Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions covering chapter eight 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 Explore character motivations Analyze how and why complex characters behave certain ways Make logical inferences based on characterization details and other narrative techniques Apply knowledge of various literary devices including personification, oxymoron, simile, onomatopoeia, assonance, and more Explore the meanings of complex words, taking into consideration both denotative and connotative associations Analyze a given passage to determine its tone Determine the primary function of a given detail Explore cause-and-effect relationships Make logical inferences about the author’s intent Analyze plot developments in the context of the chapter to discern and articulate social commentary Cite relevant textual evidence in support of claims Analyze the symbolic importance of dust Write with clarity and precision

Help middle and high school students improve fluency, stamina, and text comprehension with a brief, engaging fairy tale titled “Cinderella” by the Brothers Grimm. A plot-based quiz is provided to measure reading comprehension, along with an answer key. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The origin of Cinderella’s name The step-sisters’ request of their step-father Cinderella’s request of her father The conditions under which the step-mother claims Cinderella may attend the ball The reason the step-mother does not follow through on her promise The person whose grave Cinderella visits The pigeons’ offering of help What happens when Cinderella attends the ball How Cinderella lost her slipper How the step-sisters attempt to deceive the prince The consequence of the step-sisters’ actions

Promote active engagement with fiction and evaluate general reading comprehension with this multiple choice quiz 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. All materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot: The cause of the queen’s distress Characteristics of the looking-glass The evil characterization of the queen The dwarfs’ profession The nature of Snow White’s first interaction with the dwarfs The queen’s plans after discovering Snow White remains alive The reason the dwarfs cannot bury Snow White The prince’s reaction to the sight of Snow White The incident that precedes Snow White’s revival The death of the queen

Evaluate reading comprehension, promote homework accountability, and save valuable time with this printable quiz 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 Word Document and PDF formats. Students will demonstrate knowledge of the following: An accurate descriptor for the narrator’s state of mind Understanding what it means to “punish with impunity” Fortunato’s fondness for wine What Amontillado is Montresor’s premeditated scheme to lure Fortunato The cause of Fortunato’s coughing fits Montresor’s efforts to appear friendly despite his intent What can be found inside the catacombs The significance of a hand gesture The apprehension of Fortunato Fortunato’s disturbing fate

Promote homework accountability and measure general reading comprehension with this quiz on Act 2 of Hamlet by William Shakespeare. An answer key is included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: Reynaldo’s spying on Laertes The cause of Ophelia’s fright Polonius’ recommendation to Ophelia Ophelia’s rejection of Hamlet The arrival of Rosencrantz and Guildenstern The roles of Voltemand and Cornelius Claudius’ effect on Fortinbras Hamlet’s comparison of Denmark to a prison The interaction among Hamlet, Rosencrantz, and Guildenstern The effect of the actors on Hamlet Hamlet’s self-criticism Hamlet’s fear

Promote homework accountability and measure general reading comprehension with this quiz on Act 5 of Hamlet 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: The nature of the gravediggers’ conversation Hamlet’s reaction to the gravediggers’ behaviors Hamlet’s similarities to the gravediggers The nature of Hamlet’s conversation with the gravediggers A former jester named Yorick The church’s perspective on people who commit suicide Laertes’ emotional response to Ophelia’s burial Hamlet’s discovery of the plot to have him killed Hamlet’s feelings toward Laertes Hamlet’s duel with Laertes Hamlet’s assessment of his physical strength in comparison to Laertes The nature of Gertrude’s death Hamlet’s belief regarding who should be the new King of Denmark

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 Hamlet. With a focus on Act 4, 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 will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. More specifically, students will be able to: Identify what Claudius compares Hamlet to Consider plot developments from Claudius’s point of view Identify why it is important for Claudius to give the illusion of careful consideration when banishing Hamlet Identify textual evidence that supports Claudius’s judgment that Hamlet is going insane Define words and phrases as they are used in the text Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus Identify Hamlet’s justification for calling Claudius his mother Make a logical inference about Hamlet’s thinking based on dialogue Discern the tone of a given passage Consider plot developments from Hamlet’s point of view Identify Hamlet’s intent based on his interactions with Claudius in this scene Identify and explain an example of dramatic irony in this scene Apply knowledge of literary devices including simile 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 Shakespeare’s classic tragedy Othello. With a focus on Act 2, scene 2, 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. By completing this exercise, students will: Analyze what the text states explicitly and implicitly Make logical inferences in context Apply knowledge of literary devices to the text including alliteration and situational irony Discern the meaning of complex words and phrases in context Identify textual evidence in support of a claim Write with clarity and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 2, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, develop, and interact Determine the function of a particular excerpt Conduct brief research on classical mythology — more specifically the tale of Arion and the dolphin — and draw parallels between the mythological figure and Sebastian Consider the text’s allusion to Elysium to infer greater meaning Discern the tone of a character’s dialogue Come to class/depart class better prepared to discuss literary material Write ideas with clarity, accuracy, and precision

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 1, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, develop, and interact Compare and contrast two characters (Orsino and Olivia) Apply knowledge of literary devices including metaphor, hyperbole, and sibilance Discern the intended effect of figurative language in context Explore cause-and-effect relationships Define complex vocabulary in the context of a passage Examine nuances in words with similar denotations Determine the function of a particular excerpt

Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Twelfth Night. Focusing on Act 1, scene 3, this resource is delivered in editable Word Document and printable PDF formats. An answer key is included. By engaging with this close reading activity, students will: Identify what the text states explicitly and implicitly Explore how complex characters think, behave, develop, and interact Discern tone in context Identify the greater significance of a given detail Apply knowledge of literary devices including hyperbole and simile Explore cause-and-effect relationships Identify a function of the scene

