Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.
Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear.

King Lear Test and Answer Key with Thematic Analysis Essay and Rubric

$5.00

Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear. An answer key is included, as well as a standards-based rubric for scoring a thematic essay response tied to a significant quotation ("Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides"). Materials are delivered in editable Word Document and printable PDF formats. (Alternatively, a Google Drive option is available.) A breakdown of content follows.

Part 1. Character Comprehension.

20 multiple choice questions. This section provides relevant character details. The students' task is to match the character to his or her correct description. Students are responsible for demonstrating an understanding of the following characters:

  • Cordelia

  • Goneril

  • Regan

  • King Lear

  • Edmund

  • Edgar

  • Kent

  • Albany

  • Cornwall

  • The Fool

  • Gloucester

  • Oswald

  • The King of France

  • Tom of Bedlam

Part 2. Plot Comprehension.

8 multiple choice questions. This section provides relevant details pertaining to general plot. The students' task is to select the most appropriate answer from among several stems. Students are responsible for demonstrating an understanding of the following:

  • The play's setting

  • Edmund's status as an illegitimate child and associated consequences

  • Edmund's promotion to Earl of Gloucester

  • Cornwall's torture of Gloucester

  • Edgar's philosophies on life

  • Edmund's desire to kill his father

  • King Lear's epiphany regarding power and its benefits

  • King Lear's imprisonment

Part 3. Literary Devices/Higher Order Thinking.

15 multiple choice questions. This section requires students to analyze the text for the presence of literary devices. In some cases, excerpts from the novel are given, and students are to read them closely in order to apply knowledge of literary devices to the text. Students will select the most appropriate answer among several stems. Students are responsible for demonstrating an understanding of the following:

  • Metaphor

  • Simile

  • Foreshadowing

  • Situational irony

  • Dramatic irony

  • Paradox

  • Alliteration

  • Hyperbole

  • Personification

  • Internal conflict

  • External conflict

  • Dynamic character

  • Symbolism

Part 4. Understanding the Context of Quotes & Passages.

12 matching questions. Students will match a given quotation to the most appropriate context. This will require students to recall the speaker of the quote, the recipient of the message, and the associated plot developments. Quotations referenced include:

  • “Nothing will come from nothing.” (Act 1, scene 1)

  • “I love your Majesty / According to my bond; no more no less.” (Act 1, scene 1)

  • “Let his knights have colder looks among you.” (Act 1, scene 3)

  • “Fortune, good night; smile once more; turn thy wheel!” (Act 2, scene 2)

  • “The younger rises when the old doth fall.” (Act 3, scene 3)

  • “I will have my revenge ere I depart this house.” (Act 3, scene 5)

  • “Out, vile jelly!” (Act 3, scene 7)

  • “I have no way, and therefore want no eyes; / I stumbled when I saw.” (Act 4, scene 1)

  • “Was this a face / To be opposed against the warring winds?”(Act 4, scene 7)

  • “You have some cause; they have not.”(Act 4, scene 7)

  • “Ripeness is all.” (Act 5, scene 2)

  • “My master calls me, I must not say no.” (Act 5, scene 3)

Part 5. Formal Essay Writing.

Students will analyze the development of theme related to a selected quotation: "Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides." This will be accomplished by writing a well supported essay. A Common Core-aligned rubric for evaluating the essay is included. Students will:

  • Organize the essay so that it individual ideas, when connected, create a unified whole. This involves logical organizational structure, incorporation of transitional words and phrases to facilitate reading comprehension, and integration of supporting quotations/excerpts that clearly articulate or imply purpose.

  • Choose relevant, accurate, and compelling textual evidence to support analysis of theme. This involves the selection of details that are less obvious (but no less correct) and represent close reading habits.

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. This involves applying grammar, spelling, usage, and punctuation rules consistently well.

Materials are available for teaching a variety of Shakespeare's plays:

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Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear. An answer key is included, as well as a standards-based rubric for scoring a thematic essay response tied to a significant quotation ("Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides"). Materials are delivered in editable Word Document and printable PDF formats. (Alternatively, a Google Drive option is available.) A breakdown of content follows.

Part 1. Character Comprehension.

20 multiple choice questions. This section provides relevant character details. The students' task is to match the character to his or her correct description. Students are responsible for demonstrating an understanding of the following characters:

  • Cordelia

  • Goneril

  • Regan

  • King Lear

  • Edmund

  • Edgar

  • Kent

  • Albany

  • Cornwall

  • The Fool

  • Gloucester

  • Oswald

  • The King of France

  • Tom of Bedlam

Part 2. Plot Comprehension.

8 multiple choice questions. This section provides relevant details pertaining to general plot. The students' task is to select the most appropriate answer from among several stems. Students are responsible for demonstrating an understanding of the following:

  • The play's setting

  • Edmund's status as an illegitimate child and associated consequences

  • Edmund's promotion to Earl of Gloucester

  • Cornwall's torture of Gloucester

  • Edgar's philosophies on life

  • Edmund's desire to kill his father

  • King Lear's epiphany regarding power and its benefits

  • King Lear's imprisonment

Part 3. Literary Devices/Higher Order Thinking.

15 multiple choice questions. This section requires students to analyze the text for the presence of literary devices. In some cases, excerpts from the novel are given, and students are to read them closely in order to apply knowledge of literary devices to the text. Students will select the most appropriate answer among several stems. Students are responsible for demonstrating an understanding of the following:

  • Metaphor

  • Simile

  • Foreshadowing

  • Situational irony

  • Dramatic irony

  • Paradox

  • Alliteration

  • Hyperbole

  • Personification

  • Internal conflict

  • External conflict

  • Dynamic character

  • Symbolism

Part 4. Understanding the Context of Quotes & Passages.

