Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
Say hello to a platform dedicated to industrious, yet overtasked teachers like you. Say goodbye to countless hours spent developing relevant and engaging ELA lessons. Whether you are teaching the fundamentals of grammar, creative writing skills, classic literature, or contemporary fiction, you will find thousands of activities and assessments to help you achieve a healthier work-life balance without sacrificing academic rigor.
This close reading assessment features 16 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 2, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment.
This resource aligns well to Academic Literacy Project teaching principles and 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.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Apply knowledge of literary devices to the text including alliteration, simile, hyperbole, and stichomythia
Articulate the intended effect of hyperbole in the context of the passage
Articulate the intended meaning of a given simile
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Identify the Princess’s motivation for choosing Boyet to be a spokesperson
Identify textual evidence that serves to justify Maria’s judgment of Longaville
Analyze Rosaline’s dialogue to discern tone in the context of her conversation with Biron
Determine and articulate the primary purpose of a passage
Explain why Longaville grows impatient with Boyet’s responses
Identify the evidence supporting the claim that Ferdinand is lovesick, according to Boyet
Write with clarity, logic, and precision
This close reading assessment features 14 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 3, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file.
This resource aligns well to Academic Literacy Project teaching principles and 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.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Articulate the intended meaning of a given metaphor
Analyze Armado’s dialogue to discern and articulate what it reveals about his mindset
Analyze Moth’s dialogue to discern and articulate his intent
Identify the most synonymous word or phrase to replace a given word in the text
Analyze Moth’s dialogue to discern tone in context
Contrast Costard’s characterization with that of Biron and Armado
Analyze Biron as a dynamic character, identifying textual evidence in support of the claim that he is dynamic
Analyze Biron’s diaogue to discern and articulate what he believes is Cupid’s motivation for plaguing him with feelings of love
Write with clarity, logic, and precision
This close reading assessment features 10 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 4, scene 1).
An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file.
This resource aligns well to Academic Literacy Project teaching principles and 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.
In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning.
By engaging in this exercise, students will:
Discern and articulate what the text states explicitly and implicitly
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Articulate the intended meaning of a given metaphor
Articulate how verbal irony is manifested in the text
Analyze how complex characters interact and discern what these interactions reveal about their mindsets
Analyze an excerpt to isolate a true statement in context from false statements
Apply knowledge of epiphora to the text
Identify logical inferences in context
Analyze Armado’s letter and articulate the function of an excerpt
Interpret figurative language
Analyze Rosaline’s dialogue and actions to argue how she defies standard conventions of femininity and what her motivations are
Analyze Shakespeare’s craft to identify which literary devices he employs and what their intended effects are (emphasis is placed on rhyme, innuendo, diacope, metaphor, and irony)
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 George Orwell’s dystopian novel 1984. Featuring a brief passage about O’Brien’s explanation of the Brotherhood’s inner-workings from Book 2, chapter 8, this resource saves teachers valuable time at home without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze a portion of text to discern which literary device is applied and what its function is
Articulate what makes it impossible for Winston or any other individual member to take down the Brotherhood
Define complex words and phrases in context
Identify textual evidence to support the claim that Winston admires O’Brien
Analyze a character’s dialogue to discern and articulate how it is ironic
Compare aspects of the Party’s inner-workings to aspects of the Brotherhood’s inner-workings
Articulate what this passage reflects about George Orwell’s attitude toward rebellion against dictatorships
Use logic and/or textual evidence to support an argument
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 George Orwell’s dystopian novel 1984. Featuring a brief passage about Winston’s recollections of his mother and sister from Book 2, chapter 7, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Analyze the author’s language to make logical inferences about a character’s mindset
