Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze Shakespeare’s classic tragedy Othello. With a focus on Act 1, scene 3, this resource saves teachers valuable time without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable PDFs and Word Documents. 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. More specifically, questions pertain to the following: Analyzing text for tone. Analyzing the text for meaning: discerning Othello’s self-described weakness. Analyzing text for meaning: how long Othello has fought in wars. Analyzing text for meaning: Othello’s willingness to disclose the truth of his courting of Desdemona. Analyzing text for meaning: how Brabantio describes his daughter. Analyzing text for meaning: the type of person Brabantio thinks would believe Othello’s claims. Analyzing text for meaning: the devil’s role in the union, according to Brabantio.

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.

“An Hour with Abuelo” by Judith Ortiz Cofer is a coming-of-age short story involving an intelligent teenager whose youthful determination and stubbornness keep him from learning an important lesson about controlling one’s destiny—that is, until an hour-long meeting with his grandfather. This plot-based quiz covering the short story helps English teachers promote homework accountability and evaluate general reading comprehension—while eliminating take-home assessment planning responsibilities. An answer key is included. Materials are delivered in a zip file containing editable Word Documents and printable PDFs. By completing this quiz, students will demonstrate knowledge of the following: A reason Arturo is reluctant to visit Abuelo What Abuelo is doing when Arturo enters his suite Abuelo’s life during World War II Abuelo’s various jobs Why Abuelo chose his final job Mother’s feelings about Abuelo’s final career change Arturo’s youthful determination Abuelo’s love of literature The end of Arturo’s meeting with Abuelo The reason Arturo laughs in the resolution

“An Hour with Abuelo” by Judith Ortiz Cofer is a coming-of-age short story involving an intelligent teenager whose youthful determination and stubbornness keep him from learning an important lesson about controlling one’s destiny—that is, until an hour-long meeting with his grandfather. This close reading analysis worksheet helps English teachers extend reading comprehension and support the process of critical thinking. While the close reading activity upholds academic rigor, the brevity of the narrative helps to fill awkward gaps in teaching schedules. 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 Determine the function of the opening paragraph Discern the greater significance of a given excerpt Examine how complex characters think, behave, develop, and interact Compare and contrast two characters (Arturo and Abuelo) Explore how the first-person narration affects the readers’ perception of Arturo’s mother Apply knowledge of literary devices including simile, euphemism, verbal irony, and more Explore theme Defend claims with valid reasoning and relevant textual evidence Write ideas with clarity, accuracy, and precision Come to class/leave class better prepared to discuss literary materials

Measure and extend reading comprehension of the first third of Margaret Atwood’s dystopian novel The Handmaid’s Tale. Included are two assessments for differentiation purposes, one subjective and one objective. Answer keys are included. Materials are delivered as Word Documents and PDFs. Questions pertain to the following important details: The emptiness and loneliness of her room Serena Joy’s previous life The Japanese tourists’ interest in handmaids’ lives The Wall The teachings of Aunt Lydia The doctor’s offer Offred’s previous life Moira’s escape attempt and its consequences The loss of the narrator’s daughter The Ceremony The news Nick shares with Offred

Reduce teacher workload, measure general reading comprehension, and promote homework accountability with this printable quiz on “The Most Dangerous Game” by Richard Connell. An answer key and copy of the public domain short story are included. Materials are delivered in Word Document and PDF formats. Questions pertain to the following key ideas: Primary setting Rainsford’s hobby An inciting incident The characterization of the antagonist The protagonist’s initial impression of the antagonist The antagonist’s means of gathering his game The start of the hunt The antagonist’s motivations Rainsford’s successes The climax The resolution

Help high school students go beyond general reading comprehension and support the development of critical thinking skills for high school with this close reading analysis worksheet covering the science fiction short story “The Star Beast” by Nicholas Stuart Gray. A detailed answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly as well as implicitly Discern the intended effects of the author’s word choices and narrative techniques with emphasis on how the author helps the audience empathize with a non-human protagonist Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including hubris and situational irony Consider themes in context Articulate how the narrative conforms to standard conventions of science fiction 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

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 2, scene 2, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Annotate text to show active engagement Consult reference materials in order to learn and verify word and phrase meanings Discern the intended effects of the author’s word choices and narrative techniques Determine the function of a given passage Explore how complex characters think, behave, interact, and develop Choose the best textual evidence in support of a claim Apply knowledge of personification, dramatic irony, and simile Choose a theme that is best reinforced in a given passage Support inferences or claims with sound reasoning and relevant evidence Write about Shakespearean drama with clarity, accuracy, and precision Come to class better prepared to discuss dramatic works

Help high school students go beyond basic reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering Act 2, scene 3, of William Shakespeare’s tragedy Romeo and Juliet. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Annotate text to show active engagement Consult reference materials in order to learn and verify word and phrase meanings Infer 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 personification, paradox, and foreshadowing Choose the best textual evidence in support of a claim Discern the tone of Friar Laurence’s soliloquy Come to class better prepared to discuss dramatic works

