Frontload assigned readings with these vocabulary games and activities to facilitate comprehension of Harper Lee’s novel To Kill a Mockingbird. Alternatively, stash these materials in an emergency sub folder to keep students meaningfully engaged in the book during unexpected teacher absences. Included are 13 vocabulary application activities, 13 crossword puzzles, 13 word search games, and answer keys. Materials are delivered in Word Document and PDF formats. A total of 203 challenging words are addressed: aberrations, abominable, accost, acquiescence, acquittal, acrimonious, adjourn, affluent, aloof, altercation, ambidextrous, amiable, apoplectic, apothecary, appalling, appeal, apprehension, arbitrate, ascertaining, assuage, auspicious, austere, begrudge, benign, bestow, bewilderment, bide, blandly, bleakly, brevity, burdensome, caliber, candid, clad, cleave, commotion, competent, concede, condescension, connive, contemptuous, contentious, convey, corroborative, cowardice, credibility, crude, curt, dainty, denunciation, desolate, diligently, diminutive, discreet, dismay, dreary, duress, eccentricity, editorial, eerily, elucidate, elude, elusive, escapade, evident, evoke, expunge, farthest, fatalistic, feeble, feral, florid, foolhardy, formidable, fretfully, frivolous, furtive, futility, garish, genially, grudge, guilelessness, habiliments, haughty, hearty, hone, idle, illicit, impassive, impertinence, imprudent, incantation, inconspicuous, indict, indigenous, indignant, industrious, infallible, inordinately, inquire, inquisitive, instinctively, iota, irascible, jim-dandy, keenly, libel, malevolent, mausoleum, meditations, meditative, meekly, melancholy, mercifully, meteorological, mollify, morbid, mournfully, murmur, mutter, myopic, nebulous, nondescript, notoriety, obliquely, oblivious, obscure, oppressive, ordeals, palliation, passe, peeved, pensive, perforated, perpetual, perpetuate, persecution, pestilence, pilgrimage, placid, predilection, prerogative, procure, propensity, providence, prowess, purloin, quaint, qualm, ramshackle, rankle, rectitude, reluctantly, reprimand, resolve, reverent, ruefully, scowl, scurry, serene, shrill, sibilant, skulk, sneer, solitary, spurious, stealthily, sternness, stolidly, strenuous, subdued, subtlety, succinct, sulk, tacit, taciturn, tactful, tedious, temerity, timid, tirade, touchous, tranquil, trousseau, trudge, turmoil, tyranny, umbrage, uncouth, undulate, unobtrusive, untrammeled, vague, vapid, varmint, vehemently, venerable, vivid, volition, wary, weary, woes, and wrathfully. By engaging with these activities, students will: Determine the meaning of unfamiliar and complex words Consult reference materials in order to learn and verify word meanings Discern the most proper application of words as they are used in sentences

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 27-28). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging with these exercises, students will: Address Scout’s youthful misconception of “two minor changes” in Maycomb Analyze an excerpt to discern its significance to the plot Draw a logical inference about Atticus’s remarks, which allude to the Supreme Court of the United States Conduct brief research on the Great Depression’s influence on common Halloween practices, especially in the South Write with clarity, logic, and precision Analyze the author’s craft to discern her intent Identify what the text states explicitly and implicitly Apply knowledge of foreshadowing to the text, with emphasis on how Miss Tutti and Miss Frutti’s deafness contribute to the plot Analyze an excerpt to discern its tone in context Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze a Dr. Reynolds’s remarks to discern tone in context Analyze the author’s craft to discern the intended effect Apply knowledge of literary devices (hyperbole) to the text Analyze Dr. Reynolds’s comments to Scout to discern and articulate his intent

