Help high school students go beyond general reading comprehension and facilitate analysis of Shakespeare’s craft with this close reading worksheet covering Act 2, scene 2, of The Tempest. An answer key is provided. Materials are delivered in editable Word Document and printable PDF formats. 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 completing this close reading activity, students will: Identify what the text states explicitly and implicitly Determine several functions of a particular excerpt Discern the intended effects of the author’s word choices and narrative techniques Describe the tone of a particular excerpt Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Engage middle and high school students with a classic example of horror and supernatural fiction, “The Monkey’s Paw” by W. W. Jacobs, and use this set of rigorous questions to promote close reading analysis skills. A variety of 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. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Analyze the author’s word choices to gain deeper insight into setting and characterization Explore the role of setting in terms of developing characterization Make logical inferences about characters based on their actions Find deeper meaning in a given allusion Discern the tone of a character’s dialogue Explore how complex characters think and interact Determine the function of a given detail Examine details that represent a shift in tone Make logical inferences about the author’s intent Apply knowledge of literary devices including situational irony and euphemism Analyze how Mr. and Mrs. White’s marriage is affected by grief Identify specific details that contribute to the vampiric characterization of Mrs. White Defend claims and support ideas with relevant textual details Write ideas with clarity, accuracy, 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

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 4, scene 1, 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. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Analyze what the text states explicitly and implicitly Discern the meaning of complex words and phrases in context Make logical inferences in context Explore character motivations Analyze how complex characters interact Analyze the author’s craft to articulate the effect of an idiomatic expression Cite relevant textual evidence in support of claims Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 3, scene 1, 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. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Analyze what the text states explicitly and implicitly Make logical inferences in context Explore character motivations Analyze how complex characters interact Discern the meaning of complex words and phrases in context Discern the tone of a given excerpt Cite textual evidence in support of claims Write with clarity and precision

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 1 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Olivia’s rejection of Orsino’s romantic advances The impact of music on Orsino Olivia’s 7-year mourning period and Orsino’s reaction to it Viola’s shipwreck The unknown fate of Sebastian Characterization of Sir Toby Belch Characterization of Sir Andrew Aguecheek Cesario’s assigned task Tension between Maria and Feste Feste’s implication (criticism of Olivia’s attitude) Malvolio’s arrogance Olivia’s apparent romantic interest in Cesario Olivia’s plan to reacquaint with Cesario

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

For many high school students, the horror genre promotes more active engagement with literature. “The Terrible Old Man” by H.P. Lovecraft is a concise horror story featuring plot elements such as robbery, a character who dabbles in the occult, and mutilated corpses—making the narrative a particularly compelling read during the Halloween season. This rigorous worksheet on “The Terrible Old Man” helps English teachers 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 Determine the story’s point of view Discern the overall tone of the narrative Analyze context clues and draw logical inferences about characterization/character motivations Define complex vocabulary as it is used in the text Apply knowledge of literary devices including situational irony Draw parallels between the author’s life and the plot of “The Terrible Old Man” Identify relevant textual details in support of claims and ideas Write ideas with clarity, accuracy, and precision

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 character of Syme from Book 1, chapter 5, 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 with this resource, students will: Analyze the Party’s behaviors to discern and articulate the Party’s motivations Make logical inferences about the Party’s reasoning for restricting access to razor blades Define complex words and phrases in context, taking into consideration both denotative meanings and connotative associations Analyze a brief portion of the passage to discern which literary device the author incorporates Identify textual evidence in support of the claim that Syme and Winston have grown desensitized to the brutalities of the Party Identify textual evidence in support of the claim that Syme is described like an animal Analyze why the author may have chosen to describe Syme in an animal-like manner Analyze a brief portion of the passage, which features scare quotes, to discern the author’s intent 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 George Orwell’s dystopian novel 1984. Featuring a brief passage from Book 2, chapter 2, which calls attention to how the author’s craft contributes to a fleeting sense of freedom in contrast to the typically brutal setting of Oceania, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs. 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: Identify what the text says both explicitly and implicitly Discern meaning from figurative expressions Use context as a clue to the meaning of words and phrases Analyze nuances in the meaning of words with similar denotations Analyze how Winston is personally affected by the singing of the thrush Apply knowledge of assonance and sibilance and analyze how literary devices contribute to text complexity Analyze textual details to discern and articulate character motivations Analyze the characterization of the thrush and compare its situation to that of Winston and Julia, articulating what these characters share in common Identify textual details that contrast the harshness and abruptness typically associated with totalitarian Oceania Identify textual details that suggest the idea of bounty Write with clarity and precision

