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 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 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 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

Extend reading comprehension and support the development of close reading skills for high school with this set of analysis questions covering chapter one of The Hobbit by J.R.R. Tolkien. With this resource, students will focus on significant details in order to develop a deeper understanding of the novel and its craft, thus helping them contribute more meaningfully during class discussions. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging in this exercise, students will… Analyze characterization Define unfamiliar and challenging vocabulary in context Read closely to isolate accurate statements from false statements Determine author’s intent Analyze the effect of the author’s language upon the reader Apply knowledge of literary devices to the novel Determine the significance of a given detail

Help middle and high school students extend beyond general reading comprehension and develop close reading analysis skills while they engage with The Adventures of Ulysses by Bernard Evslin. This set of rigorous questions covers the prologue through chapter three (“The Lotus Eaters”). An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Examine the author’s phrasing in order to make logical inferences about character motivations Explore how complex characters think, behave, develop, and interact with one another Discern the nature of character relationships Select the best synonym for a given word as it is used in the text Apply knowledge of foreshadowing

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

Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on verb tenses, which emphasizes irregular verbs. Two versions of this activity are provided, including a multiple choice option to expedite the grading process. Answer keys are included. Materials are delivered in a zip file as both Word Documents and PDFs.

Reinforce the standard conventions of academic writing and perform a quick check of students’ knowledge with this grammar worksheet on commas, conjunctions, semicolons. Two versions of this activity are provided, including a multiple choice option to expedite take-home grading. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. By engaging with this material, students will demonstrate an ability to: Separate dependent clauses from independent clauses using semicolons or commas with conjunctions Join two independent clauses with a comma and contextually appropriate conjunction Separate items in a series using commas Isolate non-essential elements (appositive phrases) in the middle of sentences using commas Use commas to separate the elements of dates and places Punctuate coordinating adjectives in a series Format direct quotations Isolate interrupters (however, nevertheless, etc.) in the middle of sentences using commas Use semicolons before conjunctive adverbs that join independent clauses Use semicolons to separate items in a series if they contain internal punctuation

Help high schoolers go beyond basic comprehension and develop critical thinking and literary craft analysis skills with this close reading inference worksheet covering W. W. Jacobs’ short story “The Monkey’s Paw.” An answer key and copy of the narrative are included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Read for literal comprehension Utilize dictionaries to ensure knowledge of word meanings Infer the intended effects of the author’s word choices and narrative techniques Determine the function of a given detail Investigate tone in context Examine how complex characters think, behave, interact, and change Explore the role of setting in terms of developing characterization Apply knowledge of literary devices including situational irony and euphemism Support claims and inferences with sound reasoning and relevant evidence Come to class better prepared to discuss literature

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 30 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: Examine the context of a given passage Analyze character dialogue to discern meaning and intent Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze an excerpt to discern its significance

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 38 through 40 of The House on Mango Street by Sandra Cisneros: “The Monkey Garden,” “Red Clowns,” and “Linoleum Roses.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: A peculiar pet The garden’s deterioration Tito stealing Sally’s keys and trying to get her to kiss him Esperanza’s desire to protect Esperanza, only to put herself in jeopardy A trip to the carnival Esperanza’s traumatizing experience Esperanza’s anger at Sally and women Sally’s marriage

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 34 through 37 of The House on Mango Street by Sandra Cisneros: “Bums in the Attic,” “Beautiful and Cruel,” “A Smart Cookie,” and “What Sally Said.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Esperanza’s decision to stop going to look at dream houses and her reasoning Esperanza’s decision to let bums live in the attic of her future house Esperanza’s concern that she is not attractive enough Esperanza’s decision not to surrender her power as a female and how it manifests Esperanza’s mom and her past Esperanza’s mom and her comments about being “a smart cookie” Sally and the abuse she suffers from her father The reason Sally’s father abuses her Sally’s attempts to seek safety and Esperanza’s willingness to protect her

