Pre-IB English One Summer Assignment
Purchase a copy of To Kill a Mockingbird by Harper Lee
The two components to the summer journal are as follows:
 Completion of the reading comprehension questions for all chapters
 Completion of the Dialectal Journal Assignment for the specified chapters
Both components should be recorded in your summer journal, a composition style or single subject notebook is
suggested. Comprehension questions may be pasted or taped in the journal, or re-written.
Chapter 1
1. What do you learn about what Jem valued from the first paragraph describing his injury?
2. What was significant about Atticus leaving Finch’s Landing as a young man? (What
stands out about his leaving?)
3. What happened to Atticus’ first two clients (in his law practice)?
4. How large an area did Jem and Scout have to roam freely? (What were their boundaries?)
5. What was called Maycomb’s “principal recreation”?
6. Name two habits of the Radleys that were considered very bad, unforgivable in Maycomb.
7. What did Arthur (Boo) Radley do to get locked up in the courthouse basement?
8. As far as Jem and Scout could see, what was the only difference between old Mr. Radley (Boo’s
father) and his son Nathan (Boo’s brother)?
9. According to Jem, what did both Mr. Radley and his son do for a living?
10. How did Scout know for sure that Jem was afraid to go up to the Radley house on a dare?
11. What is the function of relating the Finch family history at the outset of the novel?
12. What techniques are used to establish a feeling of mystery in the first chapter?
13. Explain the manner of narration.
14. Cite details establishing the setting of the novel.
15. What attitudes seem prevalent as a result of elements of setting?
16. Contrast Dill’s family situation with the Finches.
Chapter 2
1. What rule did Jem give Scout about how to act at school as a first grader with him, who was a fifth
grader?
2. What did Scout say the reason was for the first graders to get restless during the story of the cat
family?
3. Why did the teacher, Miss Caroline, say that Atticus shouldn’t be teaching Scout to read?
4. Why did Walter Cunningham refuse lunch money from the teacher?
5. What did holding out one’s hand to another person mean to Scout?
6. What satirical points are being made about education through Scout’s experience in school?
7. Why does Scout explain Walter Cunningham’s situation to Miss Caroline?
Chapter 3
1. What lesson did Scout learn when Walter Cunningham ate lunch with the Finch family?
2. Which first grader helped Miss Caroline in the incident involving the “cootie”?
3. Which first grader came to school only on the first day and then left for the rest of the year?
4. What reason did Atticus give Scout for why the Ewell children did not go to school?
5. What compromise did Scout and Atticus reach concerning school and reading?
6. Cite examples of contrast in Jem and Scout.
7. Contrast Burris Ewell with the other children. What is the reason for the description?
8. What is the thematic significance of the advice Atticus gives to Scout?
Chapter 4
1. How was Scout able to find the gum?
2. What was the neighborhood opinion of Mrs. Dubose?
3. What did Jem and Scout decide to do with the coins they found in the Radley tre…
4. What was the reason Scout figured that Jem had rolled her so hard in the tire?
5. Whose idea was it to act out a play about Boo Radley?
6. What were the two reasons Scout decided to quit playing in the Boo Radley drama?
7. What is learned about Jem and Scout from their diverse reaction to the pennies in the knot-hole?
8. What characteristics of children in general are revealed through the Boo Radley… Why doesn’t
Scout enjoy the games as much as the boys do?
Chapter 5
1. Who is Miss Maudie Atkinson? What function does she serve in the novel?
Chapter 6
1. What is the significance of Jem’s decision to make a lone, nocturnal return to the Radley place?
2. What is the significant outcome of the return?
3. What is significant about the town’s conclusion regarding the disturbance at the Radley place?
4. Who was the shadow?
Chapter 7
1. What gifts did the children find in the knot-hole?
2. What had Jem discovered when he returned to the fence?
3. What happens to the knot-hole? Why?
4. Why is it significant that Jem has been crying?
Chapter 8
1. Who died? Of what cause?
2. What happened when Scout thought “the world’s ending”?
3. Who did the children’s snow figures look like?
4. Who is Eula May?
5. How do people react to the fire at Miss Maudie’s house?
6. What characteristics does Miss Maudie show following the fire?
7. What strange occurrence happened to Scout at the fire?
Chapter 9
1. What reason did Atticus give for defending Tom Robinson?
2. Who is Francis?
3. Why was Rose Aylmer getting fate, according to Uncle Jack?
4. What reason did Scout give for using bad language?
5. What was in the long boxes that Uncle Jack brought for Scout and Jem?
6. Why did Scout hit Francis?
7. What did Uncle Jack mean when he said he hoped he’d never marry?
8. What can be deduced about the character of Atticus from his defense of Tom Robinson?
9. Contrast Aunt Alexandra and Atticus.
10. How does Atticus hope to prevent Jem and Scout from catching the disease of most people in
Maycomb?