Make logical inferences about a character’s motivations in context
Define complex words and phrases in context
Analyze author’s language to discern and articulate author’s intent
Analyze dialogue to discern and articulate implied meaning
Analyze a portion of text to discern which literary device is applied
Identify textual evidence in support of a claim
Use logic and/or textual evidence to support an argument
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 George Orwell’s dystopian novel 1984. Featuring a brief passage about Parsons’s pitiful loyalty to the Party from Book 3, chapter 1, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Define complex words and phrases in context
Analyze textual details to discern which literary device is applied (oxymoron and situational irony)
Articulate Parsons’s beliefs concerning what makes thoughtcrime so dangerous
Analyze the author’s word choices to discern what they reveal about a character
Articulate how Parsons evaluates his effectiveness as a father
Identify and explain textual evidence that contribute to Parsons’s pitiful characterization
Discern a primary function of the excerpt
Articulate how the excerpt illustrates the Party’s success in terms of restricting human emotions and complicating human relationships
Write with clarity and precision
This close reading assessment bundle features text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost. By completing these activities, students will:
Discern and articulate what the text states explicitly and implicitly
Isolate a factual statement about the passage from false statements
Examine cause-and-effect relationships
Analyze Shakespearean language to discern and articulate meanings of words and phrases in context, taking into consideration denotative definitions and connotative associations
Analyze Shakespearean language to discern and articulate tone in context
Gain deeper insight into character modes of thinking by analyzing dialogue
Analyze a portion of text to discern which literary device is applied in context (anaphora and simile)
Demonstrate knowledge of Biron’s criticisms of those who are obsessive in their pursuit of knowledge
Make reasonable inferences about why the quickness of Moth’s responses frustrates Armado
Articulate Armado’s internal conflict in the context of an excerpt
Analyze Moth’s dialogue to discern what is implied about women who wear makeup
Analyze Moth’s asides to discern and articulate what they reveal about his true feelings
Conduct brief research on the topic of Humorism
Analyze Costard’s use of malaprops and explain why Shakespeare had him speak in such a manner
Interpret figurative language with emphasis on metaphor (“love is a devil”)
Make an inference about what Armado finds reassuring about the tale of Samson
Apply knowledge of situational irony by explaining what is unexpected about Cupid’s powers
Articulate the significance of of Armado’s closing soliloquy
Apply knowledge of literary devices to the text including alliteration, simile, hyperbole, and stichomythia
Articulate the intended effect of hyperbole in the context of the passage
Articulate the intended meaning of a given simile
Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations
Identify the Princess’s motivation for choosing Boyet to be a spokesperson
Identify textual evidence that serves to justify Maria’s judgment of Longaville
Analyze Rosaline’s dialogue to discern tone in the context of her conversation with Biron
Determine and articulate the primary purpose of a passage
Explain why Longaville grows impatient with Boyet’s responses
Identify the evidence supporting the claim that Ferdinand is lovesick, according to Boyet
Articulate the intended meaning of a given metaphor
Analyze Armado’s dialogue to discern and articulate what it reveals about his mindset
Analyze Moth’s dialogue to discern and articulate his intent
Identify the most synonymous word or phrase to replace a given word in the text
Analyze Moth’s dialogue to discern tone in context
Contrast Costard’s characterization with that of Biron and Armado
Apply knowledge of epiphora to the text
Analyze Biron as a dynamic character, identifying textual evidence in support of the claim that he is dynamic
Analyze Biron’s diaogue to discern and articulate what he believes is Cupid’s motivation for plaguing him with feelings of love
Analyze Armado’s letter and articulate the function of an excerpt
Analyze Rosaline’s dialogue and actions to argue how she defies standard conventions of femininity and what her motivations are
Analyze Shakespeare’s craft to identify which literary devices he employs and what their intended effects are (emphasis is placed on rhyme, innuendo, diacope, metaphor, and irony)
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 George Orwell’s dystopian novel 1984. Featuring a brief passage about the Party’s definition of reality from Book 3, chapter 2, this resource saves teachers valuable time at home without sacrificing academic rigor. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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.