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 16-18). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Draw logical inferences about Scout’s dynamic nature in context Draw logical inferences about Aunt Alexandra’s concerns for her family’s reputation Apply knowledge of figurative language to the text, identifying the most logical interpretation of a metaphorical phrase Apply knowledge of hyperbole to the text Identify what Aunt Alexandra states explicitly about being a “disgrace to the family” Identify what Maudie Atkinson states explicitly about why she refuses to attend the trial Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze the significance of the kids’ placement on the balcony Analyze the characterization of Jem and Scout to discern the most accurate statement about their internal states Analyze the author’s craft with emphasis on the intended effect of metaphorical language (comparing Bob to “a red little rooster”) Analyze the interactions between Atticus and Mayella to draw logical inferences about Mayella’s personal history Analyze Bob Ewell’s nonverbal communication to draw logical inferences about his intent Analyze Atticus Finch’s language to draw a logical inference about his intent Isolate false statements from factual ones Write with clarity, logic, and precision

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 19-20). General comprehension quizzes are included, as are rigorous close reading and vocabulary reinforcement activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Explore character motivations and modes of thinking Articulate why Tom Robinson hesitates to answer Mr. Gilmer’s question Analyze Mr. Gilmer’s language to discern its racial implications Define complex words in context Verify interpretations of language using reference materials such as a dictionary or thesaurus Examine plot developments from a historical perspective Analyze the author’s application of indirect characterization Explore the community’s influence on Scout’s way of thinking about the trial Articulate why Dill relates to Tom Identify and explain an example of situational irony Discern the function of a given passage Identify the object of Atticus’s pity in context Analyze the author’s phrasing in a cultural context (the “rigid and time-honored code of our society”) Analyze how the author’s phrasing contributes to the characterization of Mayella Identify the object of Atticus’s scrutiny in context Identify what the text states explicitly about Atticus’s beliefs pertaining to U.S. courts

Help high school students go beyond general reading comprehension and practice close reading analysis skills while engaging with the short story “A White Heron” by Sarah Orne Jewett. A bell-ringer writing prompt, a plot-based quiz, a close reading worksheet, a vocabulary application activity, a crossword puzzle, a word search game, a low-prep lesson plan template with pre-filled learning targets and agenda items, and answer keys are included. 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 engaging with these materials, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Consult reference materials in order to learn and verify word meanings Choose the most proper application of words as they are used in sentences Discern narrative techniques used to convey a sense of immediacy and awe Determine the tone of a given passage Explore how complex characters think, behave, develop, and interact Compare and contrast two characters Conduct brief research to articulate the significance of the protagonist’s name Apply knowledge of literary devices including consonance, simile, and anthropomorphism Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision

Evaluate general reading comprehension, facilitate vocabulary development, and sharpen critical thinking skills with this bundle of materials for teaching Mark Twain’s short story “The Celebrated Jumping Frog of Calaveras County.” A plot-based quiz, a close reading worksheet, a craft analysis exercise, a vocabulary application activity, a crossword puzzle, a word search game, the short story, and answer keys are provided. Materials are delivered in editable Word Document and printable PDF formats. These resources may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with these materials, students will: Identify what the text states both explicitly and implicitly Define words and phrases as they are used in the text Consult reference materials in order to learn and verify word meanings Choose the most proper application of words as they are used in sentences Determine the tone of a particular passage Discern the author’s intent and its effect on readers. Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices with emphasis on allusion, hyperbole, and simile Apply knowledge of the elements of satire and tall tales Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

Evaluate general reading comprehension, facilitate vocabulary development, and sharpen critical thinking skills with this bundle of materials for teaching the classic Grimm’s fairy tale “Sleeping Beauty.” A plot-based quiz, a close reading worksheet, a craft analysis exercise, a vocabulary application activity, a crossword puzzle, a word search game, the short story, and answer keys are provided. Materials are delivered in printable Word Document and 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 engaging with these materials, students will: Identify what the text states explicitly and implicitly Articulate conventions of the fairy tale genre Define words and phrases as they are used in the text Consult reference materials in order to learn and verify word meanings Choose the most proper application of words as they are used in sentences Discern 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 anthropomorphism, symbolism, foreshadowing, and more Support claims and inferences with sound reasoning and relevant evidence Write about coming-of-age fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature