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.
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 5, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Explore how complex characters think, behave, develop, and interact
Discern the tone of a given excerpt
Explore nuances in words with similar meanings
Apply knowledge of literary devices with emphasis on metaphor
Defend claims with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Come to class/leave class better prepared to discuss literary materials
Promote homework accountability, measure general reading comprehension, and reduce teacher workload with this printable quiz on Act 5 of As You Like It by William Shakespeare. This assessment and its answer key are delivered in both Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Touchstone’s comments about a young forest-dweller
The nature of the conversation between Touchstone and the forest-dweller
Oliver’s intentions as he moves forward in life
Orlando’s feelings about the abruptness of Celia and Oliver’s engagement
Ganymede’s promise to Orlando
Phebe’s assessment of Ganymede’s behavior
Audrey’s excitement about marriage
Touchstone’s driving motive for marrying Audrey
Jaques’ allusion to Noah’s Ark
A conversation between Jaques and Touchstone
Hymen’s attendance
The most dynamic character in Act 5
Duke Frederick’s intentions as he moves forward in life
Duke Senior’s intentions as he moves forward in life
Jaques’ assessment of the marriage between Touchstone and Audrey
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 4, 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, questions pertain to the following:
Analyzing character statements and behaviors to draw logical inferences about character development and motivations
Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
Analyzing an excerpt to discern tone in context
Analyzing textual details to discern and articulate their significance to the plot
Citing textual evidence in support of a claim
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 Othello. With a focus on Act 5, scene 1, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Apply knowledge of literary devices including dramatic irony, situational irony, and caesura
Articulate character motivations
Discern the best description of Roderigo’s characterization
Analyze and articulate how the setting contributes to a sense of uncertainty
Articulate how dialogue contributes to the development of suspense
Analyze character interactions
Define complex words or phrases in context
Verify interpretations using reference materials including a dictionary or thesaurus
Conclude your unit on Shakespeare’s The Tempest with this summative assessment, which is delivered as a Word Document and a PDF. An answer key is included. Students will demonstrate comprehension of the following:
Gonzalo’s general demeanor
Miranda’s relation to Prospero
Prospero’s intentions in terms of his magic
Antonio’s past betrayal of Prospero
Ariel’s role
General characterization of Trinculo
Caliban’s perception of Stephano
Ferdinand’s captivity
Prospero’s true feelings toward Ferdinand
Ariel’s warnings for King Alonso and his men
Prospero’s reaction to Ferdinand’s relationship with Miranda
An interruption of wedding festivities
Prospero’s tempting of the criminals
Prospero’s perception of Caliban
Prospero’s motivation for releasing his enemies
A major decision made by Prospero
Prospero’s motivation for not charging Antonio and Sebastian with treason
Caliban’s dynamic character
Arrangements for wedding entertainment
Miranda’s offering to help Ferdinand with his physical labor
King Alonso’s psychological state after the presumed death of his son
Gonzalo’s fear regarding his peers
Stephano, Trinculo, and Caliban’s collective behavior
Caliban’s feelings toward Prospero
Antonio’s feelings toward King Alonso
Sebastian’s self-blame
Act 1, scene 1: I pray thee, mark me–that a brother should / Be so perfidious…
Act 1, scene 1: You mar our labour.
Act 1, scene 2: …my library / Was dukedom large enough.
Act 1, scene 2: Is there more toil? Since thou dost give me pains, / Let me remember thee what thou hast promised, / Which is not yet performed me.
Act 2, scene 1: That our garments, being, as they were, drenched in / the sea, hold notwithstanding their freshness and / glosses, being rather new-dyed than stained with / salt water.
Act 2, scene 2: I’ll show thee the best springs; I’ll pluck thee berries; / I’ll fish for thee and get thee wood enough. / A plague upon the tyrant that I serve!
Act 3, scene 1: Poor worm, thou art infected! / This visitation shows it.
Act 3, scene 3: I am right glad that he is so / out of hope.
