Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering three brief, meaningful excerpts spanning chapters thirty through thirty-seven, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. 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. By completing these exercises, students will: Identify what the text states explicitly and implicitly Isolate an example of figurative language Clarify details where the author leaves information open to interpretation Articulate the greater significance of a given detail Explore how complex characters think, behave, develop, and interact Discern the primary function of a given excerpt Apply knowledge of various literary devices including pun, metaphor, epiphany, onomatopoeia, invective, malapropism, alliteration, and more Evaluate an excerpt to articulate how it is a good example of satire Cite textual evidence in support of ideas and claims Write about literature with clarity, accuracy, and precision

Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering four brief, meaningful excerpts spanning chapters twenty through twenty-nine, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. 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. By completing these exercises, students will: Identify what the text states explicitly and implicitly Determine the tone of a given excerpt Explore how complex characters think, behave, develop, and interact Analyze the author’s craft to explain how repetition contributes to characterization Relate a given excerpt to the real world, identifying two relevant societal issues, conflicts, or questions Discern a relevant theme in a given excerpt Conduct brief research on the topic of cognitive dissonance in order to explain how a character experiences it in the context of a given excerpt Apply knowledge of various literary devices including simile, assonance, metaphor, and situational irony Identify textual evidence in support of claims Write about literature with clarity, accuracy, and precision

This close reading assessment features 11 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 2). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Make reasonable inferences about why the quickness of Moth’s responses frustrates Armado Articulate Armado’s internal conflict in the context of an excerpt Analyze Moth’s dialogue to discern what is implied about women who wear makeup Analyze Moth’s asides to discern and articulate what they reveal about his true feelings Conduct brief research on the topic of Humorism Analyze Costard’s use of malaprops and explain why Shakespeare had him speak in such a manner Interpret figurative language with emphasis on metaphor (“love is a devil”) Make an inference about what Armado finds reassuring about the tale of Samson Apply knowledge of situational irony by explaining what is unexpected about Cupid’s powers Articulate the significance of of Armado’s closing soliloquy Write with clarity, logic, and precision

This close reading assessment features 15 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Isolate a factual statement about the passage from false statements Examine cause-and-effect relationships Analyze Shakespearean language to discern and articulate meanings of words and phrases in context, taking into consideration denotative definitions and connotative associations Analyze Shakespearean language to discern and articulate tone in context Gain deeper insight into character modes of thinking by analyzing dialogue Analyze a portion of text to discern which literary device is applied in context (anaphora and simile) Demonstrate knowledge of Biron’s criticisms of those who are obsessive in their pursuit of knowledge Write with clarity, logic, and precision

This close reading assessment features 16 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 2, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Apply knowledge of literary devices to the text including alliteration, simile, hyperbole, and stichomythia Articulate the intended effect of hyperbole in the context of the passage Articulate the intended meaning of a given simile Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Identify the Princess’s motivation for choosing Boyet to be a spokesperson Identify textual evidence that serves to justify Maria’s judgment of Longaville Analyze Rosaline’s dialogue to discern tone in the context of her conversation with Biron Determine and articulate the primary purpose of a passage Explain why Longaville grows impatient with Boyet’s responses Identify the evidence supporting the claim that Ferdinand is lovesick, according to Boyet Write with clarity, logic, and precision

This close reading assessment features 14 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 3, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Articulate the intended meaning of a given metaphor Analyze Armado’s dialogue to discern and articulate what it reveals about his mindset Analyze Moth’s dialogue to discern and articulate his intent Identify the most synonymous word or phrase to replace a given word in the text Analyze Moth’s dialogue to discern tone in context Contrast Costard’s characterization with that of Biron and Armado Analyze Biron as a dynamic character, identifying textual evidence in support of the claim that he is dynamic Analyze Biron’s diaogue to discern and articulate what he believes is Cupid’s motivation for plaguing him with feelings of love Write with clarity, logic, and precision

This close reading assessment features 10 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 4, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Articulate the intended meaning of a given metaphor Articulate how verbal irony is manifested in the text Analyze how complex characters interact and discern what these interactions reveal about their mindsets Analyze an excerpt to isolate a true statement in context from false statements Apply knowledge of epiphora to the text Identify logical inferences in context Analyze Armado’s letter and articulate the function of an excerpt Interpret figurative language Analyze Rosaline’s dialogue and actions to argue how she defies standard conventions of femininity and what her motivations are Analyze Shakespeare’s craft to identify which literary devices he employs and what their intended effects are (emphasis is placed on rhyme, innuendo, diacope, metaphor, and irony) Write with clarity, logic, and precision

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 4 of William Shakespeare’s comedy As You Like It. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: abominable, boisterous, clamorous, commend, contrive, effect, gilded, hornmaker, jointure, leer, lief, lo, murmur, nimble, osier, prate, purlieus, rascally, rumination, slander, stern, and waspish. 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 5 of William Shakespeare’s comedy As You Like It. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: array, bastinado, bestow, boorish, compact, conjure, ditty, dulcet, flout, hoarse, idle, mirth, miser, nuptial, obscure, politic, pompous, quarrel, rudiments, salutation, sententious, shrewd, simper, swift, and weary. 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 1 of William Shakespeare’s comedy As You Like It. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: acquit, allottery, bequeath, countenance, descend, dissuade, entreat, fain, gallant, heartily, knavery, lament, malice, penury, prithee, purgation, reign, resolute, servitude, smirch, sunder, treacherous, umber, unkept, and whither. 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 2 of William Shakespeare’s comedy As You Like It. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: abruptly, anon, base, boast, bough, chanticleer, chide, churlish, comely, discord, erewhile, feign, forbear, husbandry, irk, languish, lusty, melancholy, pains, pard, sans, sinewy, sullen, uncouth, valiant, venerable, wherefore, and woo. 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

Support vocabulary development and enhance reading comprehension with this set of games and activities to complement Act 3 of William Shakespeare’s comedy As You Like It. A vocabulary application worksheet, a crossword puzzle, a word search game, and answer keys are included. Materials are delivered in editable Word Document and printable PDF formats. Specifically, the following vocabulary terms are addressed: amble, caparison, capricious, carlot, chaste, cicatrice, counsel, desolation, dowry, elegy, exult, mar, moonish, mutton, odious, parlous, peevish, perpend, pilgrimage, relish, sirrah, swoon, synod, tedious, thrice, and vehemence. 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