Conclude a unit on 1984 by George Orwell with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 65 multiple choice questions. In addition to objective questions on character, plot, literary devices, and passage analysis, an essay section is featured, requiring high school students to analyze plot development, character development, and theme development. An answer key is included with sample essay responses. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on given details and descriptions Apply knowledge of literary devices including metaphor, simile, personification, oxymoron, allusion, situational irony, and more Analyze passages and make logical inferences in the context of those passages Write two brief essays in which students defend claims with relevant textual evidence and adhere to the standard conventions of written English

Conclude a unit on The Great Gatsby by F. Scott Fitzgerald with this printable summative assessment. Delivered in Word Document and PDF formats, this test includes 60 multiple choice questions. In addition to objective questions on character, plot, literary devices, and passage analysis, an essay section is featured, requiring high school students to analyze a given passage for character development and symbolism. An answer key is included with sample essay responses. By completing this assessment, students will demonstrate an ability to: Correctly identify characters based on given details and descriptions Apply knowledge of literary devices including metaphor, simile, personification, oxymoron, and more Analyze passages and make logical inferences in the context of those passages Write a brief essay in which students defend claims with relevant textual evidence and adhere to the standard conventions of written English

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this set of three plot-based quizzes covering H.P. Lovecraft’s short story “The Call of Cthulhu.” This set of materials may double as guided reading handouts to promote active engagement with fiction. Answer keys and a copy of the public domain narrative are included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The identity of the narrator The narrator’s relation to Angell Angell’s profession The true cause of Angell’s death General assumptions about the nature of Angell’s death The narrator’s inheritance Characteristics of the sculpture the narrator receives The identity of a young sculptor A general character description of Wilcox The effects of a natural disaster Angell’s curiosity about Wilcox The reason Wilcox stops visiting Angell The narrator’s attitude toward Wilcox The collective experiences of artists and authors Legrasse’s home base Characteristics of the idol Legrasse possesses The academics’ collective reaction to the idol Professor Webb’s travels Legrasse’s account of the cultists Characteristics of the idol the cultists appear to worship The cultists’ name for bizarre beings The supposed origin of the strange beings The current location of the bizarre beings The manner of communication between the beings and humans The beings’ specific messages for humanity The cultists’ belief concerning the fate of humanity The narrator’s belief concerning his great uncle’s death The name of an important newspaper The content of an article in the newspaper The name of a ship Johansen and his peers attack The narrator’s travels around the world The identity of a Johansen relative whom the narrator meets The true cause of Johansen’s death What the narrator receives as a result of his visit to Norway The bizarre characteristic of a city Johansen visits The comparison between Cthulhu and a Greek mythological figure Events leading to Briden’s death A major decision Johansen makes The result of the major decision What the narrator decides to do with the records he has acquired The narrator’s assessment of his own fate

For many high school readers, realistic and multicultural fiction are genres that maximize relatability and engagement with literature. “The Good Deed” by Pearl S. Buck is a realistic short story that exposes high school readers to different cultural perspectives on marriage and family dynamics. 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. A detailed answer key is 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 Apply knowledge of various literary devices including situational irony, dramatic irony, aposiopesis, antonomasia, and more Analyze how complex characters think, behave, and interact Make logical inferences based on characterization details provided by the author Articulate the symbolic value of a particular object Evaluate whether young Mr. Pan exhibits rational or irrational behaviors when handling emotionally intense situations Identify examples of old Mrs. Pan’s culture shock Choose the best synonym to replace a word as it is used in the story Analyze nuances in words with similar meanings Explore the intended effect of the author’s phrasing Articulate Lili’s internal conflict Discern the greater significance of a seemingly insignificant detail Choose a statement with which a character is most likely to agree Isolate details that suggest a favorable outcome Examine old Mrs. Pan’s transformation into a dynamic character Support claims and ideas with reasoned thinking and relevant textual evidence Write ideas with clarity, accuracy, and precision

