Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 2 of William Shakespeare’s Romeo and Juliet. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: anon, baleful, beshrew, chide, discourse, doff, enmity, gyves, hap, haste, henceforth, hie, hoarse, light, loathsome, pains, perverse, pox, procure, prorogued, rash, reign, repose, and wherefore. By engaging with these activities, students will: 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 5 of William Shakespeare’s Romeo and Juliet. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: aloof, ambiguity, apothecary, churl, descent, discern, disperse, ducat, haply, haughty, inauspicious, inexorable, liege, meager, muffle, obsequy, penury, pine, presage, privy, scourge, strew, tush, and wander. By engaging with these activities, students will: 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 3 of William Shakespeare’s Macbeth. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: abide, affliction, avaunt, avouch, barren, beldam, bent, bestow, buffet, commend, dispatch, fitful, glare, liege, marrowless, muse, parricide, pious, rebuke, rue, saucy, sirrah, sleight, and treachery. By engaging with these activities, students will: 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 4 of William Shakespeare’s Macbeth. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: abjure, appease, avaricious, blaspheme, boast, bodement, concord, deftly, desolate, doff, firstling, foison, fry, homely, impress, mortal, naught, perchance, pernicious, reign, relish, stanchless, toil, and verity. By engaging with these activities, students will: 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 2 of William Shakespeare’s Macbeth. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: benison, brainsickly, consort, entreat, gild, gout, groom, husbandry, incarnadine, infirm, largess, malice, multitudinous, obscure, palpable, posset, repose, stealthy, stern, suborn, summon, thither, thriftless, timely, and woeful. By engaging with these activities, students will: 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 1 of William Shakespeare’s Macbeth. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: anon, broil, chastise, cherubin, clamor, compunctious, dun, ere, fantastical, haste, hie, hurlyburly, implore, metaphysical, mettle, pain, pine, prithee, quarrel, quoth, rapt, scarcely, spongy, and swift. By engaging with these activities, students will: 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 4, scene 1, of William Shakespeare’s comedy Love’s Labour’s Lost. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Infer 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 Argue how Rosaline’s dialogue and actions defy standard conventions of femininity Apply knowledge of literary devices including epiphora, metaphor, verbal irony, 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 1, scene 2, of William Shakespeare’s comedy Love’s Labour’s Lost. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Infer 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 metaphor, oxymoron, situational irony Conduct brief research on the topic of Humorism 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 2, scene 1, of William Shakespeare’s comedy Love’s Labour’s Lost. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Infer the intended effects of the author’s word choices and narrative techniques Determine the function of a given passage Describe tone in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including alliteration, simile, and hyperbole 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 3, scene 1, of William Shakespeare’s comedy Love’s Labour’s Lost. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Infer 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 metaphor 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 1, scene 1, of William Shakespeare’s comedy Love’s Labour’s Lost. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Consult reference materials in order to learn and verify word meanings Infer the intended effects of the author’s word choices and narrative techniques Describe tone in context Determine the functions of given excerpts Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including anaphora 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

Conclude a unit on Shakespeare’s Othello with this summative test and answer key. By completing this assessment, students will demonstrate general knowledge of character actions, dialogue, and motivations. In addition, they will explore the significance of selected passages and apply knowledge of literary devices such as situational irony and dramatic irony. Finally, students will write with clarity, accuracy, and precision in response to a prompt requiring them to analyze Iago and support the claim that he is a weak villain. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.

With this printable test covering the entirety of William Shakespeare’s The Taming of the Shrew, English teachers will be able to evaluate students’ comprehension of key characters, plot developments, and literary craft. An answer key is provided. Materials are delivered in Word Document and PDF formats. A breakdown of content follows. Part 1. Knowledge of Plot. Students will demonstrate comprehension of the following: Christopher Sly’s disruptive behavior An activity in which Christopher Sly participates Baptista’s terms for his daughters’ marriages Lucentio’s persona, “Cambio” The quality in women about which Petruchio cares most Hortensio’s persona, “Litio” Petruchio’s intentions for Katharina Baptista’s preferences to be his son-in-law Petruchio’s tardiness to the wedding Petruchio’s appearance on his wedding day Bianca’s assessment of her sister’s relationship An accident involving a horse Petruchio’s strictness Hortensio’s feelings toward Petruchio Petruchio’s eccentric behavior Hortensio’s marriage A test of the wives’ loyalty Katharina’s closing speech Part 2. True/False. Students will identify whether a statement is true or false. Questions focus on: “Cambio’s” area of expertise The nature of the relationship between Bianca and Katharina The first character to reveal his true identity to Bianca Hortensio’s dwindling affection toward Bianca Katharina’s reaction to her husband’s strange behavior Baptista’s negotiating the terms of his daughters’ marriages Baptista and Vincentio’s forgiveness of their children The false Vincentio’s reaction to meeting the real Vincentio Part 3. Quotations in Context. Students will match an excerpt with its appropriate context. Act 1, scene 1: Hark, Tranio! thou may’st hear Minerva speak. Act 1, scene 1: No profit grows where is no pleasure ta’en: / In brief, sir, study what you most affect. Act 2, scene 1: Her silence flouts me, and I’ll be revenged. Act 2, scene 1: O slow-wing’d turtle! shall a buzzard take thee? Act 3, scene 2: Go, girl; I cannot blame thee now to weep; / For such an injury would vex a very saint, / Much more a shrew of thy impatient humour. Act 3, scene 2: That, being mad herself, she’s madly mated. Act 4, scene 2: …here I firmly vow / Never to woo her no more, but do forswear her, / As one unworthy all the former favours / That I have fondly flatter’d her withal. Act 5, scene 1: Fear not, Baptista; we will content you, go to: but / I will in, to be revenged for this villany Act 5, scene 2: A woman moved is like a fountain troubled, / Muddy, ill-seeming, thick, bereft of beauty… Part 4. Application of Literary Devices. Students will be given a detail or excerpt from the drama and must determine which literary device is best reflected. Literary devices addressed include: Sibilance Allusion Hyperbole Anaphora Oxymoron Aposiopesis Idiom Metaphor Consonance Simile Onomatopoeia

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

With this summative test covering the entirety of William Shakespeare’s comedy Twelfth Night, English teachers will evaluate students’ essay writing skills and comprehension of characters, plot, and craft. A test prep study guide, answer key, and standards-based essay rubric are included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive excerpts for deeper meaning Apply knowledge of literary devices including alliteration, allusion, assonance, euphemism, hyperbole, metaphor, oxymoron, personification, and simile Generate an essay about the influence of love on three characters Cite relevant textual evidence in support of claims made in an academic essay

This summative test covers William Shakespeare’s comedy As You Like It 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 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, oxymoron, allusion, personification, and more Respond to an essay prompt requiring students to explore the theme of bravery and its effects on a character in the play Cite relevant textual evidence in support of claims made in an academic essay

This summative test covers William Shakespeare’s Much Ado About Nothing 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 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, malapropism, oxymoron, hyperbole, personification, invective, and pun Respond to an essay prompt requiring students to explore the complexities of Benedick’s character Cite relevant textual evidence in support of claims made in an academic essay