Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 1 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 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Discern the intended effect of figurative language in context Analyze how the author’s word choices create certain effects such as mystery or suspense Determine the greater significance of a given detail Explore how complex characters think, behave, interact, and develop

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 11 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 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 do the following: Discern the most accurate interpretation of Mrs. Dubose’s criticisms of Atticus Discern the most accurate interpretation of Mrs. Dubose’s criticisms of the Finch family more broadly Analyze the author’s craft to draw a logical inference about Jem’s internal state Apply knowledge of situational irony to the text Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Identify what the text says both explicitly and implicitly about Jessie Isolate factual statements from false statements Draw personal connections to Jem, using logical reasoning to make inferences about his concerns Argue whether Jem feels guilty for his treatment of Scout Cite relevant textual evidence in support of claims Write with clarity, logic, and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 20 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 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 do the following: Identify what the text states explicitly and implicitly Clarify a character’s remarks Consider historical context in relation to the plot Consider cause-and-effect relationships Explore how complex characters think, behave, interact, and develop

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 3 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 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 do the following: Identify what the text states explicitly and implicitly Discern the intended effect of the author’s phrasing upon the reader Define words and phrases as they are used in the text Choose the most appropriate synonym to replace a word or phrase without changing the excerpt’s fundamental meaning Demonstrate knowledge of comma and punctuation rules, especially as they apply to writing dialogue Explore how complex characters think, behave, interact, and develop Determine the tone of a given excerpt Apply knowledge of literary devices including personification, hyperbole, allusion, alliteration, oxymoron, dramatic irony, and situational irony

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 2 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 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Discern the greater significance of a given detail Explore how complex characters think, behave, interact, and develop Examine Miss Caroline’s relationship to the town of Maycomb Explore cause-and-effect relationships

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 9 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 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 do the following: Identify what the text says explicitly as well as implicitly about Scout’s behavior Identify what the text says explicitly as well as implicitly about Atticus’s reasoning for not using offensive language Analyze Scout’s motivations for faking illness Isolate factual statements from false statements Identify the context for a particular excerpt Analyze a character’s dialogue to infer intent Apply knowledge of metaphorical language to the text Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 8 and 9 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: Scout’s reaction to the weather The snowman/mudman The house catching fire Miss Maudie’s peculiar reaction to the house fire The blanket wrapped around Scout Scout’s reaction upon a disturbing discovery Beating up Cecil Jacobs Christmas gifts Scout’s punishment Atticus discussing the trial with Uncle Jack

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 4 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 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Determine the greater significance of a given detail Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including metaphor, personification, allusion, and situational irony Explore cause-and-effect relationships

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 5 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 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 do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices including hyperbole Isolate the best textual evidence in support of a claim

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 10 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 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 do the following: Analyze the relationship between Scout and Atticus at this point in the novel Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations. Identify what the text says explicitly as well as implicitly about killing mockingbirds Identify what Scout means when she refers to a “generous target” Draw a logical inference about a character in the context of a given passage

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 14 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 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 perform the following tasks: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, interact, and develop Discern the tone of a particular excerpt Determine the function of a given excerpt Apply knowledge of literary devices and figurative language

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 12 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 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 do the following: Apply knowledge of coordinating conjunctions, selecting the most appropriate conjunction to join two sentences in context Discern the most logical interpretation of an excerpt Analyze the author’s word choices and phrasing to determine intent Apply knowledge of literary devices (imagery and theme) to the text Analyze an excerpt to discern its significance Analyze a passage to discern tone in context Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze context clues to articulate how Calpurnia is characterized, citing textual evidence in support of claims Write with clarity, logic, and precision

Measure general reading comprehension with this multiple choice quiz covering chapters one through nine of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. A firsthand account of the author’s experiences as a child soldier during the Sierra Leone Civil War, this book is an excellent choice for teachers who want to incorporate more autobiographical nonfiction into their English and/or history classes. In addition to an answer key, an short answer quiz option is provided for re-assessment purposes. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Recent political changes in Sierra Leone Background details concerning key figures in the text Shared experiences among key figures in the text Major entities associated with conflict, such as the Revolutionary United Front Consequences of war And more

“Desiree’s Baby” by Kate Chopin is an example of historical fiction that, when integrated into the English Language Arts classroom, complements American History curricula, as the plot precedes the Civil War and addresses the issue of how race and ethnicity affect one’s life experiences in the South. With this worksheet composed of challenging, text-dependent questions, teachers will help students extend beyond general reading comprehension, exercise 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 included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will do the following: Articulate what is stated in the text explicitly and implicitly Analyze how complex characters think, interact, and behave Explore character motivations and intentions Apply knowledge of literary devices including irony and foreshadowing Analyze the author’s craft, determining how figurative language contributes to storytelling and character development Articulate point of view Make logical inferences about the psychological states of characters Cite textual evidence in support of claims 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 24 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 in this exercise, students will: Apply knowledge of literary devices (situational irony and simile) to the text 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 Analyze Scout’s characterization to draw a logical inference in context Analyze a passage to discern its significance toward advancing the plot Isolate factual statements from false statements Analyze Grace Merriweather’s characterization to draw a logical inference in context Analyze a passage to discern its tone

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 4 and 5 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: Discoveries in the knothole Jem’s fear for Scout’s life The irony of the discovery of money Dill’s claim of a peculiar talent The rolling tire incident The game the kids play Dill and Scout’s relationship The evolving relationship between Scout and Miss Maudie Theories pertaining to the mystery of Boo Radley Miss Maudie’s impressions of Boo Delivering a note to Boo Atticus’s trick

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 6 and 7 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: A contest between Jem and Dill The kids’ decision to sneak to the Radley residence Mr. Radley scaring the kids off How and why Jem lost his pants Dill’s excuse for Jem’s lost pants The lie Jem tells to Atticus What motivates Jem to leave home in the middle of the night Jem’s alarming discovery Items in the knothole Mr. Radley’s heartbreaking attempt to break Boo’s connection to the outside world

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 12 and 13 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: Jem’s moodiness Disappointing news to begin summer The reason for Atticus’s two-week absence The incident involving Eunice Ann Simpson Lula’s treatment of the children The general reaction of the parishioners toward the children Calpurnia’s separate identities Why Alexandra decides to stay with the family Alexandra’s philosophy on what makes “fine” people

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

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 13 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 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 do the following: Analyze the author’s word choices and phrasing to discern what she means explicitly and implicitly about Aunt Alexandra Draw reasonable inferences about Jem’s thinking in terms of how he perceives Aunt Alexandra Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Consider synonyms that may replace a given word or phrase without changing the original fundamental meaning Isolate factual statements from false statements