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.
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part three of Fahrenheit 451 by Ray Bradbury (“Burning Bright”). 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:
The source of the alarm call
Beatty’s striking of Montag
The nature of Beatty’s death
What Montag learns about Beatty after his death
Complicating factors in terms of Montag’s escape
Montag’s suggestions for Faber
Faber’s suggestions for Montag
How authorities get the public to help them find Montag
What Montag watches on television
How books continue to exist
What happens to the city
A new responsibility
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 2, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Discern the intended effect of Shakespeare’s narrative techniques
Examine how complex characters think, behave, interact, and develop
Articulate the purpose of the storm from Lear’s perspective
Apply knowledge of literary devices including personification, metaphor, and verbal irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 3, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Verify interpretations of language using reference materials
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including consonance, dramatic irony, and situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 7, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Discern the intended effect of figurative language in context
Explore cause-and-effect relationships
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including simile, imagery, hyperbole, and situational irony
Conduct brief research on relevant topics
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 2, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Discern the meaning of complex words and figurative language in context
Determine the function of a given passage
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including personification and metaphor
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 2, scene 3, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Determine which part of speech is represented in a given word
Demonstrate general awareness of the characteristics of an Elizabethan audience
Discern the function of the scene
Examine how complex characters think, behave, interact, and develop
Compare and contrast two characters (Edgar and Lear)
Apply knowledge of literary devices including personification, hyperbole, metaphor, onomatopoeia, inversion, and more
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 1, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Consider nuances in words with similar meanings
Articulate the intended effect of figurative language in context
Explore cause-and-effect relationships
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including assonance, hyperbole, and apheresis
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 3, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define complex words and phrases in context
Verify interpretations of language using reference materials
Isolate an example of figurative language
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including simile and metaphor
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 4, scene 2, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Discern the intended effect of Shakespeare’s narrative techniques
Describe tone in context
Explore nuances in words with similar meanings
Examine how complex characters think, behave, interact, and develop
Evaluate whether Lear is better off or worse off as a result of plot developments in this scene
Apply knowledge of literary devices including invective
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 6, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Determine the function of the scene
Explore how Shakespeare’s use of language influences mood
Discern the greater significance of a given detail
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including paradox
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 3, scene 5, of William Shakespeare’s King Lear. 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.
By engaging with this close reading activity, students will:
Identify what the text states explicitly and implicitly
Define words/phrases as they are used in the text
Verify interpretations of language using reference materials
Explore how complex characters think, behave, interact, and develop
Compare two characters in the play (Edgar and Edmund)
Apply knowledge of literary devices including situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 14 through 17 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Van Helsing’s appreciation for Mina’s contributions
Reasons for Mina’s sense of guilt
Renfield’s surprising sanity
Seward’s cautious belief in the occult
A rash of child abductions
Seward’s rationalization of an empty casket
Van Helsing and Seward’s desire not to get personally involved with police
The process of releasing Lucy’s soul
Arthur’s reluctance to accept the plan
How the group intends to keep Lucy from accessing the interior of her casket
Mina’s responsibilities on behalf of the group
Jonathan’s intentions
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 18 through 21 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Renfield’s previous behaviors
The purpose of a group meeting
Van Helsing’s assessment of Dracula’s brain
Dracula’s limitations
The general consensus that Renfield may be ready for release from the asylum
The emergence of hundreds of rats
Signs of Mina’s decline
Jonathan’s relief over keeping Mina out of the loop
The plan to enter Dracula’s Piccadilly residence
Dracula’s feeding on Mina
Renfield’s death
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 25 through 27 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
A decision agreed to by the entire group
Mina’s hypnosis
Van Helsing’s theories about Dracula’s manipulation
Seward’s concern for others’ traveling efforts
Van Helsing’s mode of protecting Mina and himself from danger
The return of the three sisters
Dracula’s defeat
The nature of Jonathan’s injuries
The death of Morris
Morris’ dying thoughts
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 22 through 24 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
The lie about Renfield’s death
The group’s decision to stop hiding information from Mina
Mina’s concern that she specifically is endangering the men in her group
Mina’s bodily reaction to the Communion wafer
The process of neutralizing Dracula’s wooden boxes
The purpose of Mina’s telegram
Dracula’s unsuccessful attack against the men
Van Helsing’s logic
Mina’s hypnosis
Dracula’s mode of travel
Mina’s fear of jeopardizing the group’s success
Jonathan’s will
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 11 through 13 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
How Mrs. Westenra compromises Lucy’s wellness
Van Helsing’s efforts to protect Lucy
Lucy’s claims of a bat striking against her window
The content of a featured newspaper article
The nature of Seward’s injuries
Mrs. Westenra’s cause of death
Lucy’s memo
The relationship between Hawkins and Jonathan
Renfield’s observations
Van Helsing’s refusal to let Arthur kiss Lucy
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 5 through 7 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Mina’s letters to Lucy
Lucy’s marriage proposals
Dr. Seward’s work
The reason for Dr. Seward’s sadness
The characterization of Renfield
Mina’s anxiety relating to Lucy
The content of a newspaper article
Lucy’s city of residence
Dracula’s supernatural capabilities
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 8 through 10 of Dracula by Bram Stoker. The assessment may otherwise double as a guided reading handout to facilitate active engagement with fiction. An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following:
Lucy’s sleepwalking tendencies
The appearance of pinpricks on Lucy’s neck
Renfield’s behavior
Jonathan’s illness
Jonathan’s journal
Jonathan and Mina’s wedding
Dr. Seward’s decision to release Renfield
The effect of a bat’s appearance of Renfield
Van Helsing’s profession
Lucy’s medical needs
Van Helsing’s recommendations to help Lucy
Go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet to complement chapter 13 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
Indicate the function of Van Helsing’s telegram to Mina
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including dramatic irony
Make a prediction about potential plot developments
Come to class better prepared to engage in collaborative discussions
Support claims and inferences with sound reasoning and relevant evidence
Write about Gothic literature with clarity, accuracy, and precision
Go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet to complement chapter 9 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
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials as needed
Consider tone in context
Examine how complex characters think, behave, interact, and develop
Contrast two characters
Apply knowledge of literary devices with emphasis on dramatic irony
Come to class better prepared to engage in collaborative discussions
Support claims and inferences with sound reasoning and relevant evidence
Write about Gothic literature with clarity, accuracy, and precision