To Kill a Mockingbird Name ________________________
Period ________ "You never really ​understand​ a person until you consider things from his ​point of view... Until you climb into his ​skin​ and walk around in it." ­ Atticus Finch "There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you. That's never possible."​­ Atticus Finch Essential Questions:
1. How do fact & _____________________ interrelate?
2. How can ______________________ serve as a vehicle for social
___________________ using the elements of historical fiction as its basis?
3. What are the ________________________ and consequences of
questioning/challenging social order?
4. What is one’s _________________________ in taking a stand against
prejudice/____________________ while others choose to label and
stereotype a group of individuals?
To Kill a Mockingbird Activity Packet Overview: As we read To Kill a Mockingbird, you will be expected to complete all of the critical thinking, analysis, and synthesis activities in this packet. Additionally, you will be responsible for learning all of the words in the vocabulary section of this packet. You will be assessed over these words with objective questions on the chapter quizzes and the novel test that you will take. You will need to adhere to all of the following guidelines: ● Do not lose this packet. Students who lose this packet will be expected to print a new one off the teacher’s website on their own. ● Complete the chapter assignments in a timely manner. ● Bring this packet to class with you every day. ● Write neatly and be professional. You will lose points on the assignments and the collective test if your packet is crumpled or torn, if you have drawn all over it, or if your handwriting is illegible. The packet will guide you through big ideas and enduring understandings from the novel. My expectation is that all of my students take full advantage of the opportunity to interact with ​To Kill a Mockingbird​ and get to a deep understanding of why we still read it over 50 years after its original publication. Happy Reading, Mrs. Feinberg & Mrs. Vates To Kill a Mockingbird Vocabulary CHAPTERS 1­3 1.
2.
3.
4.
5.
CHAPTERS 12­15 assuaged​ – eased; relieved impotent​ – powerless imprudent​ – bold malevolence​ – evil persevere​ – to carry on 1.
2.
3.
4.
5.
CHAPTERS 4­6 1.
2.
3.
4.
5.
CHAPTERS 16­21
auspicious​ – promising arbitrated​ – judged; decided asinine​ – foolish; stupid edification​ – illumination; instruction ramshackle​ – broken down 1.
2.
3.
4.
5.
CHAPTERS 7­9 1.
2.
3.
4.
5.
unfathomable​ – ​impossible to understand aberrations​ – ​changes from the norm analogous​ – ​comparable invective​ – ​insulting and/or vile language obstreperous​ – ​unruly; hostile 1.
2.
3.
4.
5.
squalid​ – filthy feral​ – wild; menacing wryly​ – in a dry or sarcastic manner martyred​ – sacrificed for a cause recluse​ – a hermit or loner CHAPTERS 27­31
inconspicuous​ – unnoticeable
articulate​ – able to express oneself clearly jubilantly​ – joyfully passé – out of style or use cantankerous​ – difficult; cranky 1.
2.
3.
4.
5.
formidable​ – wicked; disrespectful acrimonious​ – angry; hostile brash​ – aggressive; arrogant iota​ – a bit; very small amount unmitigated​ – pure; absolute CHAPTERS 22­26
CHAPTERS 10­11 1.
2.
3.
4.
5.
contentious​ – quarrelsome qualms​ – misgivings; doubts infallible​ – perfect; faultless venerable​ – respected; admired uncouth​ – rude; graceless repertoire​ – a list or collection rustic​ – from the country; untutored gait​ – manner of walking connived​ – plotted garishly​ – in a loud, glaring manner C​HAPTER ​Q​UESTIONS FOR ​T​O ​K​ILL A ​M​OCKINGBIRD ​P​ART ​I
CHAPTER ONE
1. Who is the narrator of the novel? What type of narration is used?
2. The Finch Family Tree:
_________________________: fur-trapping apothecary
_________________________: lawyer _________________________: doctor _________________________: sister
_________________________: brother
_________________________: sister
The narrator begins her story by giving the reader some background information. What
does the narrator reveal about her family history in the first several pages?
3. The novel is set in Maycomb, Alabama, in the 1930s, during the Great Depression. How
does the narrator describe the town? What indicates that most of the townspeople are
poor?
4. How does Scout describe the way she and her brother feel about their father?
5. What happened to Scout and Jem’s mother?
6. Who is Calpurnia? How does Scout describe her? Identify a simile that she uses in her
description.
7. How do Jem and Scout meet Dill? How does Scout describe the boy?
8. What is frightening to the children about the Radley house? What lives in the house,
according to Scout?
9. Describe some of the rumors surrounding the Radley house and its inhabitant. How does
the reader know that some of the rumors are untrue and that fears concerning the house
may be unfounded?
10. Beginning with the line, “The misery of that house began many years before Jem and I
were born,” Scout tells the reader the sad history of the Radley family. Briefly summarize
what happened to the family.
11. How did the townspeople feel about the Radley family? How did they view Mr. Radley in
particular? Provide quotes from the text to support your answer.
12. After Dill wonders aloud what Boo Radley looks like, Jem gives a description from his
imagination. How does he describe Boo? What image does his description evoke?
13. On what dramatic note does the chapter end? What do the kids do, and what is the result of
their action?
14. How would you feel if you were Arthur Radley?
CHAPTER 2
1. Describe Scout’s teacher, Miss Caroline Fisher. What is irrational about her teaching
methods? Do you think she understands the town’s problems? Explain.
2. How did Scout learn to read and write?
3. Describe the Cunningham clan. Why does every townsperson know about them?
4. When Scout asks her father if they are as poor as the Cunninghams, how does he respond?
Through Atticus’s, what does the reader learn about the Great Depression and how it
affected different classes of people in different ways?
5. Why does Miss Caroline punish Scout?
CHAPTER 3
1. What does Scout do to make Calpurnia furious? What lesson does Calpurnia teach her?
2. Who are the Ewells, and why are they treated differently than others? Identify the “certain
privileges” they get. What do you know about Mr. Bob Ewell?
3. Compare the education levels of Scout, Walter Cunningham, and Burris Ewell. How do
these comparisons emphasize the relationship between class and education?
4. What important lesson does Atticus teach Scout about understanding people? How might
this lesson help her?
5. What compromise does Atticus make with Scout at the end of the chapter?
CHAPTER 4
1. What does Scout find in one of the trees at the edge of the Radley lot? Several days later,
she and Jem find something else in the tree. What do they find? What do they decide to do
with these items?
2. In the paragraph beginning, “Summer was on the way...,” Scout describes summer by
comparing it to a series of other things that remind her of the season. What literary term
best fits her description?
3. Aside from Radley place, what other house do the kids avoid, and why?
4. Belief in various superstitions has emerged as a motif in the novel. What is a “Hot Steam”?
5. What game do the children make up in this chapter?
6. Summarize the tire incident. Who do you suppose was inside the Radley house, and what
did Scout hear?
CHAPTER 5
1. Describe Miss Maudie Atkinson. Why does Scout like her so much?
2. What does Scout mean when she says that Miss Maudie was a “chameleon lady”?
3. Miss Maudie says that Mr. Radley had been a “foot-washing Baptist.” What does she mean
by this statement? What do foot-washing Baptists believe, according to her?
4. Like her son, Mrs. Radley is rarely seen outside. How might Mr. Radley’s religious views
explain this fact?
5. What causes Scout to question “pulpit Gospel”? How does her questioning relate to Miss
Maudie?
6. As Scout and Miss Maudie talk about religion, Scout explains how Atticus defines God;
what does she say?
7. When Miss Maudie says, “but sometimes the Bible in the hand of one man is worse than a
whiskey bottle in the hand of—oh, of your father.” What person is she criticizing, and what
is the point of her criticism?
8. The children view Boo Radley as a strange and frightening figure. How do Miss Maudie
and Atticus view him? What do they say about him?
9. How do Jem and Dill plan to send a note to Boo Radley? What does the note say? According
to Dill, what is their reason for sending the note?
CHAPTER 6
1. Describe what Jem, Scout, and Dill do in the Radley yard at the beginning of the chapter.
What do they see that makes them run away?
2. What happens to Jem’s pants? What excuse does Dill make up to explain the situation?
3. Scout is unable to sleep because she is so scared. How does she describe her sleepless
night? Identify an example of personification in her description.
4. Why is it important to Jem to get his pants before morning, even though the mission is
dangerous?
5. Jem has decided that what he, Scout, and Dill did was wrong. What might account for Jem’s
change of heart? How does Scout feel about it?