Quickly and conveniently measure general reading comprehension of Ray Bradbury’s science fiction short story “There Will Come Soft Rains” with this set of two quizzes: one multiple choice, the other constructed response. An answer key is provided. Materials are delivered in Word Document and PDF formats. Questions pertain to the following key details: Unique characteristics of the house (personification) The futuristic setting The function of the robotic animals The backstory Silhouettes on the building A frail, dirty dog The subject matter of the poem “There Will Come Soft Rains” A devastating fire The house’s attempts at self-preservation

Support the development of close reading skills for high school with this set of analysis questions on Ray Bradbury’s short story “There Will Come Soft Rains,” which makes a fitting inclusion to a dystopian-themed short story unit at the high school level. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Cite ample textual evidence of personification Analyze the author’s narrative technique to discern the effect personification has on the reader Identify and describe several advanced technologies incorporated in the narrative Draw parallels to currently existing technologies Locate textual evidence to support claims about the fate of humanity Identify numerous examples of sensory language Discern and articulate compelling and relevant themes Write with clarity and precision

Measure general comprehension and hold students accountable for reading Farley Mowat’s nonfiction book Never Cry Wolf with this set of printable assessments on chapters 17 through 24. In addition to a multiple choice quiz, a constructed response version is provided, which may double as a guided reading worksheet to encourage active engagement with the text. Answer keys are included. Materials are delivered in a zip file containing both Word Document and PDF versions. Questions pertain to the following details. Angeline’s surprising ability Angeline’s family Census of the wolf population Population control The Churchill incident Why Inuit women thought Mowat was crazy The purpose behind the wolves’ test of the caribou A repulsive discovery concerning the caribou Growth of the pups A study involving a gas mask A mass death The final professional obligation

This file contains two Word documents: a unit test and corresponding key. The test is 47-questions in total. The format varies and features several multiple choice, true/false, matching, and essay questions. The test assesses the following: - Understanding of the various functions of the media, including the political function, the economic function, the sentry function, the record-keeping function, the entertainment function, the social function, the marketplace function, and the agenda-setting function. - Understanding of journalistic credibility and concepts such as the journalistic code of ethics, the First Amendment, and the American perception that the media has become increasingly dishonest and unfair. - Understanding of key terminology pertaining to journalistic integrity. These terms include libel, slander, defamation, ethics, credibility, objectivity, attribution, plagiarism, sensationalism, right of reply, fairness to all, fair comment, prior restraint, privilege, in loco parentis, news judgment, and synergy. - Understanding of the elements of news, including timeliness, proximity, prominence, consequence, human interest, conflict, and more. - Understanding of the brainstorming process. - Understanding of key court cases whose impact on journalism is noteworthy, including the Tinker Case and the Hazelwood Case.

Support the development of close reading skills for high school with this set of high-order analysis questions on Virginia Woolf’s short story “A Haunted House.” The narrative makes a fitting inclusion to a Halloween-themed short story unit at the high school level. A detailed answer key and a copy of the public domain short story are provided. Materials are delivered in Word Document and PDF formats. By completing this exercise, students will: Identify what the text states explicitly as well as implicitly Analyze the author’s narrative technique to discern how she emphasizes multiple presences in the house Infer why the author incorporates references to second-person you Discern the significance of active present participles in the text Analyze the effect of sibilant phrases on the reader Apply knowledge of literary devices to the text, with emphasis placed on personification, anaphora, and symbolism Discern and articulate the significance of the window Analyze a passage in the text to discern the author’s intent as it relates to characterization Analyze character actions and dialogue to discern their primary intent Cite relevant textual evidence in support of claims Write with clarity and precision

Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 1 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging with this resource, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact and develop Apply knowledge of various literary devices including personification, simile, and onomatopoeia Analyze the author’s craft to articulate the intended effect of language and imagery Infer what is foreshadowed by a given detail using reasoned thinking Determine the most appropriate synonym for a given word in context Contrast Simon with his peers in the context of a given passage Conduct brief research on the mythological figure Triton and compare him to Ralph Identify relevant textual evidence in support of claims Write with clarity and precision

Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 3 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. An answer key is provided. Materials are delivered in Word Document and PDF formats. By engaging with this resource, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact and develop Determine the meaning of complex words or phrases as they are used in the text Apply knowledge of various literary devices hyperbole, simile, metaphor, and imagery Determine the primary function of the chapter Analyze the author’s craft to better understand how Jack is becoming more savage Analyze Ralph’s behavior in a given passage to infer what it reveals about his psychological state Identify textual evidence that reinforces the idea of being disconnected from modern society Write with clarity and precision

Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 5 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. 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 engaging with this resource, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact and develop Apply knowledge of various literary devices (slang and invective) Articulate the situational irony associated with Ralph’s assembly Explain what a given passage implies about Ralph’s psychological state Articulate the potential error in Ralph’s judgment in terms of the assembly’s timing Identify the qualities that make Jack successful in garnering larger scale support Infer the author’s social commentary associated with Jack’s manner of leadership Write with clarity and precision

Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 4 of Lord of the Flies by William Golding. A variety of question types facilitates preparation for standardized testing scenarios. 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 engaging with this resource, students will: Discern what the text states explicitly and implicitly Analyze how complex characters interact and develop Analyze the author’s craft to identify language and details that contribute to Percival’s distinct characterization Isolate a falsehood from among several true statements Discern the function of a given passage Apply knowledge of various literary devices (neologism and onomatopoeia) Articulate the internal conflict Simon experiences Contrast Jack’s behavior toward Ralph versus Piggy and evaluate what it indicates about Jack’s mindset Identify specific textual details from this chapter that reinforce the claim that Simon is compassionate and thoughtful Write with clarity and precision