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the classic Grimm’s fairy tale “Old Rinkrank.” Alternatively, the assessment may double as a guided reading handout to facilitate active engagement with the narrative. An answer key and copy of the public domain short story are provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this assessment, students will demonstrate knowledge of the following: The terms of marrying a princess What the mountain is made of Why the princess travels to the mountain The misfortune of the princess Old Rinkrank’s antagonistic traits The means by which Old Rinkrank reaches the top of the mountain A peculiar nickname for the princess The princess’ resistance to Old Rinkrank A distinguishing physical characteristic of Old Rinkrank How Old Rinkrank is trapped Old Rinkrank’s fate

Looking for a high school horror story resource for the Halloween season? Looking for a text to pair with “The Black Cat” by Edgar Allan Poe or a similar narrative? Use this plot-based quiz to evaluate general reading comprehension and eliminate assessment planning responsibilities. The quiz may double as a guided reading handout to facilitate student engagement with the short story. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: What the protagonists do with the artifacts they collect The conditions under which the protagonists prefer to do their work Setting Surprising discoveries inside a coffin A physical description of the amulet The effect the amulet seems to have on the protagonists The manner of St. John’s death Details of an assault against the narrator The narrator’s epiphany An ironic turn of events The disturbing visual of the corpse inside the coffin The fate of the narrator

Go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet to complement chapter 1 of Dracula by Bram Stoker. An answer key and copy of the chapter, which is in the public domain, are provided. 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 completing this close reading activity, students will: Identify what the text says explicitly and implicitly Discern the intended effects of the author’s narrative techniques with emphasis on how setting influences mood Determine the function of a given paragraph Consider the greater significance of given details Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices with emphasis on foreshadowing and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about Gothic literature with clarity, accuracy, and precision

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 2, 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 Determine the tone of a given excerpt Consider autobiographical parallel, drawing an informed inference about Shakespeare’s philosophy on the purpose of dramatic performances based on details provided in this scene Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

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 Gothic short story “The Cask of Amontillado” by Edgar Allan Poe. 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 activity, students will: Identify what the text states explicitly and implicitly Analyze the nature of character relationships and interactions Examine grammatically correct structure Define complex words and phrases as they are used in the text Identify the best evidence of foreshadowing in a given passage Apply knowledge of various literary devices including verbal irony Make logical inferences about the protagonist’s mindset and motivations Identify relevant textual evidence in support of a claim or idea

Measure and extend reading comprehension of the second third of Margaret Atwood’s dystopian novel The Handmaid’s Tale (chapters 18-30). Included are two assessments for differentiation purposes, one subjective and one objective. Answer keys are included. Materials are delivered as Word Documents and PDFs. Questions pertain to the following important details: Luke’s plans according to Offred The relationship between Offred and her mother Birthing day Moira’s tense escape The Commander’s private request of Offred A test of loyalty A present Changes in the Ceremony The evolution in the relationship with Ofglen Significant life events of the past A Latin phrase A question of purpose and a desire for normalcy

With this multiple choice, plot-based quiz covering the third chapter of The Great Gatsby by F. Scott Fitzgerald, high school English teachers will be able to evaluate reading comprehension and promote homework accountability. A short answer version is also provided, along with answer keys. Materials are delivered in printable Word Document and PDF formats. By taking this quiz, students will demonstrate knowledge of the following: The flamboyant nature of Gatsby’s parties The enduring mystery of Gatsby’s background Sensationalized rumors surrounding Gatsby Owl Eyes’ surprising realization about Gatsby’s books Nick and Gatsby’s shared past Nick’s characterization of Gatsby’s smile Gatsby’s manner of speaking to others Gatsby’s general behavior at his own party Gatsby’s request to see Jordan The drunken incident involving Owl Eyes Nick’s characterization of Jordan

Support the development of close reading analysis skills for high school with this worksheet composed of challenging questions to complement “The Most Dangerous Game” by Richard Connell. Delivered in printable Word Document and PDF formats, this resource helps teachers save valuable time at home without sacrificing rigor in the classroom. A detailed answer key is included, as well as a copy of the public domain short story. By completing this activity, students will do the following: Locate evidence in support of the claim that Rainsford lacks critical thinking abilities in the story’s exposition Locate evidence in support of the claim that Rainsford shows blatant disregard for potential threats in the story’s exposition Evaluate whether Rainsford believes he is better or worse off after encountering the anguished screams of a creature he cannot identify Articulate the irony in Rainsford’s inability to classify the aforementioned anguished screams, and how this detail allows readers make predictions about the plot Locate evidence in support of the claim that Rainsford and Zaroff share common traits Apply knowledge of verbal irony and articulate what makes the statement verbally ironic Apply knowledge of foreshadowing and articulate what an incident foreshadows

Help high school students analyze how Shirley Jackson developed a complex short story in “The Lottery,” focusing on how the author manipulates the readers’ perceptions, incorporates imagery to cater to the readers’ senses, foreshadows the revelation that the lottery is barbaric, and portrays villagers as superstitious and irrational. 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. Materials are delivered in Word Document and PDF formats.

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