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Inquiring Mind of the English Teacher Kind

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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.

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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.
Grammar Worksheet on Word Usage Errors
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Grammar Worksheet on Word Usage Errors

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This grammar-based resource covers 30 common word usage errors in high school writing and speaking. It is designed to help students recognize and apply standard usage principles in formal communications. This resource is recommended for high school students enrolled in composition classes emphasizing foundational writing skills. An answer key is included. Usage principles covered include the following: ♦ accept vs. except ♦ advice vs. advise ♦ affect vs. effect ♦ all ready vs. already ♦ all right vs. alright ♦ all together vs. altogether ♦ allusion vs. illusion ♦ among vs. between ♦ amount vs. number ♦ anyway vs. anyways ♦ being as/that vs. since ♦ beside vs. besides ♦ could/would/should have vs. could/would/should of ♦ couldn’t care less vs. could care less ♦ each other vs. one another ♦ enthusiastic vs. enthused ♦ farther vs. fewer ♦ fewer vs. less ♦ good vs. well ♦ imply vs. infer ♦ in vs. into ♦ its vs. it’s ♦ lay vs. lie ♦ lose vs. loose ♦ principal vs. principle ♦ regardless vs. irregardless ♦ supposedly vs. supposably ♦ than vs. then ♦ who vs. whom ♦ whose vs. who’s
Twelfth Night Close Reading Worksheet - Act 1, Scene 1
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Twelfth Night Close Reading Worksheet - Act 1, Scene 1

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Support the development of close reading skills for high school and college with this set of analysis questions on Shakespeare’s comedy Twelfth Night (Act 1, scene 1). 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 preparing for standardized testing scenarios. An answer key is included. Materials are delivered as 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, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By engaging in this exercise, students will: Discern the intended effect of Shakespeare’s figurative language in the context of a passage Explore cause-and-effect relationships Use context clues to draw reasonable inferences about Orsino Apply knowledge of various literary devices including metaphor, hyperbole, and sibilance Define complex vocabulary in the context of a passage Use context clues to determine which descriptor best applies to Orsino Determine the primary function of Valentine’s dialogue Compare and contrast Orsino and Olivia
Grammar Worksheet on Gerunds, Participles, and Infinitives
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Grammar Worksheet on Gerunds, Participles, and Infinitives

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This formative grammar worksheet helps students understand how to use verbals (gerunds, participles, and infinitives). Featuring 60 opportunities to practice application of knowledge, this editable resource is recommended for middle and high school students enrolled in composition classes emphasizing rudimentary writing skills. An answer key is included.
Othello Act 1 Scene 3 Close Reading Worksheet
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Othello Act 1 Scene 3 Close Reading Worksheet

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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.
Macbeth Act 1 Quiz and Answer Key
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Macbeth Act 1 Quiz and Answer Key

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Promote homework accountability and measure general reading comprehension with this quiz on Act 1 of Macbeth 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 opening scene Characterization of Norway’s king The fate of the Thane of Cawdor Macbeth’s new title The witches’ prophecy Banquo’s presence The news Malcolm shares with his father King Duncan’s declared successor Lady Macbeth’s concerns about her husband Lady Macbeth’s ambition Lady Macbeth’s influence on her husband Details concerning the plot to kill King Duncan
"To Build a Fire" by Jack London - Introductory PowerPoint Presentation
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"To Build a Fire" by Jack London - Introductory PowerPoint Presentation

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This 18-slide introductory PowerPoint was designed to facilitate class discussion and promote reading comprehension. Key concepts covered in this PowerPoint include the following: - Setting, with associated visuals and textual references - Autobiographical parallel - Characterization of the nameless protagonist and his dog, with relevant textual references - A sequence of key plot points - Several analytical questions for discussion, with an emphasis on author's intent, symbolism, and characterization.
Romeo & Juliet Comprehension Quiz - Act 1
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Romeo & Juliet Comprehension Quiz - Act 1