Act 5, scene 1: What a thrice-double ass / Was I, to take this drunkard for a god…
Hyperbole
Allusion
Personification
Oxymoron
Metaphor
Simile
Sibilance
Onomatopoeia
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 Othello. With a focus on Act 4, scene 3, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Discern the tone of a given excerpt
Apply knowledge of literary devices including metaphor, alliteration, sibilance, personification, foreshadowing, and paradox
Articulate character motivations
Compare two characters
Articulate the significance of dialogue
Analyze what dialogue reveals about a character’s psychological state
Consider how the imagery of a willow tree is relevant to the content of Desdemona’s song
Make logical inferences from the point of view of a particular character
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 Othello. With a focus on Act 5, scene 2, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
By completing this exercise, students will:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Articulate what Othello’s dialogue reflects about his psychological state
Articulate how Othello rationalizes his decision to murder Desdemona
Apply knowledge of literary devices including internal conflict, allusion, epiphany, assonance, and double denotation
Articulate how Desdemona is different from a candle, according to Othello
Analyze the text to discern how Othello demonstrates some degree of mercy on Desdemona
Define complex words or phrases in context
Verify interpretations using reference materials including a dictionary or thesaurus
Promote homework accountability and measure general reading comprehension with this quiz on Act 1 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following:
The sighting of the King of Denmark’s ghost
Horatio’s forceful interaction with the ghost
Character motivations
Hamlet’s mourning over the loss of his father
The reason for Hamlet’s anger toward his mother
Laertes’ perspective on the relationship between Hamlet and Ophelia
Polonius’ condemnation of young men for their lack of decency
A ghost’s revelation to Hamlet
Horatio and Marcellus’ promise to Hamlet
Promote homework accountability and measure general reading comprehension with this quiz on Act 2 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following:
Reynaldo’s spying on Laertes
The cause of Ophelia’s fright
Polonius’ recommendation to Ophelia
Ophelia’s rejection of Hamlet
The arrival of Rosencrantz and Guildenstern
The roles of Voltemand and Cornelius
Claudius’ effect on Fortinbras
Hamlet’s comparison of Denmark to a prison
The interaction among Hamlet, Rosencrantz, and Guildenstern
The effect of the actors on Hamlet
Hamlet’s self-criticism
Hamlet’s fear
Promote homework accountability and measure general reading comprehension with this quiz on Act 3 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
Polonius’ gift to Ophelia
Claudius’ psychological state
Hamlet’s suicidal thoughts
Hamlet’s degrading criticisms and comments about Ophelia
Hamlet’s confession to Ophelia
A primary cause of Ophelia’s sorrow
The interaction between Hamlet and Horatio
The function of the play from Hamlet’s perspective
Gertrude and Claudius’ reaction to the play
Claudius’ decision with regard to the seemingly insane Hamlet
Claudius’ internal conflicts
Polonius’ sneakiness
The appearance of the ghost
Gertrude’s acknowledgement regarding her current husband
Promote homework accountability and measure general reading comprehension with this quiz on Act 4 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
The information Gertrude gives Claudius about Hamlet
Hamlet’s refusal to identify the location of Polonius’ corpse
Hamlet’s interaction with Guildenstern and Rosencrantz
Hamlet’s reputation among the people of Denmark
Claudius’ assessment of Hamlet’s psychological state
Claudius’ plan to have Hamlet murdered
The actions of the Norwegian army
Fortinbras’ influence on Hamlet’s mindset
Ophelia’s peculiar behavior
The characterization of Laertes
Horatio’s letter from Hamlet
The tool Laertes will use to kill Hamlet
The manner of Ophelia’s death
Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following:
The nature of the gravediggers’ conversation
Hamlet’s reaction to the gravediggers’ behaviors
Hamlet’s similarities to the gravediggers
The nature of Hamlet’s conversation with the gravediggers
A former jester named Yorick
The church’s perspective on people who commit suicide
Laertes’ emotional response to Ophelia’s burial
Hamlet’s discovery of the plot to have him killed
Hamlet’s feelings toward Laertes
Hamlet’s duel with Laertes
Hamlet’s assessment of his physical strength in comparison to Laertes
The nature of Gertrude’s death
Hamlet’s belief regarding who should be the new King of Denmark
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 3, 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 be able to:
Identify what Claudius compares Hamlet to
Consider plot developments from Claudius’s point of view
Identify why it is important for Claudius to give the illusion of careful consideration when banishing Hamlet
Identify textual evidence that supports Claudius’s judgment that Hamlet is going insane
Define words and phrases as they are used in the text
Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
Identify Hamlet’s justification for calling Claudius his mother
Make a logical inference about Hamlet’s thinking based on dialogue
Discern the tone of a given passage
Consider plot developments from Hamlet’s point of view
Identify Hamlet’s intent based on his interactions with Claudius in this scene
Identify and explain an example of dramatic irony in this scene
Apply knowledge of literary devices including simile
Write with clarity and precision
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 5, scene 1, 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 be able to:
Articulate what the text says explicitly and implicitly
Consider author’s intent and articulate why Shakespeare may have chosen to begin this scene in a graveyard
Analyze characterization to discern the gravedigger’s primary function(s)
Discern the tone of a given excerpt
Consider how aristocratic class privileges influence plot development
Describe Hamlet’s reaction to the gravedigger’s singing, as well as the reason for his reaction
Apply knowledge of literary devices including metaphor, simile, hyperbole, allusion, alliteration, dramatic irony, situational irony, and more
Characterize Hamlet’s relationship with Yorick
Articulate how Hamlet’s lack of emotional or psychological control is manifested physically
Make logical inferences from the point of view of Hamlet
Demonstrate knowledge of Claudius’s mindset
Write with clarity and precision
Promote homework accountability and measure general reading comprehension with this bundle of plot-based quizzes on Hamlet by William Shakespeare. Answer keys are included. Materials are delivered in printable Word Document and PDF formats.