Eliminate assessment planning responsibilities and evaluate high school students’ knowledge of plot and literary craft with this summative test covering William Shakespeare’s tragedy King Lear. An answer key is included, as well as a standards-based rubric for scoring a thematic essay response tied to a significant quotation (“Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides”). Materials are delivered in editable Word Document and printable PDF formats. Students are responsible for demonstrating an understanding of the following characters, details, concepts, and quotes: Cordelia Goneril Regan King Lear Edmund Edgar Kent Albany Cornwall The Fool Gloucester Oswald The King of France Tom of Bedlam The play’s setting Edmund’s status as an illegitimate child and associated consequences Edmund’s promotion to Earl of Gloucester Cornwall’s torture of Gloucester Edgar’s philosophies on life Edmund’s desire to kill his father King Lear’s epiphany regarding power and its benefits King Lear’s imprisonment Metaphor Simile Foreshadowing Situational irony Dramatic irony Paradox Alliteration Hyperbole Personification Internal conflict External conflict Dynamic character Symbolism “Nothing will come from nothing.” (Act 1, scene 1) “I love your Majesty / According to my bond; no more no less.” (Act 1, scene 1) “Let his knights have colder looks among you.” (Act 1, scene 3) “Fortune, good night; smile once more; turn thy wheel!” (Act 2, scene 2) “The younger rises when the old doth fall.” (Act 3, scene 3) “I will have my revenge ere I depart this house.” (Act 3, scene 5) “Out, vile jelly!” (Act 3, scene 7) “I have no way, and therefore want no eyes; / I stumbled when I saw.” (Act 4, scene 1) “Was this a face / To be opposed against the warring winds?”(Act 4, scene 7) “You have some cause; they have not.”(Act 4, scene 7) “Ripeness is all.” (Act 5, scene 2) “My master calls me, I must not say no.” (Act 5, scene 3)

Eliminate assessment planning responsibilities and evaluate high school students’ knowledge of plot and literary craft with this summative test covering William Shakespeare’s Macbeth. An answer key is included, as well as a standards-based rubric for scoring essays in response to a prompt about Macbeth’s moral deterioration and the variables contributing to it. Materials are delivered in editable Word Document and printable PDF formats.

This low-prep, standards-based project helps high school students investigate topics and deliver informative speeches related to Michael Crichton’s science fiction novel Jurassic Park. It also helps students contextualize the events of the novel by calling attention to 30 relevant topics - from scientific advancements (such as the cloning of Dolly the sheep and the sequencing of human genes) to scientific theories (such as those involving efforts to achieve de-extinction and those seeking to understand the parenting methods of dinosaurs), and from humanity’s influence on its environment (such as the effects of plastic bag pollution and nuclear fallout) to ethical dilemmas (such as humanity’s tendency to treat animals as commodities). Supporting materials, such as a detailed scoring rubric, are provided. Materials are delivered in editable Word Document and printable PDF formats.

Help high school students go beyond general reading comprehension and support the development of critical thinking skills with this set of three rigorous worksheets covering H.P. Lovecraft’s short story “The Call of Cthulhu,” a narrative of special appeal to those interested in horror, science fiction, and the supernatural. Each worksheet corresponds to a particular section of the story (“The Horror in Clay,” “The Tale of Inspector Legrasse,” and “The Madness from the Sea”). Answer keys and a copy of the public domain text are included. Materials are delivered in editable Word Document and printable PDF formats. These resources may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with these close reading activities, students will: Identify what the text states both explicitly and implicitly Define words and phrases as they are used in the text Determine the tone of a particular passage Discern the author’s intent and its effect on readers. Explore how complex characters think, behave, develop, and interact Apply knowledge of literary devices including idiom, euphemism, simile, metaphor, invective, personification, hubris, hyperbole, and onomatopoeia Draw parallels between “The Call of Cthulhu” and the epic The Odyssey 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