CHAPTER 7
1. Jem has been acting odd ever since he went to retrieve his pants from the Radley’s fence.
What surprised him that night, and why is he frightened by it?
2. Previously, the children had assumed that the knot-hole was someone’s hiding place. What
evidence now suggests that the items in the tree are meant specifically for Scout and Jem?
3. Who do you suppose is responsible for the gifts in the knot-hole? Why do you think the
person is leaving these gifts? Does Jem know?
4. When Jem and Scout return to the tree with the idea of placing in it a thank you note for
the anonymous gift giver, they find the knot-hole plugged up with cement. Who plugged
the knot-hole, and why?
5. How does Jem find out the explanation for filling the knot-hole is false? Do you think this
the real reason?
6. When Jem finally comes in, Scout notices he has been crying. Why do you think he was
crying?
CHAPTER 8
1. At the beginning of the chapter, Scout mentions that old Mrs. Radley died but her death
“caused hardly a ripple” in the neighborhood. Why was this case?
2. What dramatic event causes Atticus to wake up the children at one o’clock in the morning?
3. As Jem and Scout drink hot chocolate with their father after the fire, Scout notices Atticus
looking at her with curiosity and sternness. What does he see? How does Scout react?
4. Who put the blanket around Scout’s shoulders, and how does Atticus reach this
conclusion? What is Scout’s reaction when she hears the information?
5. Why do Atticus and Jem decide not to return the blanket at this time?
6. Up to this point in the novel, Boo Radley has been perceived as a lunatic or a monster.
What evidence in the past two chapters indicates that he is not at all the threatening figure
that people have made him out to be?
CHAPTER 9
1. As the chapter begins, Scout is yelling at Cecil Jacobs, a boy at school. Why are they
fighting?
2. How does the fight end? What makes Scout feel “noble”?
3. Who is Atticus defending? What are townspeople saying about the case? What is Atticus’
response to the gossip?
4. When Scout asks Atticus if is he is going to win the case, he tells her, “No, honey.” She then
asks him why he is taking on a case that cannot be won. What is his response, and what do
you think he is referring to?
5. As she describes the “internal arrangements” of the house at Finch’s Landing, Scout uses
verbal irony to make a point about Simon Finch’s character. Explain what she means to
say about her ancestor.
6. What does Francis say about Atticus? How do his comments illustrate that racism exists
not just in the other residents of Maycomb, but within the Finch family as well?
7. How does Scout react to Francis’s taunts? What is the result of her action?
8. How does Scout explain her behavior to Uncle Jack? According to her, what was unjust
about the way he punished her?
9. What does she then make him promise?
10. As Jack and Atticus talk together in the evening, Atticus says that Scout must “learn to keep
her head” in the next few months. Why is he concerned about her?
11. What information is provided about the Robinson case as the chapter comes to a close?
What is Atticus’ plan?
12. Near the end of the chapter, Atticus refers to the ingrained racism among the residents of
Maycomb. How does he describe racism in this passage? To what does he compare it?
13. Scout ends the chapter with the words, “...I never figured out how Atticus knew I was
listening, and it was not until many years later that I realized he wanted me to hear every
word he said.” Why do you think Atticus wanted Scout to hear what he said during his
conversation with Uncle Jack?
CHAPTER 10
1. Scout compares Atticus to other fathers. What is different about Atticus? How do Scout and
Jem feel about this?
2. The novel’s title, ​To Kill a Mockingbird​, is referenced in this chapter. In what context is it
presented?
3. How might the killing of a mockingbird be a metaphor for one of the novel’s major
themes? For example, who or what might mockingbirds symbolize?
4. Which of the novel’s character​s​ thus far might be considered similar to mockingbirds?
5. What dramatic incident causes people to lock their doors and stay inside?
6. What does Atticus do that surprises the children and makes them feel proud? What do they
learn about their father from Miss Maudie?
7. Some people suggest that the mad dog is a symbol for the evil that exists in Maycomb,
specifically the racist attitudes that many of the townspeople have. What evidence can you
find in this chapter or others that support this idea?
CHAPTER 11
1. Scout tells the reader about Mrs. Dubose. How do Scout and Jem feel about her?
2. As Scout and Jem are returning home from town one day, Jem does something to the shock
and astonishment of Scout. What does he do, and why?
3. What does Atticus mean when he says, “The one thing that doesn’t abide by majority rule is
a person’s conscience”?
