reference materials as needed Choose the most proper application of words as they are used in sentences Discern the intended effects of the author’s diction and narrative techniques Describe the tone of a given passage Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on metaphor, simile, sibilance, imagery, personification, foreshadowing, and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision Come to class better prepared to discuss works of fiction

Evaluate reading comprehension, facilitate vocabulary development, and support the development of critical thinking skills with this bundle of resources for teaching The Hobbit by J.R.R. Tolkien (chapters 3, 4, and 5). A plot-based quiz, three close reading analysis worksheets, a vocabulary application activity, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in printable Word Document and PDF formats. By engaging with these activities, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Verify interpretations of language using reference materials as needed Choose the most proper application of words as they are used in sentences Discern the intended effects of the author’s diction and narrative techniques Describe the tone of a given passage Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including foreshadowing, dramatic irony, simile, onomatopoeia, and symbolism Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision Come to class better prepared to discuss works of fiction

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this set of plot-based quizzes covering the entirety of William Shakespeare’s Othello. These assessments may double as guided reading handouts to facilitate active reading experiences. Answer keys are provided. 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 Desdemona’s arrangement to stay with Iago Brabantio’s warning to Othello Iago’s manipulation of Roderigo The end of the war with the Turks Iago’s emphasis on Cassio’s friendliness toward Desdemona Cassio’s weakness Iago’s taking advantage of Cassio’s weakness The consequences of Cassio’s actions Othello’s ironic perspective on Iago’s character Cassio seeking advice from one he considers his closest friend Iago’s next manipulative move involving Desdemona Cassio’s verbal exchange with Desdemona Iago encouraging Othello’s suspicions toward Desdemona Desdemona’s requests for Othello to forgive Cassio Othello’s insistence that Iago tell him everything he knows Iago’s underhanded behaviors and statements Othello’s statements on marital trust and jealousy The retrieval of Desdemona’s handkerchief Othello’s mounting suspicions Othello’s ultimatum to Iago Desdemona’s frustrations Othello’s rage-fueled trance Iago’s conspiracy to make Othello think Cassio loves Desdemona Iago’s barbarous suggestion regarding Desdemona’s fate The letter from Venice Lodovico’s witnessing Othello’s abusive behavior Emilia’s verbal exchange with Othello Othello’s confrontation with Desdemona Desdemona turning to Iago for help Roderigo’s frustration with Iago The arrangement Iago makes for Roderigo Desdemona’s foreshadowing fear Iago’s concern that Roderigo could expose him Iago’s irrational jealousy of Cassio Cassio’s injury Fatal wounds The arrest of Bianca Othello’s verbal exchange with Desdemona The subsequent killing Emilia’s news The brief revival of a character The ensuing stabbings, one fatal Othello’s subsequent perception of himself The fatal flaw of the hero

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

Evaluate general reading comprehension and support the development of close reading analysis skills while teaching Act 3 of William Shakespeare’s comedy Twelfth Night with this bundle of formative assessments. Included are the following: a multiple choice quiz on characters and plot, four close reading worksheets addressing the author’s craft, 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 engaging with these materials, students will do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine nuances in words with similar meanings Discern the main function of a given passage Discern the intended effects of Shakespeare’s stylistic choices Discern tone in context Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including oxymoron, situational irony, dramatic irony, ambiguity, paradox, hyperbole, and more Explore the text for thematic significance Support claims and inferences with relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Measure high school reading comprehension and support analysis of Shakespeare’s tragedy Hamlet (Act 3) with this bundle that features a plot-based quiz and rigorous close reading activities. By engaging with these resources, students will identify what the text says explicitly and implicitly, apply knowledge of literary devices, interpret figurative expressions, make engagement with text visible, and more. Answer keys are provided. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will: Discern what the text states both explicitly and implicitly Explore cause-and-effect relationships Analyze character statements and behaviors to draw logical inferences about character development and motivations Apply knowledge of literary devices to the text with emphasis on metaphor and personification Make logical inferences about why the ghost reappears when it does Analyze complex vocabulary and phrasing in context to determine meaning and intended effect Analyze an excerpt to determine its primary function Analyze dialogue to draw well informed inferences about Shakespeare’s philosophy on the purposes of dramatic performances Articulate ideas with clarity and precision

