As-is, this resource is envisioned as an end-of-unit assessment designed to measure students' complete understanding of the text and the skills being studied.

Phantom of the Opera is a complicated text.  I do not recommend teaching this text until at least mid-way into the instructional year or until teachers feel that students have received sufficient guidance on the foundational skills necessary for them to feel confident with this text. Because this is a work-in-translation, be aware that different editions of the text may not include the same translations, some minor characters may be missing, and chapters may be in slightly different sequences. This challenge can be easily overcome by informing students of this before they begin reading and reminding them of this each time they meet in groups to discuss the book. Provided students are aware that their classmates may not have identical wording in their books, students typically do not have major trouble with this issue.

If teachers are working with this assessment as-is, then be sure to plan the instructional unit in advance to ensure all elements of this board are addressed.  I recommend incorporating lessons on the following skills as you design your unit plan:

Literary elements: focus on allusions, characterization, including gender roles, setting, and historical context. Also ensure students have a clear understanding of theme.

Cause-and-effect

Compare/Contrast

Rhetoric and Persuasion

Literary Arguments (assertions) 

Because the list above is fairly dense, incorporating this text mid-way or later into the school year will help with planning. For example, before my students ever start reading this text, we have already covered literary elements and theme, as well as cause-and-effect and compare/contrast. These skills then become review in this unit and only the rhetoric and literary argument components represent new knowledge. 

Tic Tac Toe Assessment Board