4. What is Jem’s punishment for knocking the tops off Mrs. Dubose’s flowers? How does he
feel about this punishment?
5. What is odd about Mrs. Dubose’s behavior each afternoon when Scout and Jem visit her?
6. When Scout tells Atticus what Mrs. Dubose has been calling him, what is his response?
What lesson does he teach Scout during this conversation?
7. What is the significance of the alarm clock by Mrs. Dubose’s bed? What does Scout
suddenly notice about it?
8. One evening, Atticus is summoned to Mrs. Dubose’s house. What does he reveal to Jem and
Scout when he returns?
9. According to Atticus, Mrs. Dubose had made one goal for herself before she died. What was
it? How did Jem unknowingly help her reach that goal? How does this explain the
significance of the alarm clock?
10. What does Atticus say “real courage” is? How does his definition relate to Mrs. Dubose?
How does it fit Atticus?
11. As Atticus speaks about Mrs. Dubose’s bravery, what lesson is he attempting to teach Jem?
12. Atticus hands Jem a box that Mrs. Dubose had left for him. What is in the box? What is
Jem’s response to it?
CHAPTER QUESTIONS FOR TO KILL A MOCKINGBIRD PART II
CHAPTER 12
1. A major theme in To Kill a Mockingbird is the journey from youth and innocence to
maturity and knowledge. How does Jem symbolize this theme in Chapter Twelve? What
evidence indicates that he is growing up and changing?
2. Why is Dill not coming to Maycomb this summer? How does Scout feel about his absence?
3. Why must Atticus leave for two weeks? How is his absence related to the country’s
economic troubles?
4. What is the name of Calpurnia’s church, and what is the significance of the name?
5. Briefly describe Calpurnia’s church. How does it differ from the church Jem and Scout
usually attend? How is it similar?
6. When they arrive at the church, Scout and Jem experience first-hand what it feels like to be
the object of racial intolerance. Briefly describe the incident and how it is resolved.
7. What prompts Reverend Sykes to order the doors be closed and that no one be allowed to
leave for a period of time?
8. Why is Helen Robinson finding it difficult to get work lately?
9. What more does the reader learn about Tom Robinson’s arrest? Of what has he been
accused? Who has accused him?
10. What is “linin’,” and why is it done?
11. In this chapter, Scout and Jem seem to see Calpurnia in a new light. What do they learn
about Calpurnia, and how does it change their views about her?
CHAPTER 13
1. Why does Aunt Alexandra come to visit? How does Scout feel about her arrival?
2. What is Aunt Alexandra’s major theory concerning human behavior? How does Jem point
out the irrationality of it?
3. Scout states that there is a “caste system” in Maycomb. How does she explain the system?
4. When Atticus comes into Jem’s room before bedtime to speak with the children, what
information does he relay to them from Aunt Alexandra? Do you think he believes what
Aunt Alexandra has made him say?
5. What makes Scout cry while Atticus is talking with her and Jem?
6. How do the last few paragraphs indicate that Atticus was merely following Aunt
Alexandra’s orders and that he feels bad about doing so?
THINGS TO THINK ABOUT CHAPTERS 12-13
1.
Why do Atticus and Aunt Alexandra differ on the issue of family pride? Can you
apply this difference to society in general?
2.
What insights do Jem and Scout gain from their visit to Calpurnia’s church?
3.
Why does Scout not get along with Aunt Alexandra?
CHAPTER 14
1. How is the trial affecting the children’s weekly visits to town? What are people saying?
2. How does Atticus explain rape to Scout?
3. As Scout eavesdrops on Atticus and Aunt Alexandra, she says, “I felt the starched walls of a
pink cotton penitentiary closing in on me....” What does Scout mean by this comment?
What literary term is demonstrated here?
4. What does Alexandra want Atticus to do to Calpurnia? What is his response?
5. What does Jem tell Scout she should do when dealing with Aunt Alexandra? How does
Scout react to his suggestion?
6. Scout thinks there may be a snake under her bed. What is actually under her bed?
7. What does Jem do that shocks Dill and Scout? How does he explain this? How does it
establish his maturity?
8. Why has Dill run away from home? What reasons does he give?
9. As the chapter ends, what is Scout thinking about? What question does she ask Dill, and
how does he respond?
