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.
Gothic fiction is a genre that maximizes many high school students’ engagement with literature. “The Beast in the Cave” by H.P. Lovecraft is a Gothic short story featuring an ominous setting, a protagonist with a deteriorating psychological state, a mysterious being, and a twist ending. This multiple choice quiz on “The Beast in the Cave” helps English teachers promote homework accountability, evaluate reading comprehension, and save time at home without sacrificing quality in the classroom. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following:
Setting
The allegedly health-restoring benefits of the setting
The narrator’s characterization as conveyed in the exposition
The reason for the narrator’s sudden terror
The narrator’s method of self-defense
A complication the narrator faces
An incident that reflects a change in the narrator’s fortunes
The physical attributes of the injured creature
For many high school readers, supernatural fiction and fantasy are genres that maximize engagement with literature. “Beyond the Wall of Sleep” by H.P. Lovecraft is a compelling short story that features elements consistent with both genres: dreamy aberrations, astral projection, the possession of a human body, and more. This rigorous worksheet covering “Beyond the Wall of Sleep” helps English teachers extend student learning beyond reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases as they are used in the text
Analyze nuance in words with similar meanings
Examine the narrator’s attitude toward Freud
Determine the function of a given paragraph
Discern the tone of a particular passage
Examine the author’s choices to infer his intent
Explore character motivations
Analyze how complex characters develop and interact
Identify and explain an example of situational irony
Explore cause-and-effect relationships
Defend claims and ideas with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Measure reading comprehension and support the development of close reading skills for high school and college with this set of analysis questions on H.P. Lovecraft’s short story “Hypnos.” A variety of reading question types facilitates preparation for standardized testing scenarios. With an estimated Lexile Measure of 1300-1400, this text and its corresponding active reading worksheet are appropriate additions to short story, Halloween, or horror units, especially at the 11th and 12th grade levels. A detailed answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this activity, secondary students will demonstrate the following:
An ability to analyze a paragraph in the text in order to discern its primary function.
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 define complex words and phrases in context
An ability to analyze the text to discern the tone of an excerpt
An ability to analyze the text for literary devices such as situational irony
An ability to analyze the author’s craft and articulate the significance of sensory descriptions in the context of a specific excerpt
An ability to find and articulate relevant textual details in support of a claim
An ability to read closely to isolate a correct statement about the text.
An ability to articulate what the text indicates both explicitly and implicitly
An ability to write with clarity and precision
Engage a variety of middle and high school students with the incorporation of Grimm’s fairy tales into the classroom. “The Queen Bee” by the Brothers Grimm is a short story about the importance of protecting the vulnerable and the positive effects of performing good deeds for others. With this set of high-order questions, teachers will be able to extend reading comprehension and support the development of close reading analysis skills. While the close reading activity upholds academic rigor, the brevity of the narrative helps teachers fill awkward gaps in their teaching schedules. An answer key and copy of the public domain narrative are included. Materials are delivered in a zip file containing editable Word Documents and printable PDFs. By completing this activity, students will perform the following tasks:
Identify what the text states explicitly and implicitly
Examine how complex characters think, behave, develop, and interact
Explore how a particular passage contributes to character development
Define complex words and phrases as they are used in the text
Apply knowledge of literary devices with emphasis on situational irony, foreshadowing, and assonance
Articulate a relevant theme
Defend claims and ideas with valid reasoning and relevant textual evidence
Write ideas with clarity, accuracy, and precision
Come to class/leave class better prepared to discuss literary material
Support the development of close reading skills for high school with this set of analysis questions on the short story “The Bremen Town Musicians” by the Brothers Grimm. By completing this activity, high school students will demonstrate general plot recall and active engagement with fiction by answering rigorous questions. The narrative has an estimated Lexile measure of 900-1000, making it an appropriate addition to any short story unit at the high school level. An answer key and copy of the public domain text are provided. Materials are delivered in Word Document and PDF formats.
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.
