Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of The Tempest by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Miranda and Ferdinand’s actions Advice given to help Prospero “become tender” Prospero’s reason for letting his enemies go A major personal decision made by Prospero Ariel’s fate Alonso’s dynamic character Prospero’s reason for not accusing his enemies of treason The fate of the shipwrecked crew Caliban’s promise Prospero’s storytelling Ariel’s last act of helping Prospero Conditions under which Caliban will be freed

With this printable test covering the entirety of William Shakespeare’s The Taming of the Shrew, English teachers will be able to evaluate students’ comprehension of key characters, plot developments, and literary craft. An answer key is provided. Materials are delivered in Word Document and PDF formats. A breakdown of content follows. Part 1. Knowledge of Plot. Students will demonstrate comprehension of the following: Christopher Sly’s disruptive behavior An activity in which Christopher Sly participates Baptista’s terms for his daughters’ marriages Lucentio’s persona, “Cambio” The quality in women about which Petruchio cares most Hortensio’s persona, “Litio” Petruchio’s intentions for Katharina Baptista’s preferences to be his son-in-law Petruchio’s tardiness to the wedding Petruchio’s appearance on his wedding day Bianca’s assessment of her sister’s relationship An accident involving a horse Petruchio’s strictness Hortensio’s feelings toward Petruchio Petruchio’s eccentric behavior Hortensio’s marriage A test of the wives’ loyalty Katharina’s closing speech Part 2. True/False. Students will identify whether a statement is true or false. Questions focus on: “Cambio’s” area of expertise The nature of the relationship between Bianca and Katharina The first character to reveal his true identity to Bianca Hortensio’s dwindling affection toward Bianca Katharina’s reaction to her husband’s strange behavior Baptista’s negotiating the terms of his daughters’ marriages Baptista and Vincentio’s forgiveness of their children The false Vincentio’s reaction to meeting the real Vincentio Part 3. Quotations in Context. Students will match an excerpt with its appropriate context. Act 1, scene 1: Hark, Tranio! thou may’st hear Minerva speak. Act 1, scene 1: No profit grows where is no pleasure ta’en: / In brief, sir, study what you most affect. Act 2, scene 1: Her silence flouts me, and I’ll be revenged. Act 2, scene 1: O slow-wing’d turtle! shall a buzzard take thee? Act 3, scene 2: Go, girl; I cannot blame thee now to weep; / For such an injury would vex a very saint, / Much more a shrew of thy impatient humour. Act 3, scene 2: That, being mad herself, she’s madly mated. Act 4, scene 2: …here I firmly vow / Never to woo her no more, but do forswear her, / As one unworthy all the former favours / That I have fondly flatter’d her withal. Act 5, scene 1: Fear not, Baptista; we will content you, go to: but / I will in, to be revenged for this villany Act 5, scene 2: A woman moved is like a fountain troubled, / Muddy, ill-seeming, thick, bereft of beauty… Part 4. Application of Literary Devices. Students will be given a detail or excerpt from the drama and must determine which literary device is best reflected. Literary devices addressed include: Sibilance Allusion Hyperbole Anaphora Oxymoron Aposiopesis Idiom Metaphor Consonance Simile Onomatopoeia

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 1 of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in 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 this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including metaphor, anaphora, and aposiopesis Express the function of a given excerpt Conduct brief research on the four humours and articulate the findings Analyze research findings to make a logical inference about Petruchio’s mindset Support claims with valid reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 4, scene 5, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in 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 this exercise, students will: Identify what the text states explicitly and implicitly Define complex words and phrases as they are used in the text Explore how complex characters think, behave, develop, and interact Articulate Petruchio’s contradictory behavior Apply knowledge of literary devices including allusion, metaphor, personification, and hyperbole Cite textual evidence that contributes to the scene’s farcical tone Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students go beyond general reading comprehension and promote the development of close reading analysis skills with this set of rigorous questions to complement Act 1, scene 2, of William Shakespeare’s The Taming of the Shrew. An answer key is provided. Materials are delivered in 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 this exercise, students will: Identify what the text states explicitly and implicitly Consider how the effect of humor is achieved in context Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including onomatopoeia, assonance, metaphor, simile, verbal irony, and dramatic irony Discern the function of a given excerpt Write about Shakespearean drama with clarity, accuracy, and precision

“Sweat” by Zora Neale Hurston is a short story about a woman of color who must reconcile the resentment she feels toward her abusive husband with her faith—a task that threatens to compromise the integrity of her soul. This close reading analysis worksheet helps English teachers extend reading comprehension and support the process of critical thinking. An answer key is included. Materials are delivered in a zip file containing editable Word Documents and printable PDFs. By completing the close reading activity, students will perform the following tasks: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Choose the most suitable synonym to replace a word without changing fundamental meaning Analyze nuances in words with similar meanings Explore cause-and-effect relationships Determine the functions of given details Make inferences about historical context based on aspects of plot Examine how complex characters think, behave, develop, and interact Make predictions about the protagonist’s future behavior based on context clues Analyze the author’s word choices to articulate how they contribute to character development Apply knowledge of literary devices including euphemism, oxymoron, personification, symbolism, situational irony, and more Discern the tone of a given passage Support claims with sound reasoning and relevant textual evidence Write about literature with clarity, accuracy, and precision Come to class/leave class better prepared to discuss literary materials