CHAPTER 15
1. The chapter begins on an ominous note as the reader receives hints that something bad is
about to happen. Identify at least two instances of foreshadowing from the first several
paragraphs.
2. What are the men talking about as the children listen from the window? What can the
reader infer from the conversation? For example, what makes Heck Tate “uneasy”?
3. What does Atticus say that causes the men to close in on him? What makes the men
scatter?
4. After the men leave, Jem reveals his fears to Atticus. What is Jem worried about?
5. According to Scout, Atticus does “something that interest[s]” her and Jem. What is it? What
other surprising thing does he do, and why does this suggest to Jem that something is
wrong?
6. What do Jem and Scout do after Atticus leaves the house, and why?
7. Where do the children find Atticus, and what is he doing when they spot him? How does
this explain why he left the house with the extension cord and light bulb?
8. The reason for the men’s arrival at the jail is not directly stated. Taking into account what
they say and their behavior, why have they come to the jail?
9. Briefly summarize what happens when Scout pushes her way through the group of men.
How does she ultimately defuse the situation?
10. The concept of protection plays a major role in this chapter, as several characters are
involved in the act of defending or safeguarding one another. Who protects whom, and
how do they do it?
CHAPTER 16 (The Trial)
1. As Scout is drifting off to sleep, two images come into her mind. What are they and why do
they cause her to cry?
2. What surprising fact does Atticus reveal about Mr. Underwood at the breakfast table?
What previously mentioned theme is emphasized by this information?
3. What does Atticus say about mobs and men over the breakfast table? What does he mean
by the statement, “[M]aybe we need a police force of children...”?
4. What is the mood in the courthouse square on the first day of the trial? What do you find
disturbing about it?
5. What is significant about Mr. Dolphus Raymond?
6. According to Jem, what are “mixed” children, and why are they sad?
7. Compare and contrast the behavior of the white spectators to that of the black spectators.
8. How are blacks and whites segregated inside the courthouse? Where do Scout, Jem, and
Dill end up sitting?
9. How does Scout describe the Maycomb County courthouse? According to her, what do the
Greek revival columns and the old clock tower suggest about the people of Maycomb?
10. Describe the members of the Idlers’ Club. What information does Scout get from them?
What is it that confuses her?
THINGS TO THINK ABOUT CHAPTERS 14-16
1.
Are Dill’s feelings about his parents realistic? Do you know parents like his?
2.
Why does Scout cry after she returns home? How does Jem show maturity in the
way he comforts her?
3.
Why does Alexandra scold Atticus for talking in front of Calpurnia? What can we
infer about Alexandra?
4.
What are the destructive and far-reaching effects of racial prejudice?
5.
What is Atticus’s table at the trial empty?
6.
What is the only verdict the jury can give? Why?
CHAPTER 17 (The Trial)
1. Who is the first person to take the stand? Briefly summarize his testimony.
2. What does Atticus spend much of his time asking Mr. Tate?
3. To what animal does Scout compare Mr. Ewell? How is the comparison fitting?
4. Where do the Ewells live, and what does this say about their social position in Maycomb
county?
5. How does Mr. Ewell act when he first takes the stand, and how does Judge Taylor react to
him?
6. What is Mr. Ewell’s version of what happened?
7. Why does Atticus want Ewell to write his name?
8. Jem thinks that Atticus has clinched the case by establishing that Ewell is left-handed.
9. However, Scout is skeptical that the information proves anything. What are her doubts?
CHAPTER 18 (The Trial)
1. What is Mayella’s version of what happened? Which part of her testimony contradicts that
of her father’s?
2. Why does Mayella think that Atticus is mocking her?
3. Why does Atticus begin by asking Mayella a lot of questions about herself and her family?
4. Describe the way Tom Robinson looks as he stands up. What is unusual about his arms?
Why is this important?
5. On what dramatic note does Atticus end his questioning of Mayella? What is her response?
6. Considering the evidence and testimony up to this point, do you think Tom Robinson is
guilty? Why?
CHAPTER 19 (The Trial)
1. When Tom Robinson takes the oath, what is made clear about his left hand? How does this
help Atticus’s case?
2. Summarize Tom’s testimony. According to him, what happened on the day of the alleged
crime?
3. Where were the other Ewell children on that day? What does this suggest about Mayella’s
motives concerning Tom?
