Save time without sacrificing rigor by utilizing resources designed for teachers to measure their students' skills in areas such as close reading, analytical thinking, and creative writing.
Save time without sacrificing rigor by utilizing resources designed for teachers to measure their students' skills in areas such as close reading, analytical thinking, and creative writing.
Help middle and high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering chapter 9 of Catcher in the Rye by J. D. Salinger. This worksheet is delivered in Word Document and PDF formats, and it eliminates the need for take-home assessment planning while upholding 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.
With this close reading activity, students will be able to:
Identify what the text states explicitly and implicitly
Explain the significance of a given detail
Explore how complex characters think, behave, interact, and develop
Analyze word choices to discern what they reveal about Holden’s psychological state
Apply knowledge of literary devices including metaphor, hyperbole, and situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about fiction with clarity, accuracy, and precision
With this printable test covering the entirety of William Shakespeare’s The Taming of the Shrew, English teachers will be able to evaluate students’ comprehension of key characters, plot developments, and literary craft. An answer key is provided. Materials are delivered in Word Document and PDF formats. A breakdown of content follows.
Part 1. Knowledge of Plot. Students will demonstrate comprehension of the following:
Christopher Sly’s disruptive behavior
An activity in which Christopher Sly participates
Baptista’s terms for his daughters’ marriages
Lucentio’s persona, “Cambio”
The quality in women about which Petruchio cares most
Hortensio’s persona, “Litio”
Petruchio’s intentions for Katharina
Baptista’s preferences to be his son-in-law
Petruchio’s tardiness to the wedding
Petruchio’s appearance on his wedding day
Bianca’s assessment of her sister’s relationship
An accident involving a horse
Petruchio’s strictness
Hortensio’s feelings toward Petruchio
Petruchio’s eccentric behavior
Hortensio’s marriage
A test of the wives’ loyalty
Katharina’s closing speech
Part 2. True/False. Students will identify whether a statement is true or false. Questions focus on:
“Cambio’s” area of expertise
The nature of the relationship between Bianca and Katharina
The first character to reveal his true identity to Bianca
Hortensio’s dwindling affection toward Bianca
Katharina’s reaction to her husband’s strange behavior
Baptista’s negotiating the terms of his daughters’ marriages
Baptista and Vincentio’s forgiveness of their children
The false Vincentio’s reaction to meeting the real Vincentio
Part 3. Quotations in Context. Students will match an excerpt with its appropriate context.
Act 1, scene 1: Hark, Tranio! thou may’st hear Minerva speak.
Act 1, scene 1: No profit grows where is no pleasure ta’en: / In brief, sir, study what you most affect.
Act 2, scene 1: Her silence flouts me, and I’ll be revenged.
Act 2, scene 1: O slow-wing’d turtle! shall a buzzard take thee?
Act 3, scene 2: Go, girl; I cannot blame thee now to weep; / For such an injury would vex a very saint, / Much more a shrew of thy impatient humour.
Act 3, scene 2: That, being mad herself, she’s madly mated.
Act 4, scene 2: …here I firmly vow / Never to woo her no more, but do forswear her, / As one unworthy all the former favours / That I have fondly flatter’d her withal.
Act 5, scene 1: Fear not, Baptista; we will content you, go to: but / I will in, to be revenged for this villany
Act 5, scene 2: A woman moved is like a fountain troubled, / Muddy, ill-seeming, thick, bereft of beauty…
Part 4. Application of Literary Devices. Students will be given a detail or excerpt from the drama and must determine which literary device is best reflected. Literary devices addressed include:
Sibilance
Allusion
Hyperbole
Anaphora
Oxymoron
Aposiopesis
Idiom
Metaphor
Consonance
Simile
Onomatopoeia
Support the development of high school close reading skills and analysis of Shakespeare’s The Tempest with this worksheet on Act 3, scene 3. A variety of high-order 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. This resource is delivered in Word Document and PDF formats. A detailed answer key is included.
More specifically, students will be able to:
Articulate what the text says explicitly and implicitly
Write with clarity and precision
Cite specific, relevant textual evidence in support of a claim or idea
Articulate what makes Alonso a more vulnerable target, according to Antonio’s logic
Analyze how Antonio and Sebastian demonstrate cowardliness
Identify textual details that contribute to the surreal tone of the scene
Discern the most logical statement among four options in context
Apply knowledge of literary devices including personification
Identify what makes Antonio and Sebastian foolish from Ariel’s perspective
Analyze Shakespeare’s use of the vague pronoun they and determine to whom Ariel refers when using the pronoun in context
Determine the meaning of complex words and phrases in context
Verify interpretations of language using reference materials such as a dictionary and thesaurus
Identify whether Ariel believes the king’s party may avoid eternal damnation
Articulate the effect Ariel’s speech has on the king’s party
Conduct brief research on the mythological harpy and analyze what the creature has in common with Ariel
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement chapter 5 of Lord of the Flies by William Golding. A crossword puzzle, word search activity, vocabulary application worksheet, and answer keys are provided. Materials are delivered in Word Document and PDF formats.