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Conveniently measure general reading comprehension and hold students accountable for Act 1 of Shakespeare’s Romeo and Juliet with this quiz. This resource is delivered in Word Document and PDF formats. An answer key is included. Specifically, this quiz covers the following key plot details and concepts: The purpose of a chorus A character known as a peace-maker The reason for street-fighting in Verona Prince Escalus’s declaration Romeo’s cause for sadness Lord Capulet’s attitude toward marrying off Juliet Benvolio’s encouragement (to Romeo) Juliet’s attitude toward marriage Mercutio’s treatment of Romeo A foreshadowing fear Tybalt’s temperament Lord Capulet’s reaction to Romeo’s presence at the party The revelation of Juliet’s true identity
Hamlet Act 1 Scene 2 Close Reading Worksheet
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Hamlet Act 1 Scene 2 Close Reading Worksheet

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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 Hamlet. With a focus on Act 1, scene 2, this resource saves teachers valuable time at home without sacrificing rigor in the classroom. 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: Citing textual evidence in support of a claim Analyzing character behaviors to draw logical inferences about character development and motivations Applying knowledge of figurative language and articulating rational interpretations Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect Analyzing an excerpt to discern tone in context
1984 Book 1 Chapter 5 Close Reading Worksheet
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1984 Book 1 Chapter 5 Close Reading Worksheet

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Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the character of Syme from Book 1, chapter 5, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs. This resource may facilitate 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 this resource, students will: Analyze the Party’s behaviors to discern and articulate the Party’s motivations Make logical inferences about the Party’s reasoning for restricting access to razor blades Define complex words and phrases in context, taking into consideration both denotative meanings and connotative associations Analyze a brief portion of the passage to discern which literary device the author incorporates Identify textual evidence in support of the claim that Syme and Winston have grown desensitized to the brutalities of the Party Identify textual evidence in support of the claim that Syme is described like an animal Analyze why the author may have chosen to describe Syme in an animal-like manner Analyze a brief portion of the passage, which features scare quotes, to discern the author’s intent Write with clarity and precision
Analyzing the Craft of Grimms' "Snow White" - Worksheet
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Analyzing the Craft of Grimms' "Snow White" - Worksheet

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Help high school students develop a greater understanding of how the Brothers Grimm used characterization, description, and various literary devices including metaphor and simile to establish a mood in “Snow White and the Seven Dwarfs” that is consistent with the conventions of fairy tale writing. This resource, which is delivered in Word Doc and PDF formats, 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.
Frankenstein Close Reading Worksheet on Letters 1-4
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Frankenstein Close Reading Worksheet on Letters 1-4

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Support the development of high school close reading skills and analysis of Mary Shelley’s Frankenstein (Walton’s letters preceding the first chapter). A variety of high-order question types facilitates the process of analyzing character motivations, applying knowledge of literary devices, making logical inferences, articulating ideas in writing with clarity and precision, and supporting claims with relevant textual evidence. 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. 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource helps prepare students for ACT reading question types (vocabulary-in-context questions, author’s voice and method questions, main idea questions, and detail questions). 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 Articulate Walton’s professional objective(s) Apply knowledge of literary devices including metaphor, assonance, situational irony, and hyperbole Discern the function of a given excerpt Articulate cause-and-effect relationships Infer with which statement Walton is most likely to agree Define complex words and phrases in context Verify interpretations of language using reference materials as needed Analyze how the author’s craft contributes to the development of mood Discern subtle and more obvious distinctions among adjectives
"Dr. Heidegger's Experiment" Close Reading
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"Dr. Heidegger's Experiment" Close Reading

