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

This summative test covers William Shakespeare’s Romeo and Juliet 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 administering this assessment, teachers will evaluate students’ abilities to do the following: Demonstrate knowledge of aspects of drama including relevant vocabulary and historical context Demonstrate knowledge significant characters and the key aspects of their lives Demonstrate knowledge of significant events that transpire Identify the context of meaningful quotations in the play Apply knowledge of a variety of literary devices applied in the novel including hyperbole, metaphor, situational irony, dramatic irony, verbal irony, and more Respond to an essay prompt requiring students to evaluate tragic mistakes characters make Cite relevant textual evidence in support of claims made in an academic essay

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.

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)

Eliminate assessment planning responsibilities and evaluate high school students’ knowledge of plot and literary craft with this summative test covering William Shakespeare’s Macbeth. An answer key is included, as well as a standards-based rubric for scoring essays in response to a prompt about Macbeth’s moral deterioration and the variables contributing to it. Materials are delivered in editable Word Document and printable PDF formats.