Questions pertain to the following:
Identifying what the text states explicitly as well as implicitly
Analyzing the authors’ craft, paying special attention to diction and how it contributes to the complexity of the text
Applying knowledge of literary devices to the text, identifying and explaining examples of simile and situational irony in the text
Defining complex words in context, taking into consideration denotative definitions and connotative associations and using reference materials as needed
Responding clearly, concisely, and accurately to analytical questioning
Support the development of close reading analysis skills for high school with this worksheet composed of challenging questions to complement “The Wife’s Story” by Ursula K. Le Guin. Delivered in printable Word Document and PDF formats, this resource helps teachers save valuable time at home without sacrificing rigor in the classroom. A detailed answer key is included. By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Apply knowledge of anaphora to the text
Articulate how anaphora contributes to the narrator’s characterization
Analyze the narrator’s statements to infer details about her husband
Discern meaning in less familiar words and phrases, taking into consideration the context of the passage
Analyze an excerpt to discern tone in context
Analyze an excerpt to discern and articulate the narrator’s internal conflict
Apply knowledge of simile to the text
Articulate the significance of the narrator’s “grief howl”
Analyze character statements and actions to discern and articulate character motivations
Analyze the term “blessed dark” to discern and articulate what it conveys about the narrator’s mindset
Cite and explain textual details that evoke a sense of sympathy within readers
Revisit the text to identify details that foreshadow the major revelation near the story’s conclusion
Analyze the author’s craft to explain how language contributes to the major revelation near the story’s conclusion
Write with clarity and precision
Measure comprehension and support the development of close reading analysis skills for high school and college with this set of rigorous questions on H.P. Lovecraft’s short story “He.” With an estimated Lexile Measure of 1500-1600, this text and its corresponding active reading worksheet are appropriate additions to a high school short story unit, especially at the 12th grade level or in advanced literature classes. A detailed answer key is provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this activity, students will demonstrate the following:
An ability to define complex vocabulary in context
An ability to navigate specialized reference materials to clarify a word’s precise meaning(s)
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 context clues to identify and articulate author’s intent
An ability to analyze the text for literary devices such as situational irony and foreshadowing
An ability to analyze cause-and-effect relationships
An ability to find and articulate relevant textual details in support of a claim
An ability to articulate what the text indicates both explicitly and implicitly
An ability to write with clarity, logic, 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 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
Support the development of high school close reading skills with this assessment on the short story “The Open Boat” by Stephen Crane. A variety of question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, citing relevant and compelling textual evidence to support claims, and more. Materials are delivered as Word Doc and PDF files. An answer key and copy of the public domain text (estimated Lexile measure of 980) are included.
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 engaging in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Analyze how complex characters think, interact, and behave
Cite textual evidence in support of claims
Write with clarity and precision
Explore character motivations and intentions
Examine cause-and-effect relationships
Apply knowledge of literary devices including situational irony and metaphor
Conduct brief research to discern and articulate autobiographical parallels between the author’s life and the narrative’s plot
Analyze the greater significance of the oiler’s fate in comparison to that of the cook
Support the development of high school and college close reading skills with this assessment on the satirical short story “The Businessman” by Edgar Allan Poe. A variety of question types facilitates the process of analyzing character motivations, analyzing the author’s craft, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in Word Doc and PDF formats. An answer key and copy of the public domain text are included.
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 engaging in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Explore cause-and-effect relationships
Discern the primary function of a given excerpt
Define complex words and phrases in context
Analyze how complex characters think, interact, and behave
Analyze the author’s use of language and direct characterization
Explore nuances in word meanings
Make logical inferences about American culture in the context of a given passage
Explore character motivations
Articulate the situational irony present in a given excerpt
Analyze the author’s decision to name his protagonist Peter Profitt
Cite textual evidence in support of inferences and claims
Write with clarity and precision
Support the development of high school and college close reading skills with this assessment on the modernist short story “The Wind Blows” by Katherine Mansfield. A variety of question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in Word Doc and PDF formats. An answer key and copy of the public domain text are included.
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 engaging in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Identify setting
Analyze the symbolism of something seemingly ordinary
Analyze how complex characters think, interact, and behave
Analyze the dynamic transformation of character(s)
Explore cause-and-effect relationships
Explore character motivations and intentions
Apply knowledge of literary devices including assonance, simile, and imagery
Articulate the effect that repetition has on the reader’s understanding of character and plot
Define complex words or phrases in context
Analyze nuances in word meanings
Conduct brief research on the author’s life and articulate several autobiographical parallels
Cite textual evidence in support of inferences and claims
Write with clarity and precision
Support the development of high school close reading skills with this assessment on the short story “The Legend of the Christmas Rose” by Selma Lagerlöf. A variety of question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in Word Doc and PDF formats. An answer key and copy of the public domain text are included.
By engaging in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Identify setting
Analyze how complex characters think, interact, and behave
Analyze the dynamic transformation of a character
Articulate an internal conflict in context
Cite textual evidence in support of claims
Write with clarity and precision
Explore character motivations and intentions
Apply knowledge of literary devices including situational irony and symbolism
Analyze the author’s craft to discern how the author conveys the immediacy and intensity of the forest’s transformation
Conduct brief research to articulate historical parallels
Explore cause-and-effect relationships
Define complex words and phrases in context
Support the development of high school and college close reading skills with this assessment on the allegory titled “The Island of the Fay” by Edgar Allan Poe. A variety of question types facilitates the process of analyzing the author’s craft, applying knowledge of literary devices, making logical inferences about author’s intent, citing relevant and compelling textual evidence to support claims, and more. The resource is delivered in Word Doc and PDF formats. An answer key and copy of the public domain text are included.
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 engaging in this exercise, students will…
Articulate what is stated in the text explicitly and implicitly
Analyze how the author uses figurative language and direct description to give the impression that Nature is a living force
Apply knowledge of various literary devices including oxymoron, metaphor, symbolism, and personification
Compare and contrast two regions of the island
Analyze the author’s craft to articulate how Poe evokes the concept of death in a given excerpt
Define complex words and phrases in context
Make logical inferences about the author’s mindset in the context of his allegory
Cite textual evidence in support of inferences and claims
Write with clarity and precision
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