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

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter six of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Discern the intended effect of figurative language in context Make logical inferences about Gatsby’s decision making Apply knowledge of various literary devices including metaphor, situational irony, hyperbole, euphemism, allusion, and personification Analyze the author’s craft to determine the intended meaning of a lesser known phrase Analyze what character dialogue reveals about their psychological and emotional states Determine the significance of a given detail Explore dynamic character Identify a main function of the chapter

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

Incorporate autobiographical nonfiction into the English Language Arts classroom and measure general reading comprehension with this editable quiz on “Straw into Gold: The Metamorphosis of the Everyday” by Sandra Cisneros. This autobiographical essay addresses the variables that shaped Cisneros into the writer she became and emphasizes the inspirational message that seemingly impossible things are possible with a little imagination. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The nature of a misunderstanding The author’s self-image The author’s educational experiences The dynamics of the author’s family The breaking of a “terrible taboo” Traits the author inherited from each of her parents How the author’s mother influenced her writing The author’s hometown The reasons the author disliked school as a child A major life event in 1966 Theme

Evaluate reading comprehension, promote homework accountability, and save valuable time with this printable quiz on “Dark They Were and Golden Eyed” by Ray Bradbury. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The setting of the narrative The story’s inciting incident Mr. Bittering’s nighttime experiences The general characterization of Mr. Bittering Bizarre discoveries on Mars Mr. Bittering’s fear-fueled beliefs Mr. Bittering’s work in the metal shop Simpson’s role Dynamic character traits Mr. Bittering’s thoughts as he swims The resolution

Reduce teacher workload, measure reading comprehension, and promote homework accountability with this quiz on chapter seven of The Hobbit by J.R.R. Tolkien. An answer key is included. Materials are delivered in Word Document and PDF formats. Questions pertain to the following important plot details: “Skin-changing” Beorn’s feelings toward animals The adventurers’ strategy for approaching Beorn Beorn’s background Bilbo’s frightening observations at night Gandalf’s discovery of animal tracks outside the residence Beorn’s concerns for the adventurers Details concerning Mirkwood’s black stream Beorn’s advice

Save time and measure general reading comprehension with this set of printable quizzes on O. Henry’s short story titled “The Gift of the Magi.” A multiple choice option and alternate short answer version are included, along with answer keys and a copy of the public domain narrative. All materials are delivered in a zip file as Word Documents and PDFs. Questions pertain to the following important details/concepts: The protagonist’s financial struggles The narrator’s commentary on the nature of life Jim’s income reduction Della’s intentions with the money she has The characters’ most prized possessions Madame Sofronie’s role in the story Della’s emotional state as she shops Della’s purchase for Jim Della’s habit Jim’s reaction to receiving Della’s gift Jim’s purchase for Della Parallels between the characters and the magi Situational irony (irony of result) the magi Situational irony (irony of result)

With this multiple choice, plot-based quiz covering the fourth chapter of The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension and promote homework accountability. A short answer version is also provided, along with answer keys. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following: The purpose of Nick’s list The apparent inconsistencies in Gatsby’s autobiography Gatsby’s proof to assuage Nick’s skepticism Gatsby’s interaction with a police officer Meyer Wolfsheim’s questionable background Nick’s new assumption concerning Gatsby’s wealth Gatsby’s motive to move into his West Egg mansion A revelation concerning the green light across the water A request Gatsby makes of Jordan

With this multiple choice, plot-based quiz covering the sixth chapter of The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension and promote homework accountability. A short answer version is also provided, along with answer keys. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following: Gatsby’s biography Gatsby’s college experience Gatsby’s job to pay for college Gatsby meeting Dan Cody Dan Cody’s influence on Gatsby Tom’s presence in Gatsby’s house Tom’s suspicions of Gatsby Nick’s insight concerning Gatsby and Daisy’s relationship The death of a dream