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.
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 3, 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 cause-and-effect relationships
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with emphasis on hyperbole
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement chapter 3 of The Great Gatsby by F. Scott Fitzgerald. A crossword puzzle, word search activity, vocabulary application worksheet, and answer keys are provided. Materials are delivered in Word Document and PDF formats.
Specifically, the following vocabulary terms are addressed: credulity, implore, indifferent, melancholy, notorious, permeate, poignant, scamper, skeptically, swoon, tinny, unintelligible, urbane, vacuous, vague, vehemently, veranda, and wan.
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 the development of close reading skills with this comprehensive bundle of worksheets composed of challenging questions designed to help high school students analyze Shakespeare’s classic drama The Tempest. With an activity for each individual scene, this bundle saves teachers valuable time without sacrificing academic rigor. All materials are delivered as printable PDFs and Word Documents. Answer keys are provided.
Students will be able to do the following:
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 with emphasis on hyperbole
Articulate the responsibilities of a boatswain
Cite textual evidence in support of the claim that the king’s loyalists are arrogant
Define complex words or phrases in context
Verify interpretations using reference materials including a dictionary or thesaurus
Identify what dialogue reveals about characterization
Articulate why Gonzalo is less concerned about dying than others onboard the ship
Analyze Gonzalo’s dialogue to discern his philosophical perspective on life
Articulate how Nature influences class systems based on this scene
Articulate what Miranda and the audience (or readers) have in common
Analyze what is revealed about Miranda through her interactions with Prospero
Demonstrate knowledge of Prospero’s emotional state as it relates to his past with Antonio
Analyze what is revealed about Gonzalo’s psychological state through his actions
Articulate a primary function of a given excerpt
Articulate why Gonzalo’s bringing up Claribel is a mistake
Identify what Alonso believes is the cause of his misfortune
Articulate Gonzalo’s opinion of what constitutes an ideal society
Articulate what Caliban assumes about the reason for Trinculo’s appearance
Identify the means by which Stephano and Trinculo derive some of their courage
Articulate the conditions under which Caliban will revere Stephano and Trinculo
Articulate how Stephano came into possession of a cask of wine
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 how Antonio and Sebastian demonstrate cowardliness
Identify textual details that contribute to the surreal tone of the scene
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
Analyze Shakespeare’s craft to discern and explain how humor is incorporated into the scene
And more
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering Act 2 of William Shakespeare’s The Tempest. The quiz may double as a guided reading worksheet to facilitate active engagement with the play. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
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
Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 2 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Explore how complex characters think, behave, develop, and interact
Determine the function of a particular character in the context of the scene
Discern the tone of a given excerpt
Apply knowledge of literary devices including alliteration, simile, oxymoron, and callback
Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 1, of Hamlet by William Shakespeare and emphasizing the protagonist’s internal conflict as expressed in his famous soliloquy: “To be, or not to be?” 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 metaphor
Determine the function of a given excerpt
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 2, 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.
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
Compare and contrast two characters
Determine the function of the scene
Apply knowledge of literary devices with emphasis on situational irony
Support claims and inferences with sound reasoning and relevant textual evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Support the development of close reading skills for high school with this complete bundle of worksheets composed of inference questions covering every individual scene in William Shakespeare’s Hamlet. These resources will encourage students to analyze how complex characters develop, explore character motivations, interpret figurative expressions, apply knowledge of literary devices, develop greater confidence in decoding Shakespearean language, and much more. Answer keys are included. All materials are delivered in a zip file containing printable Word Document and PDF versions.
Use these resources for independent or small group engagement with the text; they may lead to thoughtful discussions that contribute meaningfully to a culture of active learning in high school English classrooms. With these instructional materials, students will demonstrate the following:
An ability to define complex vocabulary in context
An ability to analyze context clues and draw logical inferences about character motivations
An ability to analyze context clues and draw logical inferences about character relationships
An ability to analyze the text for literary devices such as foreshadowing, situational irony, dramatic irony, theme, symbolism, dynamic character, and more
An ability to identify the function of a particular passage
An ability to find and articulate relevant textual details in support of a claim
An ability to analyze context clues to discern and articulate the significance of a given detail
An ability to articulate what the text indicates both explicitly and implicitly
An ability to 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 Othello. With a focus on Act 1, 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, 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:
Analyze what the text states explicitly and implicitly
Make logical inferences in context
Explore character motivations
Discern the tone of a given excerpt
Discern the meaning of complex words and phrases in context
Explore theme
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 Othello. With a focus on Act 1, scene 2, 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, ultimately, 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 the phrase “He comes to bad intent” for meaning.
Analyzing the phrase “Come, sir, I am for you” for meaning and synthesizing it with knowledge of Iago’s characterization.