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Support the development of close reading skills for high school with this set of analysis questions on Nathaniel Hawthorne’s short story “Doctor Heidegger’s Experiment.” A variety of question types challenges students to engage in high order thinking and prepares them for standardized testing scenarios: vocabulary-in-context questions, author’s voice and method questions, main idea questions, and detail questions. An answer key and copy of the public domain narrative are included. Materials are delivered in a zip file as both Word Documents and PDFs. With an estimated Lexile Measure of 1300-1400, this text and its corresponding active reading exercise are appropriate additions to a high school short story unit, especially at the 11th and 12th grade levels. 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 activity, secondary students will demonstrate the following: An ability to define complex words and phrases in context An ability to analyze the text for literary devices such as foreshadowing and symbolism An ability to draw reasonable inferences about characters in context An ability to analyze and articulate character motivations An ability to analyze the author’s craft and articulate the significance of given details An ability to find and articulate relevant textual details in support of a claim An ability to articulate what the text indicates both explicitly and implicitly and provide textual evidence in support of answers An ability to write with clarity and precision
1984 Book 1 Chapter 2 Close Reading Worksheet
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1984 Book 1 Chapter 2 Close Reading Worksheet

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Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze George Orwell’s dystopian novel 1984. Featuring a brief passage about the Parsons family from Book 1, chapter 2, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. An answer key is provided. Materials are delivered as printable Word Documents and PDFs. This resource may facilitate 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 this resource, students will: Apply knowledge of literary devices and techniques including assonance and aposiopesis Analyze textual details to make logical inferences about character fears, behaviors, and motivations Analyze the emphasis on sports impedimenta and articulate how sporting events promote modes of thinking sanctioned by the Party Analyze how the description of setting contributes to the author’s warning on the effects of totalitarianism on the masses Define complex words and phrases in context Write with logic, clarity, and precision
The Tempest Close Reading Worksheets Bundle
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The Tempest Close Reading Worksheets Bundle

9 Resources
Support the development of close reading skills with this comprehensive bundle of worksheets composed of challenging questions designed to help high school students analyze Shakespeare’s classic drama The Tempest. With an activity for each individual scene, this bundle saves teachers valuable time without sacrificing academic rigor. All materials are delivered as printable PDFs and Word Documents. Answer keys are provided. Students will be able to do the following: 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 Apply knowledge of literary devices with emphasis on hyperbole Articulate the responsibilities of a boatswain Cite textual evidence in support of the claim that the king’s loyalists are arrogant Define complex words or phrases in context Verify interpretations using reference materials including a dictionary or thesaurus Identify what dialogue reveals about characterization Articulate why Gonzalo is less concerned about dying than others onboard the ship Analyze Gonzalo’s dialogue to discern his philosophical perspective on life Articulate how Nature influences class systems based on this scene Articulate what Miranda and the audience (or readers) have in common Analyze what is revealed about Miranda through her interactions with Prospero Demonstrate knowledge of Prospero’s emotional state as it relates to his past with Antonio Analyze what is revealed about Gonzalo’s psychological state through his actions Articulate a primary function of a given excerpt Articulate why Gonzalo’s bringing up Claribel is a mistake Identify what Alonso believes is the cause of his misfortune Articulate Gonzalo’s opinion of what constitutes an ideal society Articulate what Caliban assumes about the reason for Trinculo’s appearance Identify the means by which Stephano and Trinculo derive some of their courage Articulate the conditions under which Caliban will revere Stephano and Trinculo Articulate how Stephano came into possession of a cask of wine Articulate how Caliban entices Stefano to participate in his plot Articulate how Ariel complicates matters for Trinculo specifically Determine the part of speech of a given word in context Articulate what causes Stefano and Trinculo to be afraid Analyze how Antonio and Sebastian demonstrate cowardliness Identify textual details that contribute to the surreal tone of the scene 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 Analyze Shakespeare’s craft to discern and explain how humor is incorporated into the scene And more
The Great Gatsby Quiz - Chapter 4
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The Great Gatsby Quiz - Chapter 4