By engaging with this resource, students will:
Identify what the text says both explicitly and implicitly
Define complex words and phrases in context
Apply knowledge of situational irony to the passage
Explain why reality only exists in the collective mind of the Party, according to O’Brien
Isolate a false statement from factual statements in the context of the passage
Analyze O’Brien’s statements and actions to discern and articulate his intent
Identify where anaphora is present in the given passage
Identify words, phrases, and details that contribute to Winston’s childlike characterization
Infer why the author wished to characterize Winston like a child given the context of the passage
Write with clarity and precision
This close reading assessment bundle features text-dependent, high-order questions to promote improved reading comprehension and deeper analysis of 1984 by George Orwell. Brief excerpts from the novel are included in accordance with fair use regulations. Answer keys are included, as are Word Document and PDF versions of each resource.
By completing these exercises, students will:
Discern what the text states explicitly as well as implicitly
Define complex words and phrases in context
Determine and analyze the development of key ideas and themes, including the effects of mob mentality
Analyze how the author’s word choices add to the text’s complexity
Apply and articulate knowledge of literary devices and techniques including consonance, assonance, simile, euphemism, onomatopoeia, aposiopesis, and situational irony
Activate background knowledge on Nazi Germany’s treatment of the Jews and articulating historical parallels to the Two Minutes Hate
Conduct brief research to discern and articulate historical parallels to media manipulation and the falsification of records
Analyze textual details to make logical inferences about character fears, behaviors, and motivations
Analyze the emphasis on sports impedimenta and articulate how sporting events promote modes of thinking sanctioned by the Party
Analyze how the description of setting contributes to the author’s warning on the effects of totalitarianism on the masses
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
Analyze the Party’s behaviors to discern and articulate the Party’s motivations
Make logical inferences about the Party’s reasoning for restricting access to razor blades
Identify textual evidence in support of the claim that Syme and Winston have grown desensitized to the brutalities of the Party
Identify textual evidence in support of the claim that Syme is described like an animal
Analyze why the author may have chosen to describe Syme in an animal-like manner
Analyze a brief portion of the passage, which features scare quotes, to discern the author’s intent
Articulate why the proles could pose a formidable threat to the Party
Articulate why the Brotherhood is comparatively and profoundly less powerful than the proles could be
Paraphrase what the narrator means by “[r]ebellion meant a look in the eyes, an inflexion of the voice, at the most, an occasional whispered word.”
Analyze the symbolic significance of reverberating bells and inferring why the author made reference to them in context
Analyze and articulate Winston’s internal conflict(s)
Analyze how Winston is personally affected by the singing of the thrush
Apply knowledge of assonance and sibilance and analyze how literary devices contribute to text complexity
Analyze the characterization of the thrush and compare its situation to that of Winston and Julia, articulating what these characters share in common
Identify textual details that contrast the harshness and abruptness typically associated with totalitarian Oceania
Analyze the significance of weather conditions in terms of the Party’s goals for Hate Week
Analyze textual details to infer the purpose(s) of atrocity pamphlets and the Hate Week theme song
Analyze figurative language (“happy as a lark”) to discern and articulate implied meaning as it relates to Parsons
Articulate what makes it impossible for Winston or any other individual member to take down the Brotherhood
Identify textual evidence to support the claim that Winston admires O’Brien
Compare aspects of the Party’s inner-workings to aspects of the Brotherhood’s inner-workings
Articulate what a passage reflects about George Orwell’s attitude toward rebellion against dictatorships
Articulate the circumstances under which institutions of the past would uphold truth and logic
Articulate the purpose of newspapers and other media, as well as why that purpose is significant
Articulate the consequences of interminable war
Articulate the narrator’s perspective on who the real victims of contemporary war are
Articulate Parsons’s beliefs concerning what makes thoughtcrime so dangerous
Articulate how Parsons evaluates his effectiveness as a father
Identify and explain textual evidence that contribute to Parsons’s pitiful characterization
Articulate how an excerpt illustrates the Party’s success in terms of restricting human emotions and complicating human relationships
Explain why reality only exists in the collective mind of the Party, according to O’Brien
Identify where anaphora is present in the given passage
Identify words, phrases, and details that contribute to Winston’s baby-like characterization
Infer why the author wished to characterize Winston like a child given the context of the passage
Identify textual evidence in support of a claim
Use logic and/or textual evidence to support an argument
Write with logic, clarity, and precision
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 contrasts between wars of the past and of the present from Book 2, chapter 9, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs.
