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.
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part one of Fahrenheit 451 by Ray Bradbury (“The Hearth and the Salamander”). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Details on Montag’s encounter with Clarisse
A lingering question in Montag’s mind
Mildred’s self-destructive behavior
The behavior of the mechanical hound
Clarisse’s concerns about school kids
Peculiarities about a particular fire call
Montag’s sneakiness
Mildred’s general disposition
Beatty’s general characterization
The campaign against books
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part three of Fahrenheit 451 by Ray Bradbury (“Burning Bright”). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
The source of the alarm call
Beatty’s striking of Montag
The nature of Beatty’s death
What Montag learns about Beatty after his death
Complicating factors in terms of Montag’s escape
Montag’s suggestions for Faber
Faber’s suggestions for Montag
How authorities get the public to help them find Montag
What Montag watches on television
How books continue to exist
What happens to the city
A new responsibility
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, 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
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including consonance, dramatic irony, and situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 2, 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
Discern the meaning of complex words and figurative language in context
Determine the function of a given passage
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including personification and metaphor
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, 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 complex words and phrases in context
Verify interpretations of language using reference materials
Isolate an example of figurative language
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including simile and metaphor
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 2, 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
Discern the intended effect of Shakespeare’s narrative techniques
Describe tone in context
Explore nuances in words with similar meanings
Examine how complex characters think, behave, interact, and develop
Evaluate whether Lear is better off or worse off as a result of plot developments in this scene
Apply knowledge of literary devices including invective
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 4, 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
Discern the intended effect of Shakespeare’s narrative techniques
Explore cause-and-effect relationships
Consider the symbolism of weeds in context
Examine how complex characters think, behave, interact, and develop
Determine the function of the scene
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Evaluate general reading comprehension with this editable quiz covering the short story “The Crop” by Flannery O’Connor. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. 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:
Miss Willerton’s interests
Miss Willerton’s general disposition
Lucia’s personality
Willie’s struggles
The subject of a piece of fiction
Miss Willerton’s tendency to daydream
Miss Willerton’s observations at the grocery store
Miss Willerton’s decision to switch her subject
And more
Evaluate general reading comprehension with this editable quiz covering the short story “The Hollow of the Three Hills” by Nathaniel Hawthorne. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. 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 depiction of the young woman in the exposition
Distinguishing characteristics of the hollow
Legends associated with the setting
The depiction of the crone in the exposition
The young woman’s emotional state
Manifestations resulting from the crone’s incantations
Revelations about the young woman’s personal history
The fate of the young woman
The crone’s motivation
And more
Measure high school reading comprehension and support analysis of Shakespeare’s tragedy Othello (Act 1) with this bundle that features a quiz and close reading activities. Answer keys are included. 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.
By engaging in these exercises, students will:
Discern the intended meaning of various complex words and phrases
Analyze the phrase “Come, sir, I am for you” for meaning and synthesize the meaning with knowledge of Iago’s characterization
Analyze actions and statements to discern character motivations, such as why Brabantio thinks Othello is a thief
Isolate true statements about plot from false statements
Locate textual evidence in support of claims about supernatural activity and Brabantio’s prejudiced mentality
Annotate text to make student engagement visible
Paraphrase and modernize dialogue
Discern the tone of a given passage
Write with clarity and precision
Evaluate general reading comprehension with this multiple choice quiz covering Act 3 of William Shakespeare’s Othello. The plot-based assessment may double as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following:
Cassio’s verbal exchange with Desdemona
Iago encouraging Othello’s suspicions toward Desdemona
Desdemona’s requests for Othello to forgive Cassio
Othello’s insistence that Iago tell him everything he knows
Iago’s underhanded behaviors and statements
Othello’s statements on marital trust and jealousy
The retrieval of Desdemona’s handkerchief
Othello’s mounting suspicions
Othello’s ultimatum to Iago
Desdemona’s frustrations
Measure reading comprehension and support analysis of Shakespeare’s Othello (Act 3) with this bundle, which includes a plot-based quiz and four rigorous close reading worksheets. Answer keys are included. Materials are delivered in printable 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.