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 26 through 29 of The House on Mango Street by Sandra Cisneros: “Edna’s Ruthie,” “The Earl of Tennessee,” “Sire,” and “Four Skinny Trees.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Ruthie’s friendship with Esperanza and her friends Ruthie’s marriage The characterization of Edna Ruthie and Esperanza’s common interest in writing The characterization of Earle Sire, the boy Esperanza likes and her parents dislike Esperanza’s feelings toward Lois Esperanza’s sense of self Esperanza’s comparison to trees The reason behind the comparison

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 22 through 25 of The House on Mango Street by Sandra Cisneros: “Papa Who Wakes Up Tired in the Dark,” “Born Bad,” “Elenita, Cards, Palm, Water,” and “Geraldo No Last Name.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Her father’s emotional breakdown and its cause Esperanza’s responsibility to explain death to her siblings Her father’s need to travel to Mexico unexpectedly A game Esperanza and her friends play, which ultimately causes them strife A character description of Aunt Lupe Aunt Lupe’s encouragement of Esperanza’s writing A visit to the fortune teller Esperanza’s desire to know whether she will have her own house Esperanza’s skepticism The death of Geraldo Marin’s connection

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 18 through 21 of The House on Mango Street by Sandra Cisneros: “A Rice Sandwich,” “Chanclas,” “Hips,” and “The First Job.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Mom’s note Esperanza’s desire not to eat lunch at home The nun’s denial of Esperanza’s request Esperanza’s deep-rooted feelings of shame Her cousin’s baptism Esperanza’s reluctance to dance Overcoming reluctance Esperanza’s observation while she dances A discussion on hips Esperanza’s similarity to Alicia in terms of a constant search for knowledge Summer work Flirting A distressing kiss

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 14 through 17 of The House on Mango Street by Sandra Cisneros: “Alicia Who Sees Mice,” “Darius and the Clouds,” “And Some More,” and “The Family of Little Feet.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Alicia’s commitment to her education The mice who roam at night Alicia’s at-home responsibilities, according to her father and Hispanic culture The characterization of Darius Darius’s intriguing assessment of a cloud What incites an argument among Esperanza and her friends A gift of high-heeled shoes How the girls are treated by several men The characterization of Esperanza and who she is similar to in terms of her goals and personal interests

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 10 through 13 of The House on Mango Street by Sandra Cisneros: “Louie, His Cousin and His Other Cousin,” “Marin,” “Those Who Don’t,” and “There Was an Old Woman She Had So Many Children She Didn’t Know What to Do.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Louie and his car accident Marin’s Puerto Rican boyfriend and her future relationship goal Marin’s background Esperanza’s lack of knowledge about other communities leading to fear of those communities Rosa’s background and personal struggles A description of the Vargas children A death resulting from a horrible fall The significance of the idea of flying, which repeats throughout the story

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 5 through 9 of The House on Mango Street by Sandra Cisneros: “Cathy Queen of Cats,” “Our Good Day,” “Laughter,” “Gil’s Furniture Bought and Sold,” and “Meme Ortiz.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Cathy’s claims Cathy’s impending move and her alleged reason why her family is moving The irony of Cathy’s claim A purchase Esperanza makes with her friends Lucy and Rachel How Esperanza accumulated enough funds to make the purchase Esperanza’s realization about how well Nenny understands her A visit to the junk store A music box How Meme broke both of his arms

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 1 through 4 of The House on Mango Street by Sandra Cisneros: “The House on Mango Street,” “Hairs,” “Boys and Girls,” and “My Name.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The reason behind the family’s move The qualities/description of the new house The smell of her mother’s hair The lack of interaction among boys and girls in the community Esperanza’s frustrations with spending time with Nenny Esperanza’s desire to have a best friend The origin of Esperanza’s name Esperanza’s personal feelings about her name The Chinese year of the horse and its superstitious meaning to women Cultural views on women (Chinese and Mexican) Esperanza’s great grandmother and her arranged marriage