Help high school students go beyond basic comprehension, explore literary devices, and improve critical thinking skills with this close reading inference worksheet covering Act 4, scene 7, of William Shakespeare’s Hamlet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Consider using this resource as an in-class group activity; it may facilitate deeper conversations about characters, plot developments, and literary craft. By engaging with this close reading analysis activity, students will: Identify what the text states explicitly and implicitly Discern the function of a given passage Determine the tone of a given passage Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including hubris, personification, metaphor, and irony Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond basic comprehension, practice critical thinking skills, and explore literary elements with this close reading inference worksheet covering chapter 22 of To Kill a Mockingbird by Harper Lee. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By engaging with this close reading activity, students will do the following: Read for literal comprehension Consult reference materials to learn and verify word meanings as needed Infer the intended effects of the author’s word choices and narrative techniques Explore cause-and-effect relationships Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including hyperbole, sarcasm, and simile 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) Come to class better prepared to discuss works of fiction

With this summative test covering The Hobbit by J.R.R. Tolkien, high school English teachers will evaluate student knowledge and analysis of plot while eliminating the need for at-home assessment planning. In addition to an answer key, a standards-based rubric for scoring the essay section is included to streamline the scoring process. Materials are delivered in printable Word Document and PDF formats. By taking this test, students will demonstrate understanding of plot (characters, setting, conflicts, etc.); apply knowledge of literary devices to the text; write about literature with clarity, accuracy, and precision; and support claims with relevant textual evidence Part 1. Character Identification Multiple choice. Demonstrate knowledge of the following characters: Bilbo Thorin Gandalf Elrond Beorn Bard Smaug Roac Kili & Fili Bombur Bifur Bofur Dwalin Balin Dori Gollum The Great Goblin Lord of the Eagles The trolls The Elvenking The woof-elves The thrush Wargs Part 2. Important Places and Concepts. Multiple choice. Demonstrate awareness of the following: The Arkenstone Durin’s Day Description of a typical Baggins What it means to be “Tookish” The dwarves’ response to Bilbo’s participation Bilbo’s emotional response following the unexpected party The conflict involving the trolls Beorn’s concerns Bilbo’s sword The Orcrist Rivendell and the Last Homely House The enchanted stream Thorin and the Elvenking’s stubbornness Bilbo’s strategic rescue of the adventurers Bilbo’s flaw in the escape plan Lake-town’s reaction to the presence of the adventurers The mountain’s secret door A dragon’s special traits Part 3. Multiple Choice. Literary Devices. Apply knowledge of the following literary devices: Internal conflict Metaphor Simile Hyperbole Imagery Dramatic irony Situational irony Onomatopoeia Alliteration Personification Part 4. Quote Association. Part 4. Quote Association. Identify the speakers of the following quotes: “If I say he is a Burglar, a Burglar he is, or will be when the time comes.” “Moon letters are rune letters, but you cannot see them.” “He’s found it, yes he must have. My birthday present.” “The day will come when they will perish and I will go back!” “I’m going to lie here and sleep and dream of food, if I can’t get it any other way.” “No treasure will come back through Mirkwood without my having something to say in the matter.” “You ought to have brought 500 burglars, not one.” “I don’t know your smell, but if you are not one of those men of the lake, you had their help.” “Look for the hollow of the left breast as he flies and turns above you.” “It is a hundred years and three and fifty since I came out of the egg…” Part 5. Essay Writing. Students will read the last few paragraphs of the novel and articulate what the author implies about achieving a fulfilling life.

Evaluate general reading comprehension and promote accountability for homework completion with this plot-based quiz covering The Hobbit by J.R.R. Tolkien (chapter 2). The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Questions pertain to the following important plot details: The morning after the unexpected party The letter Disappearance of a major character A discovery that leads the adventurers into trouble Bert, Tom, and William Bilbo’s weak bargaining attempts Capturing the dwarves Rescuing the dwarves Discoveries made before locating the troll’s cave

Measure and extend reading comprehension of the final third of Margaret Atwood’s dystopian novel The Handmaid’s Tale (chapters 31-46). Included are two assessments for differentiation purposes, one subjective and one objective. Answer keys are included. Materials are delivered in a zip file containing Word Document and PDF versions. Questions pertain to the following important details: A network of believers, disenchanted with society Serena’s suggestion to the narrator Revelations about the baby Jezabelle’s The return of Moira The function of women in the colonies Nick’s garage home The savage act of Salvaging Particicution A character’s suicide Offred and the resolution

This 30-slide PowerPoint presentation complements a unit on memory devices and study skills for high school freshmen. The following concepts are covered in a visually pleasing manner: Memory (includes 3 brief memory exercises requiring students to attempt to remember 13 items; this always lends itself to great follow-up discussion on memory devices students used to meet their goal) Aspects of Short-term and Long-term Memory Stages of Memory Numbers and Why They Tend to Frustrate the Brain Ebbinghaus’s Memory Curve (a.k.a. “Forgetting Curve”) Contributing Factors that Influence Retention of Information Flashbulb Memory The Importance of Reviewing Information Over Time Memory Devices Mnemonics Acronyms Chunking Grouping Repetition Flashcards Imagery & Visualization