Evaluate general reading comprehension and support the development of close reading analysis skills while teaching Act 2 of William Shakespeare’s King Lear with this bundle of formative assessments. Included are the following: a quiz on characters and plot, four close reading worksheets addressing the author’s craft, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these activities, students will do the following: Identify what the text states explicitly and implicitly Define words/phrases as they are used in context Explore nuances in words with similar meanings Verify interpretations of language using reference materials Demonstrate general awareness of the characteristics of an Elizabethan audience Describe tone in context Determine the primary functions of given excerpts Explore how complex characters think, behave, interact, and develop Compare Gloucester and Lear Compare and contrast Edgar and Lear Apply knowledge of literary devices including situational irony, metaphor, assonance, onomatopoeia, inversion, personification, juxtaposition, dramatic irony, and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision

Evaluate general reading comprehension and support the development of critical thinking and craft analysis skills with this bundle of formative assessments covering Act 2 of William Shakespeare’s Julius Caesar. A plot-based quiz, four close reading worksheets, and answer keys are provided. Materials are delivered in editable Word Document and printable PDF formats. By engaging with these materials, 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 Determine the function of a given excerpt Describe tone in context Explore how complex characters think, behave, interact, and develop Compare two characters (Artemidorus and Calpurnia) Compare and contrast two characters (Caesar and Calpurnia) Articulate the qualities that distinguish Artemidorus from most other characters in the play Apply knowledge of literary devices including foreshadowing, symbolism, and dramatic irony 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

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering each Act of William Shakespeare’s comedy As You Like It. 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.

Facilitate vocabulary development, evaluate general reading comprehension, and sharpen critical thinking skills with this bundle of formative assessments covering H.P. Lovecraft’s short story “The Call of Cthulhu,” a narrative of special appeal to high school students interested in horror, science fiction, and the supernatural. This bundle includes three plot-based quizzes, three close reading analysis worksheets, a vocabulary application activity, a word search game, a crossword puzzle, the public domain text, and answer keys. Materials are delivered in editable Word Document and printable PDF formats. These resources 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 engaging with these materials, students will: Identify what the text states both explicitly and implicitly Define words and phrases as they are used in the text Consult reference materials in order to learn and verify word meanings Choose the most proper application of words as they are used in sentences Determine the tone of a particular passage Discern the author’s intent and its effect on readers. Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including idiom, euphemism, simile, metaphor, invective, personification, hubris, hyperbole, and onomatopoeia Draw parallels between “The Call of Cthulhu” and the epic The Odyssey 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

Promote homework accountability and evaluate general reading comprehension with these plot-based quizzes covering H. G. Wells’ dystopian science fiction novel The War of the Worlds. The assessments may otherwise double as guided reading worksheets to facilitate engagement with the novel. Answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Setting Strange sightings on Mars The Martians’ intentions First impressions of the Martians’ ship General characterization of the narrator The narrator’s assumptions about the cylinder The identity of a journalist Physical description of the alien beings An apparent complication for the extraterrestrials Acts of violence Effects of the heat ray The narrator’s interactions with his wife The reason many news agencies report that Martians are not a true threat The arrival of a second cylinder Factors that contribute to the aliens’ formidability The item rented by the narrator The narrator’s intentions The weather conditions The means by which Martians travel on Earth A complication that faces the narrator How the narrator survives the heat ray New threats facing the narrator General characterization of the narrator’s brother The reason news of the invasion has not spread farther The fixation of the minister How the narrator’s brother escapes the aliens Details concerning “Thunder Child” Ominous observations by the narrator’s brother The narrator’s stated intentions The narrator’s main motivations The eerie strangeness of London The reason for the narrator and minister’s entry into a house The reason the narrator and the minister get stuck in the house The narrator’s observations of the aliens The conclusions the narrator draws about the extraterrestrials The means by which the minister dies What happens to the minister’s body The length of the narrator’s confinement A reunion with the artilleryman Characters’ specific fears An unappealing suggestion for humanity’s survival The narrator’s judgments about the artilleryman A theory concerning the aliens’ cause of death The narrator’s psychological state Beliefs concerning an alternative location for colonization Discoveries made at the narrator’s home The invasion’s effect on humanity in general