Chapter 10
1. Why were Jem and Scout disappointed in their father at the beginning of the chapter?
2. What did Atticus tell Jem and Scout about shooting birds with their new air rifles?
3. What three things did Miss Maudie say Atticus could do well?
4. Who was Tim Johnson? What was wrong with him?
5. Who was the sheriff of Maycomb County?
6. Who shot Tim Johnson?
7. What old nickname for Atticus did Miss Maudie use in this chapter?
8. What reason did Miss Maudie give for why Atticus didn’t shoot much anymore?
9. What does Jem tell Scout about bragging about Atticus’ shooting? Why?
10. Explain the symbolic meaning of the mockingbird.
11. What are the effects of the chapter’s main events on Atticus, Jem, and Scout?
Chapter 11
1. Describe Mrs. Dubose.
2. How did the children get along with her?
3. What causes Jem to strike out against Mrs. Dubose?
4. What one thing doesn’t abide by majority rule?
5. What is Jem’s punishment?
6. How did Atticus explain the language that was being used against him?
7. As the nature of Mrs. Dubose’s affliction is discovered, what is learned about her character?
8. What does Jem gain from his experience with Mrs. Dubose?
9. What did she give Jem?
Chapter 12
1. What clue do you find on page 120 that Jem considers Calpurnia as part of the family?
2. What clue do you find on page 120 that Calpurnia considers Jem and Scout as part of her family?
3. What two reasons did Calpurnia give Lulu for bringing white children to her church?
4. What big difference did Jem and Scout see between Reverend Sykes’ sermon and the ones they
heard at their own church every Sunday?
5. Explain about Calpurnia “having command of two different languages.” What were they and when
did she use each?
6. What accounts for the changed relationship between Jem and Scout?
7. What insights do Jem and Scout gain from attending church with Calpurnia? Who is Zeebo?
8. How does the church help Helen Robinson?
Chapter 13
1. What relative has arrived for a visit?
2. Why has she come?
3. What was she preoccupied with?
4. What elements heighten the contrast between Atticus and Aunt Alexandra?
Chapter 14
1. Find and write three examples in this chapter of Jem considering himself to be an adult, a grown
person, compared to Scout and Dill.
2. Give two examples in this chapter of Scout showing maturity and wisdom in her conversations
with Dill.
3. What shows Scout’s feelings of security in her family, compared to Dill’s insecurity?
4. Cite examples of prejudice and lack of human understanding.
5. In what ways does Jem break the one remaining code of childhood?
Chapter 15
1. Who came to see Atticus? What were they concerned about?
2. What did Link Deas ask Sheriff Tate about?
3. What did Atticus say about the Klu Klux Klan in Maycomb?
4. Who was Mr. Underwood?
5. What fear did Jem have that he told Scout about?
6. What was unusual about Atticus’ going out that evening?
7. Where did Jem and Scout find Atticus when they followed him that night?
8. Where did the men say Sheriff Heck Tate was?
9. What did Jem do when Atticus told him to go home with Scout and Dill?
10. Who gave the signal for the gang of men to finally leave? Why?
11. Contrast the two groups of men Atticus faces.
12. Explain Jem’s reason for following Atticus to town.
13. Why does the group at the jail disperse after Scout’s talk?
Chapter 16
1. How did Atticus explain Walter Cunningham’s actions of the other night?
2. Why had Scout’s words affected Mr. Cunningham?
3. How did X Billups get his name?
4. What did the children believe Dolphus Raymond was drinking? What was their opinion of him?
5. Where do the children sit during the trial?
6. Who was the judge? Describe.
7. What was hiss interesting habit?
8. Why does Scout cry after returning home from the jail? How does Jem’s treatment of Scout show
his maturity?
