Help high school students develop a greater understanding of how Hans Christian Andersen used descriptive language, characterization, figurative language, and other literary devices to establish a fairy tale atmosphere and empathetic protagonist in “The Little Mermaid.” This resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key and copy of the public domain short story are included. Materials are delivered in printable Word Document and PDF formats.

Save time without sacrificing rigor in the high school Creative Writing classroom with this Common Core-aligned unit plan and these comprehensive materials for engaging students fully in the narrative writing process. Included are the following: A detailed, standards-based unit plan articulating the unit’s transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s). A PowerPoint presentation addressing the conventions of the fantasy genre. Representative fantasy narratives. Worksheets to facilitate analysis of representative literature. Detailed project directions. A comprehensive outline for student planning. A document to facilitate the editing process. A comprehensive rubric for evaluating student writing. By engaging with these materials, students will do the following: Develop greater understanding of the conventions of the fantasy genre. Analyze how John Collier used figurative language (simile, metaphor, and euphemism), characterization, direct description, and foreshadowing to generate a compelling fantasy narrative in “The Chaser.” Analyze how Ursula K. Le Guin used characterization and grammatically improper language to develop an anthropomorphized protagonist in “The Wife’s Story.” Organize initial ideas in a coherent manner. Engage the reader with a compelling exposition that establishes setting, characters, and conflicts Use many appropriate narrative techniques (dialogue, dialect, description, pacing, etc.) to enhance a plot that is consistent with the fantasy genre 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.

Evaluate general reading comprehension and eliminate assessment planning duties with this plot-based, multiple choice quiz covering the short story “Catch the Moon” by Judith Ortiz Cofer. Additionally, a short answer option is provided for re-assessment purposes. These resources may double as guided reading handouts to foster active reading habits among students. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot: Luis’s criminal behavior and its consequences The reason for disruptive behavior Luis’s defining characteristics How Luis made his gang “legal” The general characterization of Luis’s dad The reason Naomi comes to the junkyard Naomi’s positive influence on Luis Borrowing his father’s car The reason Luis cries for his mother The significance of the “treasure hunt” An evolving relationship with Luis’s father Finding textual support for Luis’s status as a dynamic character Internal vs. external conflict and seeking textual evidence

Help high school students go beyond general reading comprehension and support the development of critical thinking and craft analysis skills with this close reading worksheet covering the science fiction short story “The Star” by H.G. Wells. A detailed answer key is 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 states explicitly and implicitly Consult reference materials in order to learn and verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Describe tone in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including alliteration, personification, simile, and more Generate a relevant theme and support how it is developed Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

For many high school readers, psychological fiction and horror are genres that maximize engagement with literature. “The Premature Burial” by Edgar Allan Poe features elements consistent with both genres: a stream-of-consciousness technique, the intensification of an irrational fear, tales of being buried alive, and more. With this challenging worksheet composed of high-order questions, English teachers will help students extend beyond basic reading comprehension, support the development of close reading analysis skills, and save valuable time at home without sacrificing quality and rigor in the classroom. An answer key and copy of the public domain short story 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 Explore dominant character traits Examine how complex characters think and behave Analyze diction to make logical inferences about the author’s intent Articulate the greater significance of a given detail Apply knowledge of various literary devices including eye dialect, onomatopoeia, allusion, dramatic irony, situational irony, and more Discern the meaning of an idiom as it is used in the text Explain how a particular word or expression is considered a pun Investigate the intended effect of narrative techniques such as the liberal incorporation of em dashes Discern the function of a particular detail Choose the most appropriate synonym to replace a word used in the story Explore nuances in words with similar denotative meanings Examine narrative structure Evaluate whether the narrator’s thinking is rational Draw parallels between the narrative and a featured nonfiction passage Defend claims and ideas with reasoned thinking and relevant textual evidence Write ideas with clarity, accuracy, and precision

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

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

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part two of Fahrenheit 451 by Ray Bradbury (“The Sieve and the Sand”). 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: Montag’s perception of the world Montag’s perspective on books A phone call between Montag and Faber Faber’s professional background Faber’s offerings of help The purpose of Faber’s visit to St. Louis Interactions among Mildred and her friends How Montag irritates Mildred and her friends Montag and Beatty’s interaction at the firehouse A fire alarm

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering part one of Fahrenheit 451 by Ray Bradbury (“The Hearth and the Salamander”). 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: Details on Montag’s encounter with Clarisse A lingering question in Montag’s mind Mildred’s self-destructive behavior The behavior of the mechanical hound Clarisse’s concerns about school kids Peculiarities about a particular fire call Montag’s sneakiness Mildred’s general disposition Beatty’s general characterization The campaign against books

