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.
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
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
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.
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.
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
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.
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
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
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
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.
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
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
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
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
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
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.
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
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
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
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