By engaging in these exercises, students will:
Discern the intended meaning of various complex words and phrases
Analyze actions and statements to discern character motivations
Discern the tone of a given passage
Apply knowledge of various literary devices including situational irony, dramatic irony, verbal irony, metaphor, and more
Locate textual evidence in support of claims
Write with clarity and precision
Use this editable grammar activity to help middle and high school students reinforce the basics of conjugating verbs so their forms match their compound subjects correctly. To facilitate the process, the worksheet includes tips for discerning whether a compound subject is considered singular and plural. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging with this grammar exercise, students will:
Demonstrate awareness of the definition of compound subject
Choose plural verb forms when multiple subjects are combined with the conjunction and
Navigate situations in which multiple subjects are combined with or, either…or, and neither…nor
Use this editable grammar activity to help middle and high school students apply knowledge of demonstrative and interrogative pronouns. To facilitate this process, the editable worksheet offers tips on when to use specific demonstratives over interrogatives, and vice versa. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging with this grammar exercise, students will demonstrate knowledge of the following rules:
Use the demonstrative pronoun this to indicate a single person or object that is near in space or time
Use the demonstrative pronoun these to indicate multiple people or objects that are near in space or time
Use the demonstrative pronoun that to indicate a single person or object that is far away in space or time
Use the demonstrative pronoun those to indicate multiple people or objects that are near in space or time
Use the interrogative pronoun who to ask questions about a person performing an action
Use the interrogative pronoun whom to ask questions about a person on the receiving end of an action
Use the interrogative pronoun whose to ask questions about a person in possession of something
Use the interrogative pronoun which to ask for identification of a specific person or thing in a group
Use the interrogative pronoun what to ask open-ended questions about non-specific things
Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on pronoun-antecedent agreement. Delivered in printable Word Document format, as well as in PDF format, this resource conveniently offers the option to edit. An answer key is provided. By engaging with this resource, students will demonstrate an ability to:
Use a singular pronoun to refer to anybody, anyone, anything, each, either, everybody, everyone, everything, neither, nobody, no one, none, nothing, one, somebody, someone, or something
Use a plural pronoun to refer to both, few, many, or several
Discern whether to use an indefinite pronoun such as all, any, more, most, none, and some is singular or plural in context
Use a singular pronoun to refer to two or more singular antecedents joined by or or nor
Use a plural pronoun to refer to two or more antecedents joined by and
Recognize that a collective noun is singular when it refers to the group as a collective unit
Recognize that a collective noun is plural when it refers to the individual members of a group
Discern whether to use the pronoun each other or one another in context
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 14 through 17 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Van Helsing’s appreciation for Mina’s contributions
Reasons for Mina’s sense of guilt
Renfield’s surprising sanity
Seward’s cautious belief in the occult
A rash of child abductions
Seward’s rationalization of an empty casket
Van Helsing and Seward’s desire not to get personally involved with police
The process of releasing Lucy’s soul
Arthur’s reluctance to accept the plan
How the group intends to keep Lucy from accessing the interior of her casket
Mina’s responsibilities on behalf of the group
Jonathan’s intentions
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 18 through 21 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Renfield’s previous behaviors
The purpose of a group meeting
Van Helsing’s assessment of Dracula’s brain
Dracula’s limitations
The general consensus that Renfield may be ready for release from the asylum
The emergence of hundreds of rats
Signs of Mina’s decline
Jonathan’s relief over keeping Mina out of the loop
The plan to enter Dracula’s Piccadilly residence
Dracula’s feeding on Mina
Renfield’s death
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this bundle of plot-based quizzes covering the entirety of Dracula by Bram Stoker. Each assessment may double as a guided reading handout to facilitate active engagement with fiction. Answer keys are provided. Materials are delivered in both Word Document and PDF formats.