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.
By engaging with this material, students will:
Identify what the text says both explicitly and implicitly
Articulate the circumstances under which institutions of the past would uphold truth and logic
Articulate the purpose of newspapers and other media, as well as why that purpose is significant
Articulate the consequences of interminable war
Articulate the narrator’s perspective on who the real victims of contemporary war are
Analyze the entire passage to discern tone in context
Make and defend a claim about the primary purpose of the selected excerpt
Write with clarity 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 Masque of the Red Death” by Edgar Allan Poe (estimated Lexile Measure of 1180). An answer key and copy of the public domain narrative are included. Materials are made delivered in printable Word Document and PDF formats. By completing this activity, students will:
Identify what the text states explicitly and implicitly
Provide an objective summary of the plot
Analyze the intended effect of Poe’s descriptive language
Analyze the author’s technique to explain whether a suggested revision would be appropriate
Make logical inferences about characterization
Articulate how setting influences character actions
Determine the intended effect(s) of simile
Apply knowledge of situational irony to the text
Apply knowledge of anaphora to the text
Apply knowledge of consonance to the text
Isolate examples of inversion in a given excerpt
Identify textual evidence in support of claims
Define complex vocabulary and phrasing in context
Write with clarity, logic, and precision
Support the development of close reading skills for high school with this set of analysis questions for Edgar Allan Poe’s The Black Cat." With an estimated Lexile Measure of 1100, the narrative and its corresponding close reading exercise are appropriate additions to a horror- or Halloween-themed short story unit. A copy of “The Black Cat” by Edgar Allan Poe is provided, as is a detailed answer key. Materials are delivered in Word Document and PDF formats. By completing this activity, secondary students will demonstrate an ability to do the following:
Identify what the text states explicitly and implicitly
Articulate the narrator’s intent in a given excerpt
Isolate a false statement from factual details associated with a given excerpt
Examine the narrator’s modes of thinking to discern and articulate what he identifies as the cause(s) of his current circumstances
Analyze a given excerpt to discern its primary function
Apply knowledge of the anaphora to an excerpt
Apply knowledge of simile to an excerpt
Apply knowledge of hyperbaton to an excerpt
Apply knowledge of paradox to an excerpt
Apply knowledge of alliteration to an excerpt
Examine cause and effect relationships
Conduct brief research on Roman mythology to discern and articulate why the name Pluto carries symbolic value
Analyze the narrator’s past behaviors and statements to make logical inferences about the cause of a destructive fire
Identify textual details to support the claim that the second cat never existed
Use logic and textual evidence to support the claim that the narrator feels subconscious guilt over the murder of Pluto
Articulate why the narrator may be resentful of his wife
Articulate how the narrator exhibits hubris and how hubris contributes to plot development
Write with clarity, logic, and precision
For many high school readers, age-appropriate fantasy and fairy tale fiction are genres that maximize engagement with literature. With this worksheet composed of rigorous questions on “The Little Mermaid” by Hans Christian Andersen, English teachers will help students extend beyond reading comprehension, support the development of 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 (estimated Lexile Range 810-1000) are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will:
Identify what the text states explicitly and implicitly
Identify textual evidence in support of claims
Write with clarity and precision
Identify examples of various literary devices including alliteration, consonance, sibilance, situational irony, dramatic irony, metaphor, personification, inversion, and hyperbole
Discern author’s intent
Analyze the author’s incorporation of multiple similes to discern and explain what they have in common and what purpose(s) they serve
Discern tone in context
Identify and explain an example of situational irony in a given passage
Articulate why mermaids suffer sadness more strongly than humans
Articulate why there is a merry atmosphere aboard the prince’s ship
Identify and explain an example of dramatic irony in a given passage
Analyze the mermaid’s character to discern how she is naïve
Articulate factors that contribute to the little mermaid’s strife
Analyze how the little mermaid undergoes dynamic transformation