Evaluate general reading comprehension and support the development of close reading analysis skills while teaching Act 5 of William Shakespeare’s Much Ado About Nothing with this bundle of formative assessments. Included are the following: a multiple choice quiz on characters and plot, four close reading worksheets addressing the author’s craft, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will: Identify what the text states explicitly and implicitly Compare and contrast elements of one scene to those of another Determine tone in context Discern the intended effect of figurative language as it is used in the text Consider how Shakespeare’s narrative techniques achieve both humorous and tension-relieving effects Examine nuances in words with similar meanings Explore how complex characters think, behave, interact, and develop Compare and contrast characters (Benedick and Margaret; Benedick and Beatrice) Evaluate whether Claudio is a sympathetic and accountable character Apply knowledge of literary devices with emphasis on simile, paradox, personification, allusion, oxymoron, repetition, metaphor, callback, invective, verbal irony, and dramatic irony Articulate an unanswered question related to the plot Make rational predictions about future events using context clues 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 assessment planning responsibilities with this bundle of plot-based quizzes covering each Act of William Shakespeare’s The Merchant of Venice. 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: Antonio’s lack of awareness in terms of the cause of his sadness Why Salerio and Solanio think Antonio is unsettled Salerio’s stated belief concerning human emotions Gratiano’s thoughts on sad men Bassanio’s motive for needing money Antonio’s generosity Why Portia is sad, according to Nerissa The condition under which Portia is allowed to marry Nerissa’s role in Portia’s life Shylock’s profession The quality that most distinguishes Shylock The reason for Shylock’s resentment toward Antonio Shylock’s deal with Antonio Morocco’s wooing of Portia The consequences facing any man who fails to solve a riddle Launcelot’s feelings toward Shylock Old Gobbo’s condition Launcelot’s crass behavior Bassanio’s generosity toward Launcelot Gratiano’s reputation Jessica’s promise to Lorenzo Launcelot’s service to Lorenzo and Jessica Jessica’s willingness to behave criminally Jessica’s discomfort with her appearance A sign that the “right” casket is chosen Aragon’s intent The identity of a young visitor Salerio and Solanio’s reaction to the news about Antonio Why Shylock is angry at Salerio and Solanio How Shylock justifies his behavior Tubal’s role Jessica’s behavior Interactions between Portia and Bassanio Bassanio’s participation in the riddle-solving contest The relationship between Gratiano and Nerissa A letter from Antonio Shylock’s self-image Portia’s reaction to news about Antonio Balthazar’s role Jessica’s perception of Portia The Duke’s interactions with Shylock Antonio’s reaction to his circumstances Shylock’s self-image Bassanio’s efforts to save Antonio The Duke’s indecision What Antonio wants Bassanio to do for him Nerissa’s disguise Portia’s disguise Why Shylock won’t receive his pound of flesh Shylock’s crimes and consequences Bassanio’s ring How Lorenzo and Jessica perceive themselves Lorenzo’s talking about the calming music of the stars Stephano’s message Portia’s insistence that everyone keep a secret from her husband How Portia and Nerissa deceive their husbands Antonio’s relationship with Bassanio News of Antonio’s ships News from Nerissa Gratiano’s crude humor

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering each Act of William Shakespeare’s tragedy King Lear. 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.