Students will demonstrate knowledge of the following:
Jonathan’s reason for his travels
Count Dracula’s letter
The gift of a rosary
The howling of wolves in the distance
The nature of Jonathan’s formal introduction to Dracula
Omens of dangerous events to come
Jonathan’s shaving accident
Dracula’s demands of Jonathan
The attempted seduction of Jonathan by three strange women
Jonathan’s encounter with gypsies
Dracula’s stealing of Jonathan’s identity
Jonathan’s stunning discoveries
Mina’s letters to Lucy
Lucy’s marriage proposals
Dr. Seward’s work
The reason for Dr. Seward’s sadness
The characterization of Renfield
Mina’s anxiety relating to Lucy
The content of a newspaper article
Lucy’s city of residence
Dracula’s supernatural capabilities
Lucy’s sleepwalking tendencies
The appearance of pinpricks on Lucy’s neck
Renfield’s behavior
Jonathan’s illness
Jonathan’s journal
Jonathan and Mina’s wedding
Dr. Seward’s decision to release Renfield
The effect of a bat’s appearance of Renfield
Van Helsing’s profession
Lucy’s medical needs
Van Helsing’s recommendations to help Lucy
How Mrs. Westenra compromises Lucy’s wellness
Van Helsing’s efforts to protect Lucy
Lucy’s claims of a bat striking against her window
The content of a featured newspaper article
The nature of Seward’s injuries
Mrs. Westenra’s cause of death
Lucy’s memo
The relationship between Hawkins and Jonathan
Renfield’s observations
Van Helsing’s refusal to let Arthur kiss Lucy
Van Helsing’s appreciation for Mina’s contributions
Reasons for Mina’s sense of guilt
Renfield’s surprising sanity
Seward’s cautious belief in the occult
A rash of child abductions
Seward’s rationalization of an empty casket
Van Helsing and Seward’s desire not to get personally involved with police
The process of releasing Lucy’s soul
Arthur’s reluctance to accept the plan
How the group intends to keep Lucy from accessing the interior of her casket
Mina’s responsibilities on behalf of the group
Jonathan’s intentions
Renfield’s previous behaviors
The purpose of a group meeting
Van Helsing’s assessment of Dracula’s brain
Dracula’s limitations
The general consensus that Renfield may be ready for release from the asylum
The emergence of hundreds of rats
Signs of Mina’s decline
Jonathan’s relief over keeping Mina out of the loop
The plan to enter Dracula’s Piccadilly residence
Dracula’s feeding on Mina
Renfield’s death
The lie about Renfield’s death
The group’s decision to stop hiding information from Mina
Mina’s concern that she specifically is endangering the men in her group
Mina’s bodily reaction to the Communion wafer
The process of neutralizing Dracula’s wooden boxes
The purpose of Mina’s telegram
Dracula’s unsuccessful attack against the men
Van Helsing’s logic
Mina’s hypnosis
Dracula’s mode of travel
Mina’s fear of jeopardizing the group’s success
Jonathan’s will
An agreement agreed to by the entire group
Mina’s hypnosis
Van Helsing’s theories about Dracula’s manipulation
Seward’s concern for others’ traveling efforts
Van Helsing’s mode of protecting Mina and himself from danger
The return of the three sisters
Dracula’s defeat
The nature of Jonathan’s injuries
The death of Morris
Morris’s dying thoughts
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 25 through 27 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
A decision agreed to by the entire group
Mina’s hypnosis
Van Helsing’s theories about Dracula’s manipulation
Seward’s concern for others’ traveling efforts
Van Helsing’s mode of protecting Mina and himself from danger
The return of the three sisters
Dracula’s defeat
The nature of Jonathan’s injuries
The death of Morris
Morris’ dying thoughts
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 22 through 24 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
The lie about Renfield’s death
The group’s decision to stop hiding information from Mina
Mina’s concern that she specifically is endangering the men in her group
Mina’s bodily reaction to the Communion wafer
The process of neutralizing Dracula’s wooden boxes
The purpose of Mina’s telegram
Dracula’s unsuccessful attack against the men
Van Helsing’s logic
Mina’s hypnosis
Dracula’s mode of travel
Mina’s fear of jeopardizing the group’s success
Jonathan’s will