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.
“Desiree’s Baby” by Kate Chopin is an example of historical fiction that, when integrated into the English Language Arts classroom, complements American History curricula, as the plot precedes the Civil War and addresses the issue of how race and ethnicity affect one’s life experiences in the South. With this worksheet composed of challenging, text-dependent questions, teachers will help students extend beyond general reading comprehension, exercise close reading analysis skills, and save valuable time at home without sacrificing rigor in the classroom. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will do the following:
Articulate what is stated in the text explicitly and implicitly
Analyze how complex characters think, interact, and behave
Explore character motivations and intentions
Apply knowledge of literary devices including irony and foreshadowing
Analyze the author’s craft, determining how figurative language contributes to storytelling and character development
Articulate point of view
Make logical inferences about the psychological states of characters
Cite textual evidence in support of claims
Write ideas with clarity, accuracy, and precision
“Desiree’s Baby” by Kate Chopin is an example of historical fiction that, when integrated into the English Language Arts classroom, complements American History curricula, as the plot precedes the Civil War and addresses the issue of how race and ethnicity affect one’s life experiences in the South. With this multiple choice quiz covering the short story, teachers will be able to evaluate general reading comprehension, promote homework accountability, and save valuable time at home without sacrificing quality in the classroom. An answer key and copy of the public domain narrative are included. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following aspects of plot:
Setting
How Désirée came to be part of the Valmonde family
Armand’s initial attitude toward marrying Désirée
Madame Valmonde’s reaction to the sight of the baby
How Armand’s treatment of others changes after the birth of his child
Désirée’s observations of the plantation visitors
Désirée’s demands of her husband
Madame Valmonde’s response to a letter from Désirée
The final interaction between Armand and Désirée
Désirée’s final action in the story
The fate of Désirée’s belongings
Armand’s surprising discovery
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 20 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Clarify a character’s remarks
Consider historical context in relation to the plot
Consider cause-and-effect relationships
Explore how complex characters think, behave, interact, and develop
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 10, 11, and 12 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Granma’s concern about California
Granpa’s intentions upon getting to California
The family pawning their possessions
The purpose of a family meeting
The activities following the family meeting
Muley Graves bidding goodbye
Granpa’s surprising reaction to departing
The method of halting a protest
Farmers’ worries about transportation and travel
The narrator’s assessment of corporate farmers
Treatment of farmers and their observations on a typical journey west
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 1, 2, and 3 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Historical context
Setting
Environmental conditions
Tom Joad’s 4-year stay
Tom Joad’s conviction
The interaction between Tom Joad and the driver
Tom Joad’s irritability
Workers vs. owners
The incident with the turtle
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 3 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Discern the intended effect of the author’s phrasing upon the reader
Define words and phrases as they are used in the text
Choose the most appropriate synonym to replace a word or phrase without changing the excerpt’s fundamental meaning
Demonstrate knowledge of comma and punctuation rules, especially as they apply to writing dialogue
Explore how complex characters think, behave, interact, and develop
Determine the tone of a given excerpt
Apply knowledge of literary devices including personification, hyperbole, allusion, alliteration, oxymoron, dramatic irony, and situational irony
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 2 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Discern the greater significance of a given detail
Explore how complex characters think, behave, interact, and develop
Examine Miss Caroline’s relationship to the town of Maycomb
Explore cause-and-effect relationships
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 1 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Discern the intended effect of figurative language in context
Analyze how the author’s word choices create certain effects such as mystery or suspense
Determine the greater significance of a given detail
Explore how complex characters think, behave, interact, and develop
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 11 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Discern the most accurate interpretation of Mrs. Dubose’s criticisms of Atticus
Discern the most accurate interpretation of Mrs. Dubose’s criticisms of the Finch family more broadly
Analyze the author’s craft to draw a logical inference about Jem’s internal state
Apply knowledge of situational irony to the text
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Identify what the text says both explicitly and implicitly about Jessie
Isolate factual statements from false statements
Draw personal connections to Jem, using logical reasoning to make inferences about his concerns
Argue whether Jem feels guilty for his treatment of Scout
Cite relevant textual evidence in support of claims
Write with clarity, logic, and precision
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 9 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text says explicitly as well as implicitly about Scout’s behavior
Identify what the text says explicitly as well as implicitly about Atticus’s reasoning for not using offensive language
Analyze Scout’s motivations for faking illness
Isolate factual statements from false statements
Identify the context for a particular excerpt
