Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Brave New World by Aldous Huxley (chapters 9 through 11). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Lingering effects of the ceremony on Lenina Bernard’s travels Bernard’s motivations John’s nosy behavior The Director’s insults toward Bernard John’s reaction to meeting the Director The crowd’s reaction to watching the interaction between John and the Director A doctor’s grim prognosis John’s reaction to his tour John’s appreciation of Shakespearean drama And more

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Brave New World by Aldous Huxley (chapters 6 through 8). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Interactions between Lenina and Bernard The Director’s travelling to New Mexico Lenina’s reaction to the ceremony she witnesses How Linda is perceived by others Interactions between John and Pope John’s personal motivations Bernard’s personal motivations And more

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Brave New World by Aldous Huxley (chapters 3 through 5). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Mustapha Mond Bernard Marx The friendship between Lenina and Fanny The name of an emotion-regulating drug Helmholtz Watson “Big Henry” The Solidarity Service And more

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Brave New World by Aldous Huxley (chapters 1 and 2). This assessment may also serve as a guided reading handout to facilitate active reading experiences. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Setting The World State motto How conformity is perpetuated Philosophies on maintaining a stable society The caste system The distinguishing characteristic of “freemartins” The objective of sleep teaching Techniques used to stunt intellectual development And more

Promote student choice and facilitate the process of researching relevant topics from beginning to end with this low-prep activity to conclude a unit on The War of the Worlds by H.G. Wells. Students will choose from thirty research topics—addressing ideas such as real-life UFO sightings (the 1947 Roswell incident, the 1997 Phoenix Lights incident, the 2006 O’Hare International Airport incident, etc.), UFO programs and organizations (Project Blue Book, Mutual UFO Network, SETI Institute, etc.), and famous figures in ufology (J. Allen Hynek, John Mack, George Adamski, etc.)—and navigate academically appropriate sources with the goal of teaching their peers about their topics. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned novel Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

This Creative Writing project for high school facilitates the process of drafting a first-person short story in the fantasy genre featuring personified dinosaurs who experience conflicts that are relatable to a human audience while incorporating details that hearken back to prehistoric times. An important aspect to this activity is the creation of a distinct voice that is consistent with what is known about whichever species of dinosaur is represented by the protagonist. Included are detailed, visually pleasing directions; a dinosaur research activity; a comprehensive outline for student planning; peer- and self-editing documents; and a thorough rubric for evaluating final drafts. Materials are delivered in a zip file containing both Word Document and PDF versions. By engaging with these materials, students will do the following: Conduct brief, informal research on any three of the following dinosaurs: Alamosaurus, Megalosaurus, Allosaurus, Diplodocus, Deinonychus, Indosuchus, Saltasaurus, Archaeopteryx, Coelophusis, Protoceratops, Albertosaurus, Carnotaurus, Styracosaurus, Borogovia, Ceratosaurus, Edmontosaurus, Dryptosaurus, Noasaurus, Dilophosaurus, Albertaceratops, Saltopus, Iguanodon, Utahraptor, Sinovenator, Gasosaurus, Nemegtosaurus, Gorgosaurus, Segisaurus, Bambiraptor, Ankylosaurus, Giganotosaurus, Camptosaurus, Microraptor, Suchomimus, Hesperosaurus, and more Apply knowledge of the aforementioned dinosaurs to the process of developing distinct, well-rounded characters Organize initial ideas in a coherent manner Engage the reader with a compelling exposition that establishes a prehistoric setting, characters, and conflicts Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a science-fiction plot Draft a coherent, cohesive, and appropriate narrative that builds toward a particular tone and outcome (a sense of mystery, suspense, etc.) Use precise words and phrases, active verbs, and sensory language to convey a compelling story Draft a reasonable and unrushed conclusion that resolves conflicts and conveys a theme Show mastery of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Red Clowns.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Infer a reason the author named this vignette “Red Clowns” Consider the role of the setting in context Discern the greater significance of a given detail (Esperanza’s being labeled “Spanish girl”) Discern the intended effect of figurative language in context (“the moon that watched”) Consider tone in context Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including personification and situational irony Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Alicia and I Talking on Edna’s Steps.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Discern the greater significance of a given detail (“I like Alicia because once she gave me a little leather purse with the word GUADALAJARA stitched on it”) Explore how complex characters think, behave, develop, and interact Compare two characters in the novel (Esperanza and Alicia) Apply knowledge of literary devices including metaphor and paradox

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the final vignette, “Mango Says Goodbye Sometimes.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Discern the greater significance of a given detail (“I am going to tell you a story about a girl who didn’t want to belong”) Discern the intended effect of the author’s syntax (“the house I belong but do not belong to”) Discern the intended effect of figurative language (“I put it down on paper and then the ghost does not ache so much”) Explore how complex characters think, behave, develop, and interact Discern the tone of the vignette Apply knowledge of literary devices including personification, anaphora, metaphor, dramatic irony, and more