12 matching questions. Students will match a given quotation to the most appropriate context. This will require students to recall the speaker of the quote, the recipient of the message, and the associated plot developments. Quotations referenced include:

  • “Nothing will come from nothing.” (Act 1, scene 1)

  • “I love your Majesty / According to my bond; no more no less.” (Act 1, scene 1)

  • “Let his knights have colder looks among you.” (Act 1, scene 3)

  • “Fortune, good night; smile once more; turn thy wheel!” (Act 2, scene 2)

  • “The younger rises when the old doth fall.” (Act 3, scene 3)

  • “I will have my revenge ere I depart this house.” (Act 3, scene 5)

  • “Out, vile jelly!” (Act 3, scene 7)

  • “I have no way, and therefore want no eyes; / I stumbled when I saw.” (Act 4, scene 1)

  • “Was this a face / To be opposed against the warring winds?”(Act 4, scene 7)

  • “You have some cause; they have not.”(Act 4, scene 7)

  • “Ripeness is all.” (Act 5, scene 2)

  • “My master calls me, I must not say no.” (Act 5, scene 3)

Part 5. Formal Essay Writing.

Students will analyze the development of theme related to a selected quotation: "Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides." This will be accomplished by writing a well supported essay. A Common Core-aligned rubric for evaluating the essay is included. Students will:

  • Organize the essay so that it individual ideas, when connected, create a unified whole. This involves logical organizational structure, incorporation of transitional words and phrases to facilitate reading comprehension, and integration of supporting quotations/excerpts that clearly articulate or imply purpose.

  • Choose relevant, accurate, and compelling textual evidence to support analysis of theme. This involves the selection of details that are less obvious (but no less correct) and represent close reading habits.

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. This involves applying grammar, spelling, usage, and punctuation rules consistently well.

Materials are available for teaching a variety of Shakespeare's plays:

Eliminate assessment planning responsibilities and evaluate high school students' knowledge of plot and literary craft with this summative test covering William Shakespeare's tragedy King Lear. An answer key is included, as well as a standards-based rubric for scoring a thematic essay response tied to a significant quotation ("Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides"). Materials are delivered in editable Word Document and printable PDF formats. (Alternatively, a Google Drive option is available.) A breakdown of content follows.

Part 1. Character Comprehension.

20 multiple choice questions. This section provides relevant character details. The students' task is to match the character to his or her correct description. Students are responsible for demonstrating an understanding of the following characters:

  • Cordelia

  • Goneril

  • Regan

  • King Lear

  • Edmund

  • Edgar

  • Kent

  • Albany

  • Cornwall

  • The Fool

  • Gloucester

  • Oswald

  • The King of France

  • Tom of Bedlam

Part 2. Plot Comprehension.

8 multiple choice questions. This section provides relevant details pertaining to general plot. The students' task is to select the most appropriate answer from among several stems. Students are responsible for demonstrating an understanding of the following:

  • The play's setting

  • Edmund's status as an illegitimate child and associated consequences

  • Edmund's promotion to Earl of Gloucester

  • Cornwall's torture of Gloucester

  • Edgar's philosophies on life

  • Edmund's desire to kill his father

  • King Lear's epiphany regarding power and its benefits

  • King Lear's imprisonment

Part 3. Literary Devices/Higher Order Thinking.

15 multiple choice questions. This section requires students to analyze the text for the presence of literary devices. In some cases, excerpts from the novel are given, and students are to read them closely in order to apply knowledge of literary devices to the text. Students will select the most appropriate answer among several stems. Students are responsible for demonstrating an understanding of the following:

  • Metaphor

  • Simile

  • Foreshadowing

  • Situational irony

  • Dramatic irony

  • Paradox

  • Alliteration

  • Hyperbole

  • Personification

  • Internal conflict

  • External conflict

  • Dynamic character

  • Symbolism

Part 4. Understanding the Context of Quotes & Passages.

12 matching questions. Students will match a given quotation to the most appropriate context. This will require students to recall the speaker of the quote, the recipient of the message, and the associated plot developments. Quotations referenced include:

  • “Nothing will come from nothing.” (Act 1, scene 1)

  • “I love your Majesty / According to my bond; no more no less.” (Act 1, scene 1)

  • “Let his knights have colder looks among you.” (Act 1, scene 3)

  • “Fortune, good night; smile once more; turn thy wheel!” (Act 2, scene 2)

  • “The younger rises when the old doth fall.” (Act 3, scene 3)

  • “I will have my revenge ere I depart this house.” (Act 3, scene 5)

  • “Out, vile jelly!” (Act 3, scene 7)

  • “I have no way, and therefore want no eyes; / I stumbled when I saw.” (Act 4, scene 1)

  • “Was this a face / To be opposed against the warring winds?”(Act 4, scene 7)

  • “You have some cause; they have not.”(Act 4, scene 7)

  • “Ripeness is all.” (Act 5, scene 2)

  • “My master calls me, I must not say no.” (Act 5, scene 3)

Part 5. Formal Essay Writing.

Students will analyze the development of theme related to a selected quotation: "Time shall unfold what plighted cunning hides, / Who covers faults at last with shame derides." This will be accomplished by writing a well supported essay. A Common Core-aligned rubric for evaluating the essay is included. Students will:

  • Organize the essay so that it individual ideas, when connected, create a unified whole. This involves logical organizational structure, incorporation of transitional words and phrases to facilitate reading comprehension, and integration of supporting quotations/excerpts that clearly articulate or imply purpose.

  • Choose relevant, accurate, and compelling textual evidence to support analysis of theme. This involves the selection of details that are less obvious (but no less correct) and represent close reading habits.

  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. This involves applying grammar, spelling, usage, and punctuation rules consistently well.

Materials are available for teaching a variety of Shakespeare's plays:

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