Isolate a factual statement about plot from falsehoods
Articulate the obstacles facing the little mermaid, according to her grandmother
Make logical inferences about the mermaid’s psychological state given her statements, thoughts, and actions
Infer why the little mermaid is most disturbed by the discovery of a mermaid’s skeleton in the sea-witch’s home
Analyze the character of the sea-witch to discern how she is portrayed as an antagonist
Define words and phrases in the context of a passage
Verify interpretations of language using reference materials such as a dictionary or thesaurus
Articulate the personal sacrifices the little mermaid will make in order to have a chance at gaining love and an immortal soul
Explain what makes a given scenario ironic
Analyze the relationship between the little mermaid and the prince to discern and articulate how it is unhealthy
Articulate the significance of a given detail or details
Analyze the little mermaid’s actions the night before the prince’s wedding to determine which virtues she exhibits
Articulate an internal conflict facing the little mermaid
Identify what the Daughters of the Air say about the effect of heat on human psychology
Explain the irony of the story’s resolution
Fairy tales are not just for elementary readers; even middle and high school students may use fairy tales as tools for extending beyond reading comprehension and practicing close reading analysis skills. “The Ugly Duckling” by Hans Christian Andersen is a representative short story that promotes active engagement with fiction. English Language Arts teachers may assign this set of rigorous questions to complement the story and evaluate students’ high-order skills. An answer key and copy of the public domain narrative are 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
Identify examples of various literary devices including onomatopoeia, assonance, consonance, foreshadowing, simile, personification, and symbolism
Discern author’s intent
Discern tone in context
Explain an example of foreshadowing in a given passage
Isolate a falsehood about plot among factual statements
Define words and phrases in the context of a passage
Verify interpretations of language using reference materials such as a dictionary or thesaurus
Articulate the significance of a given detail or details
Identify which descriptor best applies to the mother duck
Articulate why the mother duck rarely receives visitors
Discern and articulate a lesson the mother duck tries to instill in her babies
Analyze plot to generate a relevant theme about motherhood
Argue whether the mother duck is a sympathetic character
Support the claim that the tom cat and the hen do not appreciate the ugly duckling’s unique qualities
Articulate how the duckling comes into the possession of a peasant
Write with clarity and precision
Support the development of close reading skills for high school with this set of analysis questions on the short story “Simeli Mountain” by the Brothers Grimm. A detailed answer key and a copy of the public domain short story are included. The narrative has an estimated Lexile measure of 1200-1300, making it an appropriate addition to a short story or fantasy literature unit at the high school level. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Define complex words and phrases in context
Explain how situational irony is applied in the text
Apply knowledge of consonance to the text
Articulate the protagonist’s internal conflict in context
Infer what the protagonist’s internal conflict reveals about his sense of morality
Locate textual evidence in support of the claim that the protagonist practices moderation
Make logical inferences about character motivations
Explain how dramatic irony is applied in the text
Examine cause-and-effect relationships
Analyze character actions to discern what they reveal or reinforce about their characterization
Apply knowledge of metaphor to the text
Articulate the significance of a given detail
Explain how poetic justice is carried out
Articulate relevant themes
Write with clarity and precision
Support the development of close reading skills for high school and facilitate analysis of fiction with this rigorous worksheet on Hans Christian Andersen’s short story “The Leap Frog,” also called “The Leaping Match.” A variety of question types are included to help prepare for standardized testing scenarios: vocabulary-in-context questions, main idea questions, detail questions, author’s craft questions, and more. An answer key and copy of the public domain narrative, which has an estimated Lexile measure of 1100-1200, are provided. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly as well as implicitly
Analyze the author’s craft to discern where and how literary devices are applied including inversion and dramatic irony
Discern cause-and-effect relationships
Analyze the author’s word choices to discern and explain where and how double-denotation is applied