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

Evaluate general reading comprehension with this multiple choice quiz covering Act 4 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: Othello’s rage-fueled trance Iago’s conspiracy to make Othello think Cassio loves Desdemona Iago’s barbarous suggestion regarding Desdemona’s fate The letter from Venice Lodovico’s witnessing Othello’s abusive behavior Emilia’s verbal exchange with Othello Othello’s confrontation with Desdemona Desdemona turning to Iago for help Roderigo’s frustration with Iago The arrangement Iago makes for Roderigo Desdemona’s foreshadowing fear

Measure and extend reading comprehension of the second third of Margaret Atwood’s dystopian novel The Handmaid’s Tale (chapters 18-30). Included are two assessments for differentiation purposes, one subjective and one objective. Answer keys are included. Materials are delivered as Word Documents and PDFs. Questions pertain to the following important details: Luke’s plans according to Offred The relationship between Offred and her mother Birthing day Moira’s tense escape The Commander’s private request of Offred A test of loyalty A present Changes in the Ceremony The evolution in the relationship with Ofglen Significant life events of the past A Latin phrase A question of purpose and a desire for normalcy

Evaluate general reading comprehension with this multiple choice quiz covering Act 5 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. Additionally, a short answer worksheet is provided for re-assessment purposes. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: Iago’s concern that Roderigo could expose him Iago’s irrational jealousy of Cassio Cassio’s injury Fatal wounds The arrest of Bianca Othello’s verbal exchange with Desdemona The subsequent killing Emilia’s news The brief revival of a character The ensuing stabbings, one fatal Othello’s subsequent perception of himself The fatal flaw of the hero

Help students achieve more purposeful reading experiences and sharpen their note-taking skills with this reading guide covering Act 2 of Romeo and Juliet by William Shakespeare. In addition, this resource aims to facilitate review and future recall of plot. Students will identify what the text states explicitly, track character and plot development, articulate the context and significance of given quotations, and more. Materials are delivered in printable Word Document and PDF formats. The following details are addressed: Dramatic irony The rejection of names Romeo’s fear of rejection Juliet’s concern over acting hastily Juliet’s desire for Romeo to send her a message Friar Laurence’s beliefs on good and evil Friar Laurence’s concerns for Romeo Romeo’s request of Friar Laurence Friar Laurence’s optimistic view of the union of Romeo and Juliet The Nurse’s private conversation with Romeo The plan to marry Juliet The Nurse’s comic relief And more

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 14 and 15 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: Aunt Alexandra’s feelings toward Calpurnia The discovery under Scout’s bed Breaking “the code of childhood” Dill’s epiphany regarding Boo Radley’s isolation Jem breaking up the meeting Atticus and Mr. Underwood outside of the jailhouse Jem’s concern for his father The lynch mob How the lynch mob came to disperse

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 19 and 20 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: Tom’s previous run-in with the law Why Tom had to serve 30 days Mayella’s plan to ensure her siblings were not present Scout’s epiphany regarding Mayella’s loneliness Link Deas’s support of Tom Bob Ewell’s comments according to Tom’s testimony Why Tom frequently helped Mayella Mr. Gilmer’s treatment of Tom The major revelation regarding Dolphus Raymond’s condition Atticus’s summation Atticus’s peculiar behavior that surprises the kids

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 2, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Annotate text to show active engagement Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including personification, paradox, and foreshadowing Choose the best textual evidence in support of a claim Discern the tone of Friar Laurence’s soliloquy Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 4, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Describe tone in context Explore how complex characters think, behave, interact, and develop Argue whether Friar Laurence’s decision to assist Juliet is consistent or inconsistent with his moral and religious duty Reflect on a previous scene to articulate how an aspect of Friar Laurence’s plan was foreshadowed Support claims or 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 3, scene 2, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices such as dramatic irony and oxymoronic language Conduct brief research on a variety of subjects including allusions to obscure mythological creatures Support claims or 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 4, scene 5, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Compare aspects of this scene with aspects of a previous scene (Act 3.5) Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Discern the tone of the scene Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including simile, metaphor, personification, and situational irony Support claims or 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

Help learners go beyond basic reading comprehension and support the development of critical thinking and dramatic craft analysis skills with this close reading worksheet covering Act 1, scene 2, of William Shakespeare’s Othello. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly as well as implicitly Utilize dictionaries to ensure knowledge of word meanings Infer the intended effects of Shakespeare’s word choices and dramatic techniques Explore how complex characters think, behave, interact, and develop 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 works of Shakespeare

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 5, scene 1, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word and phrase meanings Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Argue whether Romeo’s behavior in the scene is consistent with his characterization throughout the play Apply knowledge of literary devices including foreshadowing Support claims or 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