Analyze a character’s dialogue to infer intent
Apply knowledge of metaphorical language to the text
Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 28, 29, and 30 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
The Joads’ financial situation
Ruthie’s fight and revelation
Tom’s reflective thoughts
Tom’s significant decision
Al and Agnes’s decision to get married
Horrendous weather conditions
How to men may remain strong according to the women
The need to build an embankment
Rose of Sharon’s stillborn child
Rose of Sharon’s role in trying to save a dying man
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 13, 14, and 15 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
The family driver
Ma Joad’s perspective on the future
Al’s conflict with a gas station attendant
An incident involving the family dog
The family’s reaction to Oklahoma City
The Wilsons’ background
Sudden death of a family member
The influx of farmers posing a perceived threat to citizens of western states
Truckers and the coffee shop
A request of Mae
A shift in Mae’s reaction to patrons of the coffee shop
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 16, 17, and 18 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Ma’s reaction to Rose of Sharon’s news
An engine issue with the Wilsons’ vehicle
Ma’s disagreement with Tom and Casy’s decision
Spending the night at a roadside camp
Conditions for migrant farmers in California
The creation of larger migrant family communities
A degrading term for migrant families
Noah’s life-changing decision
A gravely ill character
Agricultural inspectors stopping the family
Sad news shared with the family
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 22, 23, and 24 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Life in the government-sponsored camp
The generosity of Timothy and Wilkie Wallace
The demands of the Farmers’ Association
“Red agitators”
The Farmers’ Association’s plan to cause trouble
Mrs. Sandy’s scary warning to Rose of Sharon
Ma’s feelings of sadness and loss
Ezra Huston’s big responsibility
The mountain men of Akron, Ohio
The “turkey shoot”
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 19, 20, and 21 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
California’s history
American squatters’ sense of entitlement to land
The perceived threat of the Okies
Granma’s body
Hoovervilles
The characterization of Floyd Knowles
The reason for an employment “blacklist”
A mistake Connie thinks he and Rose of Sharon made
The arrest of Floyd Knowles
Tom tripping the police officer
Casy’s willingness to take the fall
Uncle John’s dejection
Tom’s belief the family needs to move on before more trouble erupts
An armed, angry mob
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 7, 8, and 9 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
Narration of a used car salesman
Taking advantage of departing families
Uncle Tom’s guilt
Ma and Pa Joad’s reaction to Tom’s return
Granma’s request at breakfast
Tom’s youngest brother, Al
Narration of tenant farmers
Talk of material possessions and memories of home
Pawning belongings
Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering chapters 4, 5, and 6 of The Grapes of Wrath by John Steinbeck. The assessment may double as a guided reading worksheet to facilitate active engagement with the novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following:
An encounter with Jim Casy
Jim Casy’s former profession
Jim Casy’s revelation
Jim Casy’s philosophical/religious belief
Tom’s conviction
Tom’s experience in prison
Tom’s farm
The eviction of farmers
What happened to Tom’s family
The family’s work
Where Tom and his acquaintances sleep
Incorporate more nonfiction into the English Language Arts classroom and help high school students practice their close reading analysis skills with this set of rigorous questions covering a persuasive speech delivered by Sojourner Truth. Given to the Convention of the American Equal Rights Association in 1867, the historically significant speech argues in favor of suffrage for Black women and encourages Black women to speak up for their rights in order to achieve a more just society. An answer key and copy of the public domain speech are included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will:
Articulate the function of the speech
Identify what the text states explicitly about Truth’s feelings toward slavery, Truth’s desires for all women, Truth’s reason for living a long life, and Truth’s reasoning for why men should fight alongside women for their rights
Explore cause-and-effect relationships
Explore Truth’s personal motivations
Analyze stylistic elements of Truth’s speech and evaluate its effectiveness
Make and defend logical inferences about the audience’s reception to the speech
Write ideas with clarity, accuracy, and precision
Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this plot-based, multiple choice quiz covering chapters 8 and 9 of To Kill a Mockingbird by Harper Lee. An alternate short answer version is provided for re-assessment purposes. Answer keys are included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following plot elements:
Scout’s reaction to the weather
The snowman/mudman
The house catching fire
Miss Maudie’s peculiar reaction to the house fire
The blanket wrapped around Scout
Scout’s reaction upon a disturbing discovery
Beating up Cecil Jacobs
Christmas gifts
Scout’s punishment
Atticus discussing the trial with Uncle Jack
Support the development of close reading skills with this worksheet composed of challenging questions designed to help high school students analyze chapter 4 of To Kill a Mockingbird by Harper Lee. An answer key is provided. Delivered in printable Word Document and PDF formats, these instructional materials save teachers valuable time at home without sacrificing rigor in the classroom.
This resource may 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 resource, students will do the following:
Identify what the text states explicitly and implicitly
Define words and phrases as they are used in the text
Determine the greater significance of a given detail
Examine how complex characters think, behave, interact, and develop
Apply knowledge of literary devices including metaphor, personification, allusion, and situational irony
Explore cause-and-effect relationships