9. What does Maycomb’s turnout for the trial imply about human nature?
10. Why is Scout confused after overhearing remarks about her father’s defense of Tom Robinson?
Chapter 17
1. Who was the first witness?
2. Who was the prosecutor?
3. What had the sheriff failed to do?
4. Describe Mayella’s injuries.
5. Who is the second witness?
6. How is he described?
7. Describe the Ewell place.
8. Why did Atticus … Bob Ewell to write his name?
9. What does Atticus attempt to establish through Heck Tate’s testimony?
Chapter 18
1. Who is the next witness?
2. Why did Mayella say she asked Tom into the yard?
3. What did Mayella feel Atticus was doing? Why?
4. What was revealed when Tom stood up?
5. How had Tom received this injury?
6. How many witnesses did Atticus have?
Chapter 19
1. Why did Tom say he had come into the Ewell yard?
2. Who did Scout consider to be the loneliest person in the world?
3. Why did he say they went into the house?
4. Where were the children?
5. Why did Tom run?
6. How did Mr. Gilmer humiliate Tom during the cross examination?
7. What tragic racial situation is illustrated in this chapter? How does it apply to the theme?
8. Why is it significant that Dill should be the one to get sick in the courtroom?
Chapter 20
1. What did the children discover about Dolphus Raymond?
2. What did Atticus feel about Mayella?
3. What did Atticus do that he had never done before?
4. Where is the one pace men are considered equal?
5. What thematically related insights do Scout and Dill receive outside the courtroom?
6. In reference to Dill, what pessimistic note does Dolphus Raymond cast? What is the target of
Atticus’ final plea?
Chapter 21
1. Who is Calpurnia looking for? Who knows where they area? Where are they?
2. How did Jem feel about the anticipated outcome?
3. How does Scout know the verdict before it is read? What is the broader implication of the jury’s
behavior?
4. How did the Blacks show their appreciation to Atticus?
Chapter 22
1. How does Jem feel about the outcome of the trial?
2. How did members of the community show their gratitude to Atticus for what he had done?
3. How had members of the community tried to help Tom?
4.
What did Bob Ewell do to Atticus?
5. What symbolic incident occurs that testifies to the fact that Jem’s moving toward manhood?
6. What hope and fear are expressed at the end of the chapter?
Chapter 23
1. Why won’t Atticus carry a gun?
2. Give Atticus’ interpretation of recent events.
3. What did Jem want to do away with?
4. What prejudice was revealed in jury selection?
5. Who almost hung the jury?
6. What kind of folks are there?
7. Cite examples of Jem’s continuing maturity.
Chapter 24
1. What group held their meeting?
2. What are they concerned about?
3. Why is this ironic?
4. Why has Atticus come home?
5. Where must they go? Why?
6. Why did Tom try to escape?
7. What insight is gained into Aunt Alexandra’s character?
Chapter 25
1. Why does Scout day Jem is acting more like a girl?
2. What does Jim teach Dill how to do?
3. Where are Calpurnia and Atticus going? Why?
4. How does Helen react?
5. Discuss the mockingbird symbol Mr. Underwood used in relation to Tom Robinson.
6. How is the feeling of apprehension conveyed at the end of the chapter?
Chapter 26
1. How did Scout feel about the Radley place?
2. What was Atticus re-elected to? Why did this surprise Scout?
3. Why did the Current Event period not work well?
4. What is the Grit paper?
5. What political leader do they discuss?
6. What word was written on the board?
7. What did Scout question about Mrs. Gates’ attitude?
8. Why is Jem unable to speak about the trial without becoming angry?
Chapter 27
1. What three incidents occurred in Maycomb?
2. Why did Bob Ewell have a grudge?
3. How were things in Maycomb different?
4. What happened to Tutti and Frutti?
5. What will be held this October?
6. What is to be Scout’s role?
7. Why did the family not go with Scout and Jem?
Chapter 28
1. Describe the night.
2. Who teased the children on their way to the pageant?
3. What happened to Scout at the pageant?
4. What did Scout forget upon leaving?
5. What did the children hear as they walked?
6. Who did they think it was?
7. What happened to the children?
8. What happened to Jen?
9. Who was the attacker? What happened to him?
Chapter 29
1. Why hadn’t Atticus head the children?
2. Who saved the children?
3. Describe the rescuer.
Chapter 30
1. What insight is gained into Heck Tate’s character? (decision about the attacker)
2. What situation do both Atticus and Scout recognize?
3. Discuss Scout’s comment about the mockingbird in relation to Boo.
Chapter 31
1. How does Scout now see the city of Maycomb?
2. What happened to Boo?
To Kill a Mockingbird Dialectal Journal Assignment
Summary: One method to get more involved with a given text is through the use of the dialectical journal. The
term dialectical comes from the Greek dialecktos, meaning “conversation, discussion.” As we read, whether or not
we realize it, we have a “conversation” with the text and ourselves; we often question why the author has placed
so much emphasis on something, or why the author chose the title that he or she selected, among other things.