By taking these assessments, students will demonstrate knowledge of the following:
The sighting of the King of Denmark’s ghost
Horatio’s forceful interaction with the ghost
Character motivations
Hamlet’s mourning over the loss of his father
The reason for Hamlet’s anger toward his mother
Laertes’ perspective on the relationship between Hamlet and Ophelia
Polonius’ condemnation of young men for their lack of decency
A ghost’s revelation to Hamlet
Horatio and Marcellus’ promise to Hamlet
Reynaldo’s spying on Laertes
The cause of Ophelia’s fright
Polonius’ recommendation to Ophelia
Ophelia’s rejection of Hamlet
The arrival of Rosencrantz and Guildenstern
The roles of Voltemand and Cornelius
Claudius’ effect on Fortinbras
Hamlet’s comparison of Denmark to a prison
The interaction among Hamlet, Rosencrantz, and Guildenstern
The effect of the actors on Hamlet
Hamlet’s self-criticism
Hamlet’s fear
Polonius’ gift to Ophelia
Claudius’ psychological state
Hamlet’s suicidal thoughts
Hamlet’s degrading criticisms and comments about Ophelia
Hamlet’s confession to Ophelia
A primary cause of Ophelia’s sorrow
The interaction between Hamlet and Horatio
The function of the play from Hamlet’s perspective
Gertrude and Claudius’ reaction to the play
Claudius’ decision with regard to the seemingly insane Hamlet
Claudius’ internal conflicts
Polonius’ sneakiness
The appearance of the ghost
Gertrude’s acknowledgement regarding her current husband
The information Gertrude gives Claudius about Hamlet
Hamlet’s refusal to identify the location of Polonius’ corpse
Hamlet’s interaction with Guildenstern and Rosencrantz
Hamlet’s reputation among the people of Denmark
Claudius’ assessment of Hamlet’s psychological state
Claudius’ plan to have Hamlet murdered
The actions of the Norwegian army
Fortinbras’ influence on Hamlet’s mindset
Ophelia’s peculiar behavior
The characterization of Laertes
Horatio’s letter from Hamlet
The tool Laertes will use to kill Hamlet
The manner of Ophelia’s death
The nature of the gravediggers’ conversation
Hamlet’s reaction to the gravediggers’ behaviors
Hamlet’s similarities to the gravediggers
The nature of Hamlet’s conversation with the gravediggers
A former jester named Yorick
The church’s perspective on people who commit suicide
Laertes’ emotional response to Ophelia’s burial
Hamlet’s discovery of the plot to have him killed
Hamlet’s feelings toward Laertes
Hamlet’s duel with Laertes
Hamlet’s assessment of his physical strength in comparison to Laertes
The nature of Gertrude’s death
Hamlet’s belief regarding who should be the new King of Denmark
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 2. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Discern the most accurate statement among four options in context
Explore character motivations
Articulate how Caliban entices Stefano to participate in his plot
Articulate how Ariel complicates matters for Trinculo specifically
Determine the part of speech of a given word in context
Articulate what causes Stefano and Trinculo to be afraid
Analyze the author’s intent
Analyze how language contributes to the development of characterization
Articulate how Caliban is presented as a multidimensional character
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 1. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Articulate Prospero’s intentions
Analyze cause-and-effect relationships
Apply knowledge of literary devices including personification, situational irony, and dramatic irony
Discern logical inferences about characterization in context
Discern the tone of a particular excerpt
Articulate why Miranda feels she betrayed her father
Contrast Miranda and Ferdinand
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 3. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Articulate what makes Alonso a more vulnerable target, according to Antonio’s logic
Analyze how Antonio and Sebastian demonstrate cowardliness
Identify textual details that contribute to the surreal tone of the scene
Discern the most logical statement among four options in context
Apply knowledge of literary devices including personification
Identify what makes Antonio and Sebastian foolish from Ariel’s perspective
Analyze Shakespeare’s use of the vague pronoun they and determine to whom Ariel refers when using the pronoun in context
Determine the meaning of complex words and phrases in context
Verify interpretations of language using reference materials such as a dictionary and thesaurus
Identify whether Ariel believes the king’s party may avoid eternal damnation
Articulate the effect Ariel’s speech has on the king’s party
Conduct brief research on the mythological harpy and analyze what the creature has in common with Ariel
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 4, scene 1. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Discern the tone of an excerpt
Discern and articulate meaning in figurative language
Articulate the task assigned to Ariel
Analyze Shakespeare’s craft to discern and explain how humor is incorporated into the scene
Articulate the intended effect of Shakespeare’s language
Explore character motivations
Identify why Ceres is reluctant to participate in a celebration
Analyze how complex characters change over the course of the scene
Define complex words or phrases in context
Verify interpretations of language using reference materials such as a dictionary and thesaurus
Identify the reason Caliban, Trinculo, and Stephano would be tempted by colorful clothes
Articulate how moral character and physical appearance are related, according to Prospero
Articulate Caliban’s epiphany at the end of the scene
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 5, scene 1. A variety of high-order question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Explore how complex characters interact and how these interactions contribute to their development
Isolate a falsehood from several accurate statements about an excerpt
Explore character motivations, including why Prospero wants music played and why he wishes not to accuse Antonio and Sebastian of treason
Analyze the symbolic value of Prospero’s change of clothes
Articulate how Gonzalo is an example of dynamic character
Articulate how Alonso’s emotional state is altered