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 4, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. 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. More specifically, 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 Shakespearean language in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on metaphor and personification Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

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 school students extend beyond general reading comprehension and support the development of close reading analysis skills with this set of rigorous, text-dependent questions on the fairy tale “Snow White and the Seven Dwarfs” by the Brothers Grimm. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats. By engaging with this activity, students will do the following: Articulate what is stated in the text explicitly and implicitly Apply knowledge of literary devices including metaphor, pleonasm, dramatic irony, and more Discern the function of a given excerpt Explore relationships between complex characters Determine the meaning of complex words in context Analyze what Snow White’s behavior reveals about her character Articulate how poetic justice is carried out Analyze plot to discern and articulate sexist stereotypes of women Cite textual evidence in support of inferences and claims Write with clarity and precision

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 27 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: 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

Promote homework accountability and evaluate general reading comprehension with this quiz covering Act 2 of Shakespeare’s Twelfth Night. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Cesario’s encountering of Feste Cesario’s reaction to Olivia’s declarations of love Olivia’s misinterpretation of Cesario’s motives Olivia’s breaking of societal expectations in the times of Elizabethan England. Toby and Fabian’s underhanded deeds Andrew’s challenge Sebastian and Antonio’s arrival in Illyria Antonio’s personal history Toby’s intentions Olivia’s newest gift to Cesario Antonio’s interruption of the duel A case of mistaken identity and its consequences

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Ministry of Truth’s mission to falsify records from Book 1, chapter 4, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs. This resource may facilitate 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. By engaging in this exercise, students will: Discern what the text states explicitly as well as implicitly Conduct brief research to discern and articulate historical parallels to media manipulation and the falsification of records Apply and articulate knowledge of literary devices and techniques including euphemism Analyze the author’s word choices to discern and articulate how they contribute to the development of plot Analyze an excerpt to discern its primary function Define complex words and phrases in context Write with logic, clarity, and precision

Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 7 through 9 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to: Articulate what the text states explicitly and implicitly Write with clarity, logic, and precision Cite relevant textual evidence in support of claims Explore character motivations Apply knowledge of literary devices including situational irony Define complex words and phrases in context Verify interpretations of language using reference materials as needed Analyze figurative language to articulate its effect Isolate an accurate statement about plot among a set of falsehoods Explain the significance of a locket Articulate how Victor contributes to a grave injustice Explore cause-and-effect relationships Compare and contrast complex characters

Extend comprehension and support the development of close reading skills with this worksheet composed of analytical questions on chapters 10 through 12 of Frankenstein by Mary Shelley. With this resource, high school English teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to: Articulate what the text states explicitly and implicitly Write with clarity, logic, and precision Cite relevant textual evidence in support of claims Explore character motivations Apply knowledge of literary devices including foreshadowing and allusion Isolate an accurate statement about plot among a set of falsehoods Explain the significance of the pool of water Discern the function of a given paragraph Analyze how Victor becomes a dynamic character in the context of a given chapter Analyze the author’s craft Articulate how chapter 10 is different from chapter 11 Explore “the barbarity of man” Explore how the creature demonstrates childlike naivety

Reduce teacher workload, promote homework accountability, and measure general reading comprehension with this assessment on chapters 4 through 6 of Frankenstein by Mary Shelley. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this quiz, students will demonstrate knowledge of the following: Victor’s investigation of death and decomposition The unintended consequences of Victor’s ambitiousness The moment Victor is overcome by dread Victor’s decision not to tell Henry about his work Victor’s stated belief that ambitiousness should be regulated Behaviors that reflect Victor’s mental breakdown Henry’s role as a caretaker Elizabeth’s assessment of the Frankenstein family Justine’s relationship with the Frankenstein family Justine’s personal background

This formative grammar worksheet reviews the basics of common and irregular adverbs that compare. Featuring 45 opportunities to apply knowledge of comparative and superlative adverbs, this resource is recommended for middle and high school students enrolled in composition classes emphasizing rudimentary writing skills. An answer key is included.

Help high school students analyze how Ursula K. Le Guin used characterization, description, imperfect grammar, foreshadowing, irony, simile, and redundancy to establish a tense and eerie tone in “The Wife’s Story.” This resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included.

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter four of The Great Gatsby by F. Scott Fitzgerald. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact Analyze the author’s craft to determine the effect diction has on the reader’s comprehension Apply knowledge of various literary devices including sibilance, invective, ambiguity, oxymoron, and imagery Articulate the cultural significance of the white chauffeur transporting people of color Discern what Nick finds astonishing about Wolfsheim’s behavior Identify the primary function of Wolfsheim’s character in the context of the plot Define complex words as they are used in the text Make logical inferences about Nick’s modes of thinking Articulate the technique Fitzgerald uses to spark a significant shift in tone Write with clarity and precision