This assessment measures general reading comprehension, gathers formative data to inform instructional planning, and holds students accountable for the assigned reading of King Lear by Shakespeare (Act 4). An answer key is included. The material is delivered in Word Document and PDF formats. Questions pertain to the following relevant details: Edgar’s changing perspective on life Gloucester’s criticism of the gods Gloucester’s concern for a beggar Goneril’s assumptions about her husband Goneril’s adulterous desires King Lear’s concerns about Cordelia Cordelia’s desires for her father Edmund’s intensifying desire to commit murder Edgar’s efforts to save his father from his suicidal desires A second fake trial King Lear’s struggle to understand his daughters King Lear’s thoughts about powerful people A duel The intent of a letter Cordelia’s request of Kent A moment of mental clarity

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 27 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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. Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel. By engaging in this exercise, students will: Address Scout’s youthful misconception of “two minor changes” in Maycomb Analyze an excerpt to discern its significance to the plot Draw a logical inference about Atticus’s remarks, which allude to the Supreme Court of the United States Conduct brief research on the Great Depression’s influence on common Halloween practices, especially in the South Write with clarity, logic, and precision Analyze the author’s craft to discern her intent Identify what the text states explicitly and implicitly Apply knowledge of foreshadowing to the text, with emphasis on how Miss Tutti and Miss Frutti’s deafness contribute to the plot Analyze an excerpt to discern its tone in context

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 short story “After Twenty Years” by O. Henry. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Articulate what is stated in the text explicitly and implicitly Articulate the significance of a given detail Discern the tone of a given excerpt Discern the function of a given paragraph Apply knowledge of foreshadowing Explore character motivations Demonstrate knowledge of characterization Analyze the effect point of view has on the reader Cite textual evidence in support of inferences and claims Write with clarity and precision

This resource extends beyond text comprehension, helping high school students analyze the formal elements of fiction and respond thoughtfully in writing to questions about literature. The featured short story is “Cinderella” by the Brothers Grimm. Included are the following: the public domain fairy tale, which has an estimated Lexile measure of 1000-1100; a related bell ringer activity; a set of rigorous close reading questions in both Word Doc and PDF formats; an answer key; and editable emergency substitute teaching plans. By completing this exercise, students will: Articulate what is stated in the text explicitly and implicitly Apply knowledge of literary devices including metaphor, juxtaposition, anthropomorphism, symbolism, and more Identify the story’s inciting incident Discern the intended meaning of figurative language Discern the function of a given excerpt Analyze the author’s craft Explore relationships between complex characters Articulate character motivations Cite textual evidence in support of inferences and claims Write with clarity and precision

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

Conclude your unit on Shakespeare’s Hamlet with this summative assessment, which is delivered as a Word Document and PDF. An answer key is included. This fifty-question assessment is divided into four sections and breaks down as follows. Students will demonstrate comprehension of the following: An encounter with a ghost The reason for Hamlet’s anger toward his mother Ophelia’s unsettling interactions with Hamlet Ophelia’s rejection of Hamlet Hamlet’s self-criticisms Hamlet’s fear Claudius’s guilty conscience Hamlet’s confession to Ophelia Ophelia’s emotional reaction to Hamlet’s fall from honor The purpose of a play performance The murder of Claudius Gertrude’s awareness that she married a killer Interactions among Hamlet, Rosencrantz, and Guildenstern The effect Fortinbras has on Hamlet The manner of Ophelia’s death Ophelia’s burial Laertes’s expression of extreme mourning Hamlet’s declaration on who should be the next King of Denmark The manner of Gertrude’s death Hamlet’s relationship with Laertes The similarities the gravediggers share with Hamlet Ophelia’s behavior right before her death Norway’s aggression toward Poland Claudius’s psychological state How Hamlet is affected by the actors Polonius’s sending a spy to report back on Laertes Laertes assessment of Hamlet’s love for Ophelia Hamlet’s criticism of his mother’s marriage Act 1, scene 2: It is not nor it cannot come to good, / But break, my heart, for I must hold my tongue. Act 1, scene 3: Then weigh what loss your honour may sustain, / If with too credent ear you list his songs, / Or lose your heart, or your chaste treasure open / To his unmaster’d importunity. Act 1, scene 7: If thou art privy to thy country’s fate, / O, speak! Act 2, scene 2: Bloody, bawdy villain! / Remorseless, treacherous, lecherous, kindless villain! / O vengeance! Act 3, scene 3: The cease of majesty / Dies not alone; but, like a gulf, doth draw / What’s near it with it… Act 4, scene 1: So dreaded slander – / Whose whisper o’er the world’s diameter, / As level as the cannon to his blank, / Transports the poisoned shot – may miss our name / And hit the woundless air. Act 4, scene 2: But such officers do the / king best service in the end: he keeps them, like / an ape, in the corner of his jaw… Act 4, scene 4: How all occasions do inform against me, / And spur my dull revenge! Act 5, scene 1: Why, e’en so: and now my Lady Worm’s; chapless, and / knocked about the mazzard with a sexton’s spade: / here’s fine revolution, and we had the trick to / see’t. Did these bones cost no more the breeding, / but to play at loggats with ’em? Mine ache to think on’t. Metaphor Simile Hyperbole Allusion Personification Alliteration Sibilance Oxymoron

Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 29 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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. Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel. By engaging in this exercise, students will: Apply knowledge of various literary devices to passages in the text (idiom, metaphor, personification, assonance) Discern the meaning of a given word or phrase Discern a character’s intent Analyze Boo Radley’s physical characteristics to articulate the author’s intent Analyze the author’s craft 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 chapter 23 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom. 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. Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel. By engaging in this exercise, students will: Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations. Analyze Scout’s dialogue to make a logical inference about Atticus’s parenting Apply knowledge of literary devices including metaphor Identify textual evidence in support of the claim that Jem is a dynamic character Explore the internal conflict that exists within Jem Connect a portion of a given passage to the content of a previous chapter Analyze how complex characters interact

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

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

For many high school students, the horror genre promotes more active engagement with literature. “The Terrible Old Man” by H.P. Lovecraft is a concise horror story featuring plot elements such as robbery, a character who dabbles in the occult, and mutilated corpses—making the narrative a particularly compelling read during the Halloween season. This multiple choice quiz on “The Terrible Old Man” helps English teachers promote homework accountability, evaluate reading comprehension, and save time at home without sacrificing quality in the classroom. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following: Setting Rumors circulating about the Terrible Old Man Details that suggest something sinister about the Terrible Old Man What curious people see when they look into the Terrible Old Man’s window A peculiar habit of the Terrible Old Man The means by which three men in the story make their living An alarming physical characteristic of the Terrible Old Man A disturbing discovery An implied hobby of the Terrible Old Man The background of the Terrible Old Man

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 ironic short story “The Last Leaf” by O. Henry. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states both explicitly and implicitly Analyze how complex characters interact and develop Apply knowledge of literary devices including allusion, metaphor, personification, dramatic irony, and situational irony Compare and contrast characters Analyze the author’s diction to understand its intended effect Analyze the author’s stylistic choices such as the decision to capitalize “Art” and “Literature” Cite textual evidence in support of claims Write with clarity, accuracy, 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 humorous short story “The Cop and the Anthem” by O. Henry. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states both explicitly and implicitly Analyze how complex characters interact and develop Apply knowledge of literary devices including allusion, juxtaposition, and situational irony Isolate a phrase that features an example of figurative language Analyze character actions to make logical inferences Determine the function of a particular passage Make an inference about the author’s point of view Articulate the significance of a given detail Cite textual evidence in support of claims Write with clarity, accuracy, and precision

For many high school readers, horror and psychological fiction are genres that maximize engagement with literature. “The Birds” by Daphne du Maurier features elements consistent with both genres: an isolated setting, killings without clear motivations, the suggestion of humanity’s imminent extinction, and more. This editable, multiple choice quiz covering “The Birds” helps English teachers promote homework accountability, evaluate reading comprehension, and save time at home without sacrificing quality in the classroom. An answer key is included. Materials delivered in printable Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following: The reason the protagonist only works part-time The nature of the protagonist’s work A description of the protagonist’s personality A description of the setting A detail that foreshadows the first avian attack on the protagonist’s family The protagonist’s observations on the morning following the first attack Others’ reactions to the protagonist’s account The protagonist’s disposal of the birds’ corpses Information provided in a special bulletin Official theories explaining why the birds are traveling farther south A predictor of avian attacks The effects of military combat against the enemy The protagonist’s ponderings in the resolution The protagonist’s final act in the resolution

Support the development of close reading skills for high school with this set of analysis questions for The Handmaid’s Tale by Margaret Atwood. With questions covering chapters 1 through 5, this worksheet 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 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 Analyze how complex characters develop and interact Explore the significance of a given detail Discern the function of a particular chapter Analyze differences and nuances in word meanings Explore the author’s intent Articulate the contradictory nature of a given term as it is used in the text Isolate an illogical statement from a set of logical statements Explore character motivations Determine the tone of a given quote Apply knowledge of literary devices such as anaphora Explore how language is used as a manipulative tool Write about literature with clarity and precision

Support the development of close reading skills for high school with this set of analysis questions for The Handmaid’s Tale by Margaret Atwood. Covering chapters 12 through 17, this worksheet 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 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 Explore character motivations Analyze how complex characters develop and interact Discern the function of a particular character in context Explore cause-and-effect relationships Analyze differences and nuances in word meanings Apply knowledge of literary devices such as pun and metaphor Explore the author’s intent Analyze a shift in narrative technique in chapter 16 Articulate the intended effect of a figurative expression Write about literature with clarity and precision Cite relevant textual evidence in support of claims

Support the development of close reading skills for high school with this set of analysis questions for The Handmaid’s Tale by Margaret Atwood. Covering chapters 18 through 23, this worksheet 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 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 Explore the author’s use of figurative language Analyze how complex characters develop and interact Articulate the irony associated with the relationship between Offred and her mother Explore character motivations Discern the function of a particular detail in context Analyze differences and nuances in word meanings Analyze how theme is developed and reinforced Write about literature with clarity and precision Cite relevant textual evidence in support of claims Make a defend a claim about whether Offred is a reliable narrator