Evaluate general reading comprehension and support the development of close reading analysis skills while teaching Act 2 of Shakespeare’s Macbeth with this bundle of formative assessments. Included are the following: a multiple choice quiz on characters and plot, seven close reading worksheets addressing the author’s craft, and answer keys. Materials are delivered in Word Document and PDF formats. By engaging with these materials, students will: Identify what the text states both explicitly and implicitly Discern the intended effect of Shakespeare’s diction Analyze language and articulate its intended effect Discern tone in context Determine the function of a given excerpt Define complex and archaic words as they are used in the text Explore how characters think, behave, interact, and develop Compare the characters of Banquo and Macbeth Consider the symbolism of sleep and diamonds in context Apply knowledge of literary devices such as personification, hyperbole, simile, allusion, dramatic irony, and situational irony Identify the best textual evidence in support of claims and inferences Write about Shakespearean drama with clarity, accuracy, and precision

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 each Act of William Shakespeare’s Julius Caesar. Materials are delivered in editable Word Document and printable PDF formats. Answer keys are included. Students will demonstrate knowledge of the following: Setting The motivation of a crowd Marullus’s perception of Caesar A coinciding event Flavius’s perception of Caesar Cassius’s fear The actions of a Soothsayer Cassius’s efforts to diminish Caesar Caesar’s medical condition Cassius’s plan to manipulate Brutus Casca’s fear Cinna’s role in a conspiracy The role of Lucius How Brutus rationalizes murdering Caesar How Brutus feels about his men taking an oath Individuals not permitted into the group The nature of Antony’s relationship with Caesar Portia’s concern for her husband How Brutus’s secrecy affects Portia Ligarius’s loyalty Calpurnia’s nightmares Ominous occurrences that foreshadow tragic events Decius’s influence on Caesar The purpose of Artemidorus’s letter Information from the Soothsayer Portia’s grievances 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 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 Antony’s assumption about Brutus and Cassius’s motives Conflict between Antony and Octavius Brutus and Cassius’s denigrating assessment of Antony Cassius’s opinion on superstitions Messala’s role in the battle The death of Cassius’s flag-bearer Titinius’s scrutiny of Brutus’s battlefield decision-making The cause of Cassius’s death Lucilius’s persona Antony’s motives with regard to his treatment of Lucilius The cause of Brutus’s death

Help students engage in analysis of Fallen Angels by Walter Dean Myers with this set of close reading worksheets delivered in Word Document and PDF formats. Passages from chapters 1, 5, 10, 14, and 21 are featured. Answer keys are included. By engaging with these materials, students will: Identify what the text states explicitly and implicitly Identify textual evidence in support of claims Discern what given passages reflect about the protagonist’s modes of thinking Make logical inferences about characters’ psychological states based on actions Apply knowledge of a variety of literary devices Determine the functions of given passages Analyze a situation to discern what is both positive and negative in terms of its outcome Explore character motivations Explain how dramatic irony is present in a given passage Make logical inferences about the author’s intent Examine how complex characters behave and interact Discern tone in context Write with clarity and precision And more

Evaluate comprehension and support the development of close reading analysis skills with this bundle of resources covering chapters 25, 26, and 27 of Dracula by Bram Stoker. A plot-based quiz, close reading worksheets, vocabulary activities, and answer keys are provided. Materials are delivered in printable Word Document and PDF formats. 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 these materials, students will: Identify what the text says explicitly and implicitly Determine the meaning of unfamiliar and complex words Consult reference materials in order to learn and verify word meanings Determine the most proper application of words as they are used in sentences Activate prior knowledge to identify and articulate inconsistencies in plot Discern the intended effects of the author’s narrative techniques Consider the greater significance of given details Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including foreshadowing, situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Gothic literature with clarity, accuracy, and precision

Evaluate comprehension and support the development of close reading analysis skills with this bundle of resources covering chapters 11, 12, and 13 of Dracula by Bram Stoker. A plot-based quiz, close reading worksheets, vocabulary activities, and answer keys are provided. Materials are delivered in printable Word Document and PDF formats. 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 these materials, students will: Identify what the text says explicitly and implicitly Determine the meaning of unfamiliar and complex words Consult reference materials in order to learn and verify word meanings Discern the most proper application of words as they are used in sentences Describe the tone of given excerpts Discern the intended effects of the author’s narrative techniques Indicate the function of a given telegram Make connections between the novel and William Shakespeare’s Hamlet Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including foreshadowing, personification, metaphor, paradox, onomatopoeia, and more Make a prediction about potential plot developments Support claims and inferences with sound reasoning and relevant evidence Write about Gothic literature with clarity, accuracy, and precision