4. What does Tom’s running away from the Ewell house suggest? What else could he have
done?
5. What does Link Deas say about Tom Robinson? How does this show that he is different
from others in Maycomb?
6. How would you describe Mr. Gilmer’s cross-examination of Tom Robinson? What is his
strategy? What is his tone?
7. When Tom admits that he felt sorry for Mayella Ewell? How do the majority of white
people in the courtroom react?
8. Why does Dill begin to cry?
CHAPTER 20 (The Trial)
1. Why does Dolphus Raymond pretend to drink liquor? What does Scout think this and the
reasons his gives for it?
2. How does Dolphus Raymond explain Dill’s crying?
3. Dolphus Raymond tells Scout, “You haven’t even seen this town, but all you gotta do is step
back inside the courthouse.” How will Scout see what her town is truly like simply by
stepping back into the courthouse?
4. What does Jem think the verdict will be? Do you think he is right? Give reasons for your
opinion.
5. During his closing argument, Atticus does something that astonishes Scout and Jem. What
does he do? Why?
6. At one point during his closing remarks, Atticus says to the jury, “This case is as simple as
black and white.” What does he mean by this statement? How can it be interpreted on
more than one level?
7. According to Atticus, what motivated Mayella Ewell to accuse Tom Robinson of raping her?
8. How is Atticus’ closing statement in defense of Tom Robinson also an attack upon racism?
9. In his closing statement, Atticus says, “All men are created equal.” What is the one
institution in which this is true?
10. Atticus says “A court is only as sound as its jury, and a jury is only as sound as the men
who make it up.” What does he mean by this assertion?
CHAPTER 21 (The Trial)
1. Calpurnia comes into the courtroom to hand a note to Atticus. What does the note say?
2. Why is Jem certain that Tom Robinson will be acquitted?
3. What does Reverend Sykes say about his experiences in court?
4. As everyone waits for the verdict, a certain impression creeps into Scout’s mind. What is
she remembering? What is the significance of the impression?
5. When the jury comes in, what does Scout notice about the jurors’ behavior? According to
her, what does their behavior signify?
6. The climax occurs when the jury gives its verdict. How does Jem react to the verdict? How
does Atticus react?
7. What do you think Atticus whispers to Tom Robinson just before he leaves the courtroom?
8. What do the black spectators do as Atticus leaves the courtroom? What does their gesture
signify?
THINGS TO THINK ABOUT CHAPTERS 17-21
1.
How is the courtroom a microcosm of the society in which they live?
2.
How does Atticus try to prevent the mob thinking amongst the jurors?
3.
Is the jury feeling guilty about the verdict?
4.
What happened in that jury room?
CHAPTER 22
1. What does Atticus mean when he says, it “seems that only children weep”?
2. On the morning after the trial, the kitchen table in the Finch household is “loaded with
enough food to bury the family.” Who brought the food, and why? What is Atticus’s
response?
3. Jem uses the metaphor of a caterpillar in a cocoon to describe his feelings. According to
him, in what way is he like a caterpillar in a cocoon? What feeling is he struggling with,
and how does it relate to the trial and the town of Maycomb? What does the caterpillar
symbolize?
4. What does Miss Maudie mean when she says, “...we’re making a step—it’s just a babystep,
but it’s a step”? What evidence does she use to explain her optimism?
5. As the children watch the neighbors gossip, Dill makes a declaration about what he will be
when he grows up. What does he say, and what are his reasons?
CHAPTER 23
1. We learn that Mr. Ewell had actually threatened to kill Atticus. How does Atticus take the
threat?
2. Alexandra disagrees with Atticus about the threat. Why? Should Atticus take the threat
more seriously?
3. According to Atticus, what is optimistic about Tom’s case?
4. If Tom is found guilty on appeal, what will his punishment be? Why?
5. Jem and Atticus converse about some of the obvious problems with the legal system.
Briefly summarize their discussion. What are Jem’s major points, and how does Atticus
address them?
6. What does Atticus mean when he says, “...it’s all adding up and one of these days we’re
going to pay the bill for it”?
7. According to Atticus, what are three reasons why many Maycomb citizens do not want to
serve on a jury? Summarize the example he uses to illustrate one of these reasons.
8. Atticus says that the fact that the jury took so long to reach a verdict may indicate “the
shadow of a beginning.” What does he tell Jem