This end-of-unit test covers ten short stories for high school: “The Lottery” by Shirley Jackson, “The Monkey’s Paw” by W. W. Jacobs, “There Will Come Soft Rains” by Ray Bradbury, “The Good Deed” by Peal S. Buck, “The Devil and Daniel Webster” by Stephen Vincent Benet, “The Last Leaf” by O. Henry, “The Jilting of Granny Weatherall” by Katherine Anne Porter, “The Celebrated Jumping Frog of Calaveras County” by Mark Twain, “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez, and “A Journey” by Edith Wharton. A test prep guide, answer key, and standards-aligned essay rubric are provided. All materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Match the author’s name to his or her work Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place in a variety of stories Relate themes to narratives Match relevant vocabulary terms to their definitions Respond to a thematically significant essay prompt Cite relevant textual evidence in support of claims made in an academic essay

This end-of-unit test covers ten short stories for high school: “Charles” by Shirley Jackson, “The Interlopers” by Saki, “The Gift of the Magi” by O. Henry, “Dead Men’s Path” by Chinua Achebe, “Home” by Gwendolyn Brooks, “The Emperor’s New Clothes” by Hans Christian Andersen, “The Dinner Party” by Mona Gardner, “The No-Guitar Blues” by Gary Soto, “Three Wise Guys” by Sandra Cisneros, and “All the Years of Her Life” by Morley Callaghan. A test prep guide, answer key, and standards-aligned essay rubric are provided. All materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Match the author’s name to his or her work Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place in a variety of stories Relate themes to narratives Match relevant vocabulary terms to their definitions Respond to a thematically significant essay prompt Cite relevant textual evidence in support of claims made in an academic essay

This end-of-unit test pairs with a low-prep bundle and covers ten short stories for high school: “The Pedestrian” by Ray Bradbury, “Through the Tunnel” by Doris Lessing, “The Masque of the Red Death” by Edgar Allan Poe, “The Possibility of Evil” by Shirley Jackson, “Lamb to the Slaughter” by Roald Dahl, “Two Kinds” by Amy Tan, “Contents of the Dead Man’s Pockets” by Jack Finney, “The Leap” by Louise Erdrich, “The Colomber” by Dino Buzzati, and “Everyday Use” by Alice Walker. A test prep guide, answer key, and standards-aligned essay rubric are provided. All materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Match the author’s name to his or her work Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place in a variety of stories Relate themes to narratives Match relevant vocabulary terms to their definitions Respond to a thematically significant essay prompt Cite relevant textual evidence in support of claims made in an academic essay

This end-of-unit test covers ten short stories for high school: “The Most Dangerous Game” by Richard Connell, “The Birds” by Daphne du Maurier, “Harrison Bergeron” by Kurt Vonnegut, “The Scarlet Ibis” by James Hurst, “Rules of the Game” by Amy Tan, “The Cask of Amontillado” by Edgar Allan Poe, “To Build a Fire” by Jack London, “The Challenge” by Gary Soto, “Games at Twilight” by Anita Desai, and “Raymond’s Run” by Toni Cade Bambara. A test prep guide, answer key, and standards-aligned essay rubric are provided. All materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Match the author’s name to his or her work Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place in a variety of stories Relate themes to narratives Match relevant vocabulary terms to their definitions Respond to a thematically significant essay prompt Cite relevant textual evidence in support of claims made in an academic essay

With this test covering the entirety of the science fiction novel Jurassic Park by Michael Crichton, English teachers will evaluate students’ knowledge of characters, plot, and vocabulary. In addition, students will demonstrate character analysis skills by drafting a five-paragraph essay in which they argue whether John Hammond is a sympathetic or unsympathetic figure. A test preparation guide, standards-based writing rubric, and answer key are included. Materials are delivered in editable Word Document and printable PDF formats. By taking this assessment, students will: Demonstrate knowledge of primary and secondary characters and the key aspects of their lives Demonstrate knowledge of significant events that take place throughout the novel Respond to an essay prompt about John Hammond’s characterization Cite relevant textual evidence in support of claims made in an academic essay