Specifically, the following vocabulary terms are addressed: effigy, farthest, flourish, grim, ineffectual, jeeringly, lamentation, lavatory, murmur, scowl, subdued, tottery, and vague.
By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement chapter 2 of Animal Farm by George Orwell. A crossword puzzle, word search activity, vocabulary application worksheet, and answer keys are provided. Materials are delivered in Word Document and PDF formats.
Specifically, the following vocabulary terms are addressed: contrary, expound, feebly, gambol, idle, inventive, irrepressible, nimble, reign, reproach, shrill, and unanimous.
By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering Liam O’Flaherty’s short story “The Sniper.” The assessment may double as a guided reading worksheet to facilitate active engagement with the narrative. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Setting
The general characterization of the sniper
Risks taken by the sniper
What initiates an exchange of fire
Where the sniper gets injured
A strategy to trick the enemy
The sniper’s reaction to his kill
What motivates the sniper to know the enemy’s identity
An ironic discovery
Evaluate general reading comprehension, facilitate vocabulary development, and sharpen critical thinking and literary craft analysis skills with this bundle of materials for teaching “Games at Twilight” by Anita Desai, a short story about a young boy whose youthful determination and immaturity lead to a difficult outcome he is not prepared to process emotionally or intellectually. A plot-based quiz, a close reading analysis worksheet, a vocabulary application activity, a crossword puzzle, a word search game, and answer keys are provided. Materials are delivered in editable Word Document and printable PDF formats. By engaging with these materials, students will:
Identify what the text states explicitly and implicitly
Consult reference materials to learn and verify word meanings
Choose the most proper application of words as they are used in sentences
Infer the intended effects of the author’s stylistic choices and narrative techniques
Discern the function of given detail
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, personification, foreshadowing, imagery, paradox, situational irony, dramatic irony, and more
Consider themes in context
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
Support vocabulary development and enhance reading comprehension with this set of games and activities to complement the short story “Lamb to the Slaughter” by Roald Dahl. A crossword puzzle, a word search activity, a vocabulary application worksheet, and answer keys are provided. Materials are delivered in Word Document and PDF formats.
Specifically, the following vocabulary terms are addressed: congeal, dazed, exasperated, luxuriate, mutter, parcel, placid, punctually, spanner, translucent, trifle, and weary.
By engaging with these activities, students will:
Determine the meaning of unfamiliar and complex words
Consult reference materials in order to learn and verify word meanings
Discern the most proper application of words as they are used in sentences
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 1, 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
More specifically, questions pertain to the following:
Analyzing text for tone.
Analyzing the text for meaning: discerning Othello’s self-described weakness.
Analyzing text for meaning: how long Othello has fought in wars.
Analyzing text for meaning: Othello’s willingness to disclose the truth of his courting of Desdemona.
Analyzing text for meaning: how Brabantio describes his daughter.
Analyzing text for meaning: the type of person Brabantio thinks would believe Othello’s claims.
Analyzing text for meaning: the devil’s role in the union, according to Brabantio.
Extend reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions about Shakespeare’s Othello. Focusing on Act 4, scene 1, 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. An answer key is included. Materials are delivered in Word Document and PDF formats.
By completing this exercise, students will:
Analyze what the text states explicitly and implicitly
Discern the meaning of complex words and phrases in context
Make logical inferences in context
Explore character motivations
Analyze how complex characters interact
Analyze the author’s craft to articulate the effect of an idiomatic expression
Cite relevant textual evidence in support of claims
Write with clarity and precision
Promote high school close reading skills and analysis of Shakespeare’s The Merchant of Venice with this resource. A variety of high-order 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. A detailed 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.
Specifically, questions pertain to the following:
Discerning what the text says implicitly and explicitly
Analyzing the symbolic significance of rain and articulating how acts of mercy are like rain, according to the perspective of Portia
Analyzing character dialogue to draw reasoned inferences about the power of mercy
Activating prior knowledge regarding Christians’ past treatment of Shylock
Analyzing character behaviors to discern and articulate their motives
Analyzing cause-and-effect relationships
Analyzing a portion of the passage to discern its tone in context
Applying knowledge of situational irony to the passage
Isolating a false statement from accurate details
Writing with clarity, logic, and precision
Citing textual evidence in support of claims
Help high school students go beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 1, of William Shakespeare’s King Lear. Delivered in 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 context
Verify interpretations of language using reference materials
Explore nuances in words with similar meanings
Describe tone in context
Consider the greater significance of given details
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including alliteration and situational irony
Conduct brief research on mythological and historical subjects
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 4, 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
Describe the tone of dialogue in context
Explore how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, juxtaposition, 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 analyze how Doris Lessing used figurative language (simile), alliteration, descriptive language, and characterization to develop a compelling narrative and a mature, emotionally intelligent protagonist in “Through the Tunnel.” Delivered in Word Document and PDF formats, 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 is included.