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Measure general reading comprehension on chapter 4 of The Great Gatsby by F. Scott Fitzgerald with this set of two quizzes: a multiple choice and short answer option. Answer keys are provided. Materials are delivered as printable Word Documents and PDFs. Questions on this quiz pertain to the following key details: The purpose of Nick’s list The apparent inconsistencies in Gatsby’s autobiography Gatsby’s proof to assuage Nick’s skepticism Gatsby’s interaction with a police officer Meyer Wolfshiem’s questionable background Nick’s new assumption concerning Gatsby’s wealth Gatsby’s motive to move into his West Egg mansion A revelation concerning the green light across the water A request Gatsby makes of Jordan
Romeo & Juliet Close Reading Worksheet - Act 3, Scene 5
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Romeo & Juliet Close Reading Worksheet - Act 3, Scene 5

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Promote high school close reading skills and analysis of Shakespeare’s Romeo and Juliet with this worksheet on Act 3, scene 5, with emphasis on on Juliet’s shift in intent with regard to Romeo’s imminent banishment. By engaging in this exercise, students will make engagement with the text visible through annotations, justify claims by locating textual evidence and applying logic, analyze character motivations and development, explore complex vocabulary and discern meaning from unfamiliar phrasing, and more. 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. More specifically, this item covers the following: Analyzing character: Determining Juliet’s intent; determining Romeo’s intent. Discerning meaning in unfamiliar or challenging phrasing: “a herald of the morn.” Using context to discern meaning in unfamiliar or challenging words: jocund; division. Determining tone in an excerpt: Romeo’s defiance. Isolating accurate statements from inaccurate statements. Analyzing symbolism and using evidence/reasoning to support claims: the recurring motif of darkness.
Othello Act 2 Scene 3 Close Reading Worksheet
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Othello Act 2 Scene 3 Close Reading Worksheet

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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 2, scene 3, this resource saves teachers valuable time at home without sacrificing academic rigor in the classroom. 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. By completing this exercise, students will: Discern the meaning of complex words and phrases in context Analyze the author’s craft, with emphasis on the effect of archaic vocabulary Explore character motivations Apply knowledge of figurative language Make logical inferences in context
Othello Act 3 Scene 4 Close Reading Worksheet
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Othello Act 3 Scene 4 Close Reading Worksheet

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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 Othello’s suspicions of Desdemona in Act 3, scene 4, 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. By completing this exercise, students will: Explore character motivations Discern the tone of a given excerpt Make logical inferences in context Discern the meaning of complex words and phrases in context Paraphrase Shakespearean language Isolate a falsehood from factual statements about plot Articulate the significance of a given detail Write with clarity and precision
"Dr. Heidegger's Experiment" by Nathaniel Hawthorne Resource Bundle
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"Dr. Heidegger's Experiment" by Nathaniel Hawthorne Resource Bundle

2 Resources
With this printable bundle of high school resources for teaching “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne, educators will measure reading comprehension with a multiple choice quiz on character and plot and support high-order thinking with a set of close reading analysis questions. A copy of the public domain short story and answer keys 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 engaging with these resources, students will demonstrate the following: An ability to define complex words and phrases in context An ability to analyze the text for literary devices such as foreshadowing and symbolism An ability to draw reasonable inferences about characters in context An ability to analyze and articulate character motivations An ability to analyze the author’s craft and articulate the significance of given details An ability to find and articulate relevant textual details in support of a claim An ability to articulate what the text indicates both explicitly and implicitly and provide textual evidence in support of answers An ability to write with clarity and precision
The Great Gatsby Quiz - Chapter 9
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The Great Gatsby Quiz - Chapter 9

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Measure general reading comprehension on chapter 9 of The Great Gatsby by F. Scott Fitzgerald with this set of two quizzes: a multiple choice and short answer option. Answer keys are provided. Materials are delivered as printable Word Documents and PDFs. Questions on this quiz pertain to the following key details: Underwhelming attendance at Gatsby’s funeral An unexpected telegram Henry Gatsby’s discovery of his son’s death Young Gatsby’s self-improvement plan A brief conversation with Klipspringer Nick’s decision to move back to the Midwest Nick and Jordan’s breakup An encounter with Tom Tom’s feelings concerning Gatsby’s death Nick’s character assessment of Tom and Daisy Nick’s analysis of people’s dreams