Analyzing text for meaning: why Othello claims that Brabantio is worthy of respect.
Analyzing text to determine character motivations (why Brabantio thinks Othello is a thief).
Analyzing text to isolate true statements from unfounded statements.
Locating textual evidence and annotating text to make comprehension visible: identifying all references to supernatural forces and all indications of Brabantio’s prejudiced mentality.
Paraphrasing dialogue.
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 Iago’s skillful manipulation of Roderigo in Act 4, 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:
Analyze what the text states explicitly and implicitly
Discern the meaning of complex words and phrases in context
Demonstrate knowledge of literary devices
Make logical inferences in context
Explore character motivations
Analyze how complex characters interact
Cite relevant textual evidence in support of claims
Write with clarity and precision
This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 5). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details:
Edmund’s deception as it relates to the nature of his relationship with Goneril
The delivery of a letter to Albany
Edmund’s motives
Edgar’s viewpoints on life
Cordelia’s attempts to console her father
King Lear’s perspective on being held prisoner
Goneril’s evil deeds
A deadly duel
Albany’s motives
Edmund’s reaction to his brother’s account
Goneril’s suicide
One of Edmund’s final acts
The death of Cordelia
The death of King Lear
Kent’s loyalty to the king
Edgar’s promotion
This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 4). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details:
Edgar’s changing perspective on life
Gloucester’s criticism of the gods
Gloucester’s concern for a beggar
Goneril’s assumptions about her husband
Goneril’s adulterous desires
King Lear’s concerns about Cordelia
Cordelia’s desires for her father
Edmund’s intensifying desire to commit murder
Edgar’s efforts to save his father from his suicidal desires
A second fake trial
King Lear’s struggle to understand his daughters
King Lear’s thoughts about powerful people
A duel
The intent of a letter
Cordelia’s request of Kent
A moment of mental clarity
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 28 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
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.
Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel.
By engaging in this exercise, students will:
Explain the significance of a given detail
Write with clarity, logic, and precision
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Analyze a Dr. Reynolds’s remarks to discern tone in context
Analyze the author’s craft to discern the intended effect
Apply knowledge of literary devices (hyperbole) to the text
Analyze Dr. Reynolds’s comments to Scout to discern and articulate his intent
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Two Minutes Hate from Book 1, chapter 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 Word Documents and PDFs.
This resource may facilitate 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 engaging in this exercise, students will:
Determine and analyze the development of key ideas and themes, including the effects of mob mentality
Analyze how the author’s word choices add to the text’s complexity
Make logical inferences in the context of the text
Apply and articulate knowledge of literary devices and techniques including consonance, simile, and situational irony
Activate background knowledge on Nazi Germany’s treatment of the Jews and articulating historical parallels to the Two Minutes Hate
Write with logic, clarity, and precision
Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 4 through 6 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to:
Articulate what the text states explicitly and implicitly
Write with clarity, logic, and precision
Cite relevant textual evidence in support of claims
Explore character motivations
Apply knowledge of literary devices including dramatic irony
Define complex words and phrases in context
Verify interpretations of language using reference materials as needed
Analyze the author’s craft
Articulate what diction reveals about the narrator’s psychological state
Make logical inferences about how the narrator perceives himself as he works toward generating life
Analyze the contradictory nature of Victor Frankenstein
Isolate a falsehood from accurate statements about plot
Infer the cause of Victor’s disturbing dream
Draw parallels between Coleridge’s Ancient Mariner and Shelley’s Frankenstein
Explore Henry’s compassion and selflessness
Explore the interactions of complex characters
Discern the function of a given paragraph
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
Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 16 through 18 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to:
Articulate what the text states explicitly and implicitly
Write with clarity, logic, and precision
Cite relevant textual evidence in support of claims
Explore character motivations
Apply knowledge of literary devices including simile and dramatic irony
Isolate a factual statement about plot from falsehoods
Define complex words and phrases in context
Verify interpretations of language using reference materials as needed
Explore the creature’s psychological state
Analyze the author’s craft to infer intent
Articulate the effect of animal imagery
Explain the function of a given scene
Discern a logical inference about the author’s personal philosophy based on the text
Explain how the creature appeals to Victor’s intellect and emotions
Articulate Victor’s internal conflict
Explain the function of Henry’s character in chapter 18
Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 1 through 3 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats.By completing this quiz, students will demonstrate knowledge of the following:
Victor’s childhood upbringing
The adoption of Elizabeth
The reason Victor’s parents give up their wandering ways
Henry Clerval’s role in Victor’s life
Victor’s interest in science
Caroline’s dying wish
Victor’s pursuit of an education
The nature of Krempe’s interaction with Victor
Waldman’s role in Victor’s life
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