Help high school students go beyond general reading comprehension and facilitate analysis of Shakespeare’s craft with this close reading worksheet covering Act 2, scene 1, of The Tempest. An 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
Define words and phrases as they are used in the text
Verify interpretations of language using reference materials as needed
Discern the intended effects of the author’s word choices and narrative techniques
Describe the tone of a particular excerpt
Explore how complex characters think, behave, interact, and develop
Compare two characters (Antonio and Sebastian)
Apply knowledge of literary devices with emphasis on situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Shakespearean drama with clarity, accuracy, and precision
Come to class better prepared to discuss dramatic works
Extend comprehension and support the development of close reading skills for high school with this worksheet composed of analytical questions on chapters 1 through 3 of Frankenstein by Mary Shelley. With this resource, teachers can save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain chapters are included. Materials are delivered in printable Word Document and PDF formats. More specifically, students will be able to:
Articulate what the text states explicitly and implicitly
Write with clarity, logic, and precision
Cite relevant textual evidence in support of claims
Explore character motivations
Apply knowledge of literary devices including metaphor, simile, allusion, and personification
Articulate the author’s intended effect of figurative language
Discern the primary function of chapters one through three
Examine relationships between complex characters
Articulate Victor Frankenstein’s epiphany in a given passage
Analyze the importance of Victor’s epiphany
Articulate cause-and-effect relationships
Make logical inferences about character modes of thinking
Analyze how a given paragraph contributes to character development
Go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet to complement chapter 1 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
Discern the intended effects of the author’s narrative techniques with emphasis on how setting influences mood
Determine the function of a given paragraph
Consider the greater significance of given details
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices with emphasis on foreshadowing and situational irony
Support claims and inferences with sound reasoning and relevant evidence
Write about Gothic literature with clarity, accuracy, 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 1, 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.
More specifically, questions pertain to the following:
Analyzing the phrase “He comes to bad intent” for meaning.
Analyzing the phrase “Come, sir, I am for you” for meaning and synthesizing it with knowledge of Iago’s characterization.
Analyzing text for meaning: why Othello claims that Brabantio is worthy of respect.
Analyzing text to determine character motivations (why Brabantio thinks Othello is a thief).
Analyzing text to isolate true statements from unfounded statements.
Locating textual evidence and annotating text to make comprehension visible: identifying all references to supernatural forces and all indications of Brabantio’s prejudiced mentality.
Paraphrasing dialogue.
Go beyond reading comprehension and support the development of close reading analysis skills for high school with this set of rigorous questions on chapter 8 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 (simile, onomatopoeia, situational irony, and more)
Analyze a given passage to identify which of Jack’s character traits are highlighted
Analyze a given passage to identify which literary theme is most dominant in context
Articulate the significance of given descriptive details in terms of character and plot development
Analyze the author’s craft to identify the technique used to maximize shock value
Isolate a passage that reflects the conflict between primal impulses and the conditioning of civil society
Conduct brief research on the Greek myth of Prometheus and draw literary parallels between it and Lord of the Flies
Write with clarity and precision
This 33-slide PowerPoint presentation introduces your students to the key characters in The Hobbit by J.R.R. Tolkien. I created this PowerPoint as a means of previewing the novel with my high school students, offering them context on character traits, relationships, conflicts, and development over the course of the novel.
The following are covered:
Bilbo Baggins.
♦ Modest nature
♦ Appreciation for the simple things
♦ His reluctance and obligation to help
♦ His role along the journey
♦ His brushes with adversity
♦ His sense of justice
♦ His dynamic character
♦ And more
Gandalf.
♦ His noteworthy character traits
♦ The mentor archetype
♦ And more
Thorin Oakenshield.
♦ His leadership
♦ His bravery and his pretentiousness
♦ His family background
♦ His classification as a foil to Bilbo
♦ His fatal flaws
Dwalin.
♦ General character details (e.g., family ties)
Balin.
♦ General character details (e.g., his acceptance of Bilbo)
Gloin.
♦ General character details (e.g., his skepticism of Bilbo)
Oin.
♦ General character details (e.g., family ties)
Dori.
♦ General character details (e.g., his strength)
Nori.
♦ General character details (e.g., his appearance)
Ori.
♦ General character details (e.g., his musical talent)
Kili & Fili.
♦ General character details (e.g., their youth)
Bombur.
♦ General character details (e.g., his laziness)
Bifur.
♦ General character details (e.g., family ties)
Bofur.
♦ General character details (e.g., family ties)
Gollum.
♦ His home
♦ His miserable disposition
♦ His interests and talents
♦ His significant loss
Smaug.
♦ His greediness
♦ His vengefulness
♦ His appearance
♦ His symbolism
♦ The cultural perspective on dragons
Elrond.
♦ The Last Homely House
♦ His special, helpful traits
♦ His graciousness
♦ Foreshadowing
Beorn.
♦ His personality traits
♦ His special skills
♦ His discomfort toward visitors
♦ His pursuit of justice
♦ His help given to the adventurers
♦ And more
Bard of Esgaroth.
♦ His tremendous talent
♦ His honorable nature
♦ His leadership
♦ His response to tragedy
♦ His sense of fairness and justice
The Elvenking.
♦ His suspicion of strangers
♦ His weakness
♦ His crucial role late in the novel