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “The Three Sisters.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Activate prior knowledge of characters and plot Discern the intended effects of given details Consider tone in context Explore how complex characters think, behave, develop, and interact Compare two characters in the novel Consider the symbolism associated with a circle Apply knowledge of literary devices including metaphor, simile, and foreshadowing Connect elements of the vignette to elements of a Shakespearean play

The Handmaid’s Tale by Margaret Atwood lends itself to compelling research opportunities for high school students. This low-prep, standards-based project has students investigate topics related to women’s history and human rights around the world: from America (the Fourteenth Amendment, Equal Pay Act, Equal Rights Amendment, etc.) to Canada (the Royal Commission on the Status of Women in Canada, National Inquiry into Missing and Murdered Indigenous Women and Girls, etc.), from the Middle East (Benazir Bhutto, the Taliban’s treatment of women, the Organization of Women’s Freedom in Iraq, etc.) to Mexico (Laureana Wright de Kleinhans, First Feminist Congress of the Yucatan, etc.). Thirty-nine topics are addressed. Supporting materials—including a detailed scoring rubric—are provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned text Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “The Family of Little Feet.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Discern the intended effects of figurative language in context Connect aspects of plot to the classic Grimm’s fairy tale “Cinderella” Discern the dominant conflict in the vignette Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including personification, metaphor, simile, allusion, symbolism, and foreshadowing Explore themes in context Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision

Help students go beyond basic reading comprehension and support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Those Who Don’t.” An answer key is included. Materials are delivered in Word Document and 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Discern the intended effects of a given details Discern the overall tone of the vignette Explore how complex characters think, behave, develop, and interact Discern the function of given characters in context Apply knowledge of literary devices including anaphora Explore themes in context

Facilitate research on thirty topics related to The House on Mango Street and its author, Sandra Cisneros, with this low-prep, standards-based activity. Students will navigate informational texts about historically significant women (Elvia Carillo Puerto, Adelina Zendejas, Lydia Cacho, and more), landmark events (Treaty of Guadalupe Hidalgo, Equal Rights Amendment, and more), social justice organizations (American Civil Liberties Union, League of Women Voters, Hispanic Heritage Foundation, and more), Chicana authors (Gloria Evangelina Anzaldúa, Denise Chávez, Michele Serros, and more), and opportunities for writers (Hispanic Scholarship Fund, National Endowment for the Arts, and more). After compiling relevant details, the process culminates in the delivery of a formal presentation. A detailed scoring rubric is provided. Materials are delivered in Word Document and PDF formats. Ultimately, students will perform the following tasks: Articulate connections between a research topic and the assigned text Conduct research using available resources Collect and classify reliable sources Develop successful methods of recording information Evaluate the credibility of nonfiction texts, taking into consideration readability, date, relevance, expertise, and bias Apply conventions of MLA formatting Correctly site resources to avoid plagiarism Organize information in a cohesive manner, using a note-taking system that includes summary, paraphrasing, and quoted material Analyze, synthesize, and integrate information, generating a thoughtfully comprehensive report, free of generalities and redundancies Present information in a formal, coherent manner

With this summative test covering the entirety of the science fiction novel Ender’s Game by Orson Scott Card, English teachers will evaluate students’ reading comprehension, essay writing skills, and ability to analyze key aspects of plot. Included are the following: an answer key, standards-based rubric, and test prep study guide. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Evaluate substantive excerpts for deeper meaning Apply knowledge of literary devices including allusion, anaphora, dramatic irony, euphemism, foreshadowing, hubris, hyperbole, imagery, invective, metaphor, oxymoron, paradox, personification, simile, and verbal irony Respond to an essay prompt about the protagonist’s isolation, arguing whether he is better or worse off for having been isolated Cite relevant textual evidence in support of claims made in an academic essay

Help middle and high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapters 14 and 15 of Ender’s Game by Orson Scott Card. This worksheet is delivered in Word Document and PDF formats, and it eliminates the need for take-home assessment planning while upholding the need for 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 Examine nuances in words with similar meanings Discern the greater significance and intended effects of given details Make logical inferences about the author’s thinking in context Explore how complex characters think, behave, interact, and develop Consider the symbolism associated with Mazer Rackham Apply knowledge of literary devices with an emphasis on situational irony Explore themes in context

Help middle and high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapters 11 through 13 of Ender’s Game by Orson Scott Card. This worksheet is delivered in Word Document and PDF formats, and it eliminates the need for take-home assessment planning while upholding the need for 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 Examine nuances in words with similar meanings Discern the greater significance of given details Make logical inferences about the author’s thinking in context Consider historical context when answering questions about plot Discern the intended effects of given details Determine the function of a given character or chapter Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including euphemism, pun, ambiguity, foreshadowing, rhetorical question, dramatic irony, and verbal irony, Explore themes in context Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision