Fairy tales are not just for elementary readers; even middle and high school students may use Grimms’ fairy tales as tools for extending beyond reading comprehension and practicing close reading analysis skills. “Donkey Cabbages” by the Brothers Grimm is a representative short story that promotes active engagement with fiction. English Language Arts teachers may assign this set of rigorous questions to complement the story and evaluate students’ high-order skills. An answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Analyze how complex characters think, behave, and interact with others Articulate what makes a particular character’s actions suspicious Analyze nuances in words with similar meanings Select the most appropriate synonym to replace a word in the text Discern the greater significance of a given detail Articulate the irony associated with a given detail Apply knowledge of various literary devices including situational irony, dramatic irony, foreshadowing, and juxtaposition Isolate an example of figurative language from among several options Examine the authors’ diction to determine its intended effect Defend claims and ideas with valid reasoning and relevant evidence 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 chapter 22 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 with this resource, students will do the following: Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Identify what the text states both explicitly and implicitly Draw logical inferences in the context of a given passage Analyze character actions and statements to discern character intent Isolate factual statements from false statements Analyze figurative language to discern deeper meaning Consider the thematic significance of the interaction between Jem and Maudie Atkinson (a belief that there is hope for positive change in the American justice system, although that change will probably happen slowly)

Engage a variety of middle and high school students with the incorporation of Grimm’s fairy tales into the classroom. “The Elves and the Shoemaker” by the Brothers Grimm is a short story about 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 Apply knowledge of literary devices including situational irony, dramatic irony, foreshadowing, simile, hyperbole, allusion, and symbolism Explore theme Come to class/leave class better prepared to discuss literary material Defend claims and ideas with valid reasoning and relevant textual evidence Write ideas with clarity, accuracy, and precision

Support the development of close reading skills for high school with this set of comprehension and analysis questions on “The Four Clever Brothers,” a fairy tale by the Brothers Grimm. The narrative has an estimated Lexile measure of 1000-1100, making it a suitable piece for secondary students. An answer key and copy of the 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: Exploring character motivations, whether explicitly stated in the text or implied through character actions, and articulating responses clearly Exploring the author’s craft, exploring unique and unfamiliar phrasing to make sense of meaning Responding clearly, concisely, and accurately to literal comprehension-based questioning Analyzing textual details to draw inferences and support rational arguments Applying knowledge of literary devices to the text, articulating how they are applied while citing textual evidence in support of claims (emphasis on symbolism and situational irony)

Help high school students extend beyond general reading comprehension and stamina with this rigorous set of close reading analysis questions on a short story titled “Cool Air” by H.P. Lovecraft. With an estimated Lexile Measure of 1200-1300, the narrative and its corresponding activity are suitable additions to high school fiction units, especially at the 11th and 12th grade levels and during the Halloween season. An answer key is provided. Materials are delivered in Word Document and PDF formats. By completing this activity, students will: Articulate what the text states both explicitly and implicitly Explore character intentions and motivations Analyze how complex characters behave and interact Explore cause-and-effect relationships Apply knowledge of literary devices including foreshadowing, situational irony, and dramatic irony Define complex words and phrases as they are used in context Identify relevant textual evidence in support of claims Write ideas with clarity, accuracy, and precision

Gothic fantasy and horror are genres that maximize many high school students’ engagement with literature. “The Cats of Ulthar” by H.P. Lovecraft is a macabre short story featuring savage neighbors, an avenging curse, and flesh-eating felines—making it an especially chilling choice for the Halloween season. This rigorous worksheet on “The Cats of Ulthar” helps English teachers support the development of close reading analysis skills and save valuable time at home without sacrificing rigor in the classroom. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Discern a key purpose of the mythological allusions delivered in the exposition Draw parallels between the author’s choices and knowledge of cat-related proverbs Explore the antagonistic characterization of the community’s old couple Examine the narrator’s feelings toward the people of Ulthar Explore the greater significance of imagery from a mythological perspective Investigate the author’s decision to name a key character after an Egyptian figure Discern the functions of several paragraphs Apply knowledge of a variety of literary devices including personification, irony, inversion, and onomatopoeia Make logical inferences about the author’s decision to include two seemingly insignificant details Identify and explain a significant example of foreshadowing in the story Argue whether the people of Ulthar are better or worse off for having gone through their experiences Support claims and ideas with reasoned thinking and relevant textual evidence Write ideas with clarity, accuracy, and precision

For many high school readers, science fiction, supernatural fiction, and horror are genres that maximize engagement with literature. “From Beyond” by H.P. Lovecraft is a compelling short story that features elements consistent with those genres: advanced technology, parallel realities, alien life, and more. This rigorous worksheet covering “From Beyond” 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. An 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: Analyze a passage in the text in order to discern its function. Define complex vocabulary in context Analyze context clues and draw logical inferences about character motivations Analyze context clues and draw logical inferences about character relationships Analyze the text for literary devices such as foreshadowing, situational irony, and theme Find and articulate relevant textual details in support of a claim Analyze context clues to discern and articulate the significance of a given detail Articulate what the text indicates both explicitly and implicitly Write with clarity and precision

This resource extends beyond text comprehension, helping high school students analyze the formal elements of fiction and respond thoughtfully in writing to questions about literature. The featured short story is titled “The Singing Bone” by the Brothers Grimm. An answer key and copy of the public domain short story, which has an estimated Lexile measure of 1100-1200, are provided. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Define complex words and phrases in context, with emphasis on archaic usage Analyze nuances in word meanings Choose the most appropriate synonym to replace a word Apply knowledge of literary devices to the text with emphasis on lesser known concepts: metonymy, epizeuxis, polysyndeton, and anastrophe Apply knowledge of more basic literary devices to the text: consonance, assonance, alliteration, personification, and situational irony Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

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 Winston’s recollections of his mother and sister from Book 2, chapter 7, 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 with this resource, students will: Identify what the text says both explicitly and implicitly Analyze the author’s language to make logical inferences about a character’s mindset Make logical inferences about a character’s motivations in context Define complex words and phrases in context Analyze author’s language to discern and articulate author’s intent Analyze dialogue to discern and articulate implied meaning Analyze a portion of text to discern which literary device is applied Identify textual evidence in support of a claim Use logic and/or textual evidence to support an argument 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 about the contrasts between wars of the past and of the present from Book 2, chapter 9, 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 with this material, students will: Identify what the text says both explicitly and implicitly Articulate the circumstances under which institutions of the past would uphold truth and logic Articulate the purpose of newspapers and other media, as well as why that purpose is significant Articulate the consequences of interminable war Articulate the narrator’s perspective on who the real victims of contemporary war are Analyze the entire passage to discern tone in context Make and defend a claim about the primary purpose of the selected excerpt Write with clarity 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 chapter 10 of Animal Farm by George Orwell. This worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. By completing this exercise, students will: Identify what the text states explicitly and implicitly Make logical inferences about characters’ intentions and motivations Analyze character relationships Define complex words and phrases as they are used in the novel Determine the intended effect of a word as it is used in the novel Explore the greater significance of Animal Farm’s name change Apply knowledge of figurative language Analyze a particular detail to infer the author’s intent Defend the claim that the animals are collectively worse off than before Napoleon’s rule Write about literature with clarity and precision Justify written responses with reasoning and/or textual evidence

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 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 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: Discern the tone of a given passage Identify the meaning of a particular line Identify an example of metaphor and explain its intended meaning Analyze Hamlet’s dialogue to discern and articulate how he portrays Rosencrantz and Guildenstern as less than human Cite textual evidence in support of the claim that Hamlet shows disrespect toward the king Analyze the author’s craft to discern what effect is created by presenting several consecutive brief scenes Isolate a factual statement about plot development from falsehoods

Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters one through four. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: The relationship between Miranda and her mother The neighbors’ collective reaction to the meteor strike The subsequent natural disasters that occur The significance of school not being cancelled the following day Miranda’s heroism in the face of disaster People’s peculiar purchasing habits at the supermarket Rumors that begin to circulate Miranda’s step-mother and her condition Megan’s alarming response to the worldwide disaster Matt’s arrival home and his comments on heroism

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 2 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Why Leonato teases Beatrice Beatrice’s dance partner Beatrice’s treatment of her dance partner Borachio and Don John’s deception Benedick’s self-reflection Don Pedro’s promise to find Beatrice a husband Hero’s chambermaid The nature of Borachio’s interaction with Margaret A plan to misrepresent Hero Benedick’s assumptions about his future Balthasar’s actions The deception of Benedick Benedick’s promise to love Beatrice

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 1 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: The news Leonato receives Beatrice’s relation to Leonato Claudio’s romantic interest Don Pedro’s offer to Claudio Hero’s relation to Leonato Don John’s relation to Don Pedro Conrade’s interactions with Don John The quality Don John values most Borachio’s discovery and the method by which he made it The cause of Don John’s bitterness toward Don Pedro

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 10 and 11 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements: Atticus’s rule Miss Maudie’s revelation of Atticus’s skills The Tim Johnson incident Why the kids dislike Mrs. Dubose Mrs. Dubose’s condition Jem’s misbehavior and subsequent punishment The true purpose behind Jem’s punishment “The bravest person I ever knew” A gift left for Jem Jem’s misunderstanding of Mrs. Dubose’s intent

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 3, 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. By engaging with this resource, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Apply knowledge of literary devices including simile and metaphor Explore how complex characters think, behave, interact, and develop Determine the tone of the scene Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

“Sweat” by Zora Neale Hurston is a short story about a woman of color who must reconcile the resentment she feels toward her abusive husband with her faith—a task that threatens to compromise the integrity of her soul. This multiple choice quiz covering “Sweat” helps English teachers evaluate general reading comprehension while eliminating take-home assessment planning responsibilities. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following aspects of plot: Setting Delia’s line of work Items with which Sykes attempts to instill fear Sykes’ attitude toward Delia’s Sunday work The length of time Delia and Sykes have been married Aspects of Sykes’ antagonistic characterization Delia’s motivations Delia’s observation while passing the store Sykes’ affair with Bertha Delia’s remarks that leave Sykes nearly speechless The fate of Sykes Delia’s intentional inaction

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 10 through 13 of The House on Mango Street by Sandra Cisneros: “Louie, His Cousin and His Other Cousin,” “Marin,” “Those Who Don’t,” and “There Was an Old Woman She Had So Many Children She Didn’t Know What to Do.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Louie and his car accident Marin’s Puerto Rican boyfriend and her future relationship goal Marin’s background Esperanza’s lack of knowledge about other communities leading to fear of those communities Rosa’s background and personal struggles A description of the Vargas children A death resulting from a horrible fall The significance of the idea of flying, which repeats throughout the story

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 5 through 9 of The House on Mango Street by Sandra Cisneros: “Cathy Queen of Cats,” “Our Good Day,” “Laughter,” “Gil’s Furniture Bought and Sold,” and “Meme Ortiz.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Cathy’s claims Cathy’s impending move and her alleged reason why her family is moving The irony of Cathy’s claim A purchase Esperanza makes with her friends Lucy and Rachel How Esperanza accumulated enough funds to make the purchase Esperanza’s realization about how well Nenny understands her A visit to the junk store A music box How Meme broke both of his arms