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

Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering Hans Christian Andersen’s short story “Grandmother,” a narrative centering on themes of appreciating the elderly and the fleeting nature of physical life. The brevity of the narrative helps to fill awkward gaps in the teaching schedule, while the supporting activity maintains rigor in the classroom. An answer key and copy of the text (estimated Lexile range of 1000-1100) are 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. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Determine the function of a given excerpt Describe the tone of the complete text Discern the intended effects of figurative language and other narrative techniques Examine how characters think, behave, interact, and develop Apply knowledge of literary devices including alliteration, sibilance, irony, symbolism, imagery, metaphor, and more Explore themes in context Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, 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

Help middle and high school students go beyond general reading comprehension and support the development of critical thinking and literary craft analysis skills with this close reading worksheet covering “Old Rinkrank,” a classic Grimm’s fairy tale. An answer key and copy of the public domain short story are included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will perform the following tasks: Identify what the text states explicitly and implicitly Examine how complex characters think, behave, develop, and interact Evaluate the protagonist’s positive attributes and how they benefit her as the plot develops Compare and contrast two characters (Old Rinkrank and the king) Apply knowledge of literary devices with an emphasis on situational irony Analyze the author’s craft to determine what the name Mother Mansrot suggests about the antagonist’s thinking Consider themes in context Defend claims and ideas with valid reasoning and relevant textual evidence Write ideas with clarity, accuracy, and precision Come to class/leave class better prepared to discuss literary material

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 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

Help high school Creative Writing students better understand the conventions of the fairy tale genre and prepare for the drafting of modified fairy tales with this comprehensive, low-prep, standards-aligned unit plan. All supporting materials are provided in both Word Document and PDF formats. More specifically, the following are included: A detailed, standards-based unit plan articulating the unit’s transfer goal(s), essential question(s), enduring understanding(s), learning target(s), academic vocabulary, formative assessment(s), summative performance task(s), and learning plan(s). A PowerPoint addressing the conventions of the fairy tale genre. Representative narratives by the Brothers Grimm for analysis with supplemental worksheets. Detailed directions. A student exemplar for reference. A comprehensive outline for student planning. A document to facilitate the editing process. A comprehensive rubric for evaluating student writing.

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 “Edna’s Ruthie.” The variety of question types also helps students prepare for standardized testing scenarios: main idea questions, detail questions, author’s craft questions, and more. An answer key is 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. 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 Cite textual evidence in support of claims Write with clarity and precision Analyze how the author uses direct and indirect description to develop a sympathetic character in Ruthie Make logical inferences about the relationships between characters Determine the tone of a given passage Analyze the author’s language to discern and articulate the intended effect Analyze what a character’s actions reveal about their psychological state Articulate the significance of reading and writing in Esperanza’s life Articulate the significance of the fact that Ruthie no longer reads and writes Compare characters from two texts to articulate what they share in common, using Hans Christian Andersen’s “The Nightingale” for reference

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 “Beautiful and Cruel.” 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 Define words and phrases as they are used in the text Verify interpretations of language using reference materials including a dictionary or thesaurus Examine how complex characters think, behave, develop, and interact Explore cause-and-effect relationships Make logical predictions based on context clues Compare and contrast two characters (Nenny and Esperanza) Apply knowledge of literary devices including personification Support claims with sound reasoning and relevant textual 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 twenty-fifth vignette titled “Geraldo No Last Name.” An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this exercise, students will: Identify what the text states explicitly and implicitly Connect the phrase “Nothing in his pockets” to the vignette’s title Articulate the significance of the phrase “Nothing in his pockets” Discern the intended effect of the author’s stylistic choices (with emphasis on the incorporation of fragments and colloquialisms) Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including verbal irony and dramatic irony Explore the concept of systematic prejudice, or institutional bias, in the text Support claims with sound reasoning and relevant textual 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 twenty-third vignette titled “Born Bad.” 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 and implicitly Define words and phrases as they are used in the text Verify interpretations of language using reference materials such as a dictionary or thesaurus Explore cause-and-effect relationships Discern the intended effects of the author’s stylistic choices Examine how complex characters think, behave, develop, and interact Articulate the power of photographs, as well as their limitations Conduct brief research on Our Lady of Guadalupe in order to explain why the name Guadalupe suits the character Support claims with sound reasoning and relevant textual evidence Write about literature with clarity, accuracy, and precision