This Dialectical Journal assignment will allow you to explore those conversations and will assure that you are
actively participating in making meaning of what you read. When you have finished your journal, you should
have a directed summary of the material you have read. Here’s how it works:

 You may type or handwrite your Dialectical Journal. You will divide your paper into two columns. One
column will be labeled “Text” and the other “Response.” As you read, you will record important quotes in
the “Text” column. Include quotes that catch your interest or curiosity, raise questions, and/or respond to
literary terms. In addition, there are other reasons to select quotations including:
epiphany – seeing something you did not see before character insights – motives,
symbolic representation, reasons for conflicts/relationships recognition of patterns –
overlapping images, repetitions of idea, details structural or content shifts author's
style – use of certain words, phrases, sentence structures, tone, etc.
effective use of stylistic/literary devices – interpret imagery, figures of speech, symbols, allusions, etc. and
give possible explanations realization of a deeper meaning or theme that is running throughout the novel
Remember to include an in-text citation for each quote you include.
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In the “Response” column, you should record your responses to the quotes you have chosen. You may
annotate, or note, any questions, comments, and ideas next to the excerpt from the text that piqued your interest
or curiosity, or addressed the literary terms or questions given. These entries will be used, in class, to raise
questions that you may have had or to indicate thoughts and reflections that occurred while you were reading. In
essence, the “Response” section becomes an “intellectual history” of your reading.
Assignment Details and Due Dates:
 Each journal entry must be accompanied with full and original commentary (a detailed response). The
journal is a map of your thoughts; therefore, incomplete commentary demonstrates incomplete thought.

Each quote equals one journal entry. The dialectal journal entries are assigned as follows:
Two journal entries for Ch. 1-5
Two journal entries for Ch. 6-8
Three journal entries for Ch. 9-11
Three journal entries for Ch. 12-15
Three journal entries for Ch. 16-19
Three journal entries for Ch. 20-24
Three journal entries for Ch. 25-28
Three journal entries for Ch. 29-31
Please see the examples on the following page.
Text
Response
Quote 1
“Maycomb was an old town, but it was a tired old
town when I first knew it. In rainy weather the
streets turned to red slop; grass grew on the
sidewalks, the courthouse sagged in the square.
Somehow, it was hotter then: a black dog suffered
on a summer‟s day; bony mules hitched to
Hoover carts flicked flies in the sweltering shade
of the live oaks on the square. Men‟s stiff collars
wilted by nine in the morning. Ladies bathed
before noon, after their three-o‟clock naps, and by
nightfall were like soft teacakes with frostings of
sweat and sweet talcum” (Lee 5).
Response 1
This quote is a wonderful example of imagery.
Lee‟s use of description really makes the reader
feel how hot Maycomb was in Scout‟s childhood.
Her use of tone also depicts the insufferable heat
of the late afternoon.
Quote 2
“Jem gave a reasonable description of Boo: Boo
was about six-and-a-half feet tall, judging from his
tracks; he dined on raw squirrels and any cats he
could catch, that‟s why his hands were
bloodstained – if you ate an animal raw, you could
never wash the blood off” (Lee 13).
Response 2
This quote demonstrates the “supernatural” air in
which the children view Boo Radley and the
mystery surrounding him. I bet they devote so
much time discussing Boo in the first chapter
because he‟s going to be an important character in
the novel.
Quote 3
“‟Recon I have,‟ said Walter. “Almost died first
year I come to school and et them pecans – folks
say he pizened „em and put „em over on the
school side of the fence‟” (Lee 23).
Response 3
Here, Lee uses dialect to establish the character of
Walter Cunningham and to further develop the
setting of the novel.
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

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Please record your quotations/responses in the order they appear in the novel.
If you wish to avoid the “start and stop” method of note-taking, place small “post-it notes” in your text and
come back to type them later.
A strong journal will have a variety of quotations and responses that cover the entire length of the novel.
The responses should be yours and not copied from any source. Plagiarism is unacceptable and will be taken
seriously.