Analyze a character’s statements and beliefs to articulate how they are contradictory
Interpret and explain the meaning of unique phrases in context
Analyze the characters of the king and the frog to discern several qualities they have in common
Discern which theme is best supported by a particular excerpt
Cite textual evidence in support of claims and ideas
Write with clarity and precision
Support the development of close reading skills for high school with this set of comprehension and analysis questions on “The Three Languages,” a short story by the Brothers Grimm. A variety of question types facilitates the process of analyzing character motivations, examining how word choices influence a reader’s interpretations, applying knowledge of literary devices, and articulating ideas in writing with clarity and precision. An answer key and copy of the public domain short story, which has an estimated Lexile Measure of 1100-1200, are included. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Cite textual evidence in support of claims
Write with clarity and precision
Apply knowledge of various literary devices including situational irony, dramatic irony, foreshadowing, and alliteration
Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
Make logical inferences about character motivations
Discern tone in context
Isolate a true statement among falsehoods
Make and defend logical inferences about character behaviors and motivations
Articulate what the narrative suggests about the power of effective communication
Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Twelve Dancing Princesses” by the Brothers Grimm. An answer key and copy of the public domain narrative, which has an estimated Lexile measure of 900-1000, are provided. Materials are delivered in Word Document and PDF formats.
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.
By engaging with these materials, students will:
Demonstrate general comprehension of the plot
Analyze the author’s craft to determine how diction affects the reader
Apply knowledge of literary devices with emphasis on foreshadowing, metaphor, and dramatic irony
Analyze character actions to draw reasoned inferences about interests and motivations
Write with clarity and precision
Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Giant and the Tailor” by the Brothers Grimm. A variety of question types are included to help prepare for standardized testing scenarios: vocabulary-in-context questions, main idea questions, detail questions, author’s craft questions, and more. The short story has an estimated Lexile range of 900 to 1000, making it an appropriate supplement to fantasy fiction and fairy tale units for high school. An answer key and copy of the public domain text are included. Materials are delivered in Word Document and PDF formats.
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.
By completing this exercise, students will:
Identify what the text states explicitly and implicitly
Cite textual evidence in support of claims
Write with clarity and precision
Apply knowledge of various literary devices including situational irony, dramatic irony, and sibilance
Define complex words, phrases, and concepts (credulity)
Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
Make logical inferences about character motivations
Discern tone in context
Paraphrase dialogue
Isolate a true statement among falsehoods
Defend whether the giant’s description of being “clownish and stupid” is fair
Articulate a lesson this narrative teaches about interpersonal relationships
For many high school readers, supernatural fiction and fantasy are genres that maximize engagement with literature. “The Doom that Came to Sarnath” by H.P. Lovecraft features plot elements consistent with the aforementioned genres: the plundering of a race of lizard people, shadows that seemingly originate from the moon, the vanishing of an entire city, and more. This rigorous worksheet covering “The Doom that Came to Sarnath” (estimated Lexile Measure of 1300-1400) helps English teachers extend student learning beyond reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing rigor in the classroom. A detailed answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will:
Identify what the text states explicitly and implicitly
Determine the function of a given paragraph
Provide a detailed description of a group of characters
Define complex words and phrases as they are used in the text
Analyze nuances in words with similar definitions
Make logical inferences about character motivations
Analyze how complex characters think, behave, and interact
Examine the author’s intent
Articulate the significance of a given detail
Apply knowledge of literary devices such as foreshadowing
Support claims and ideas with reasoned thinking and relevant textual evidence
Write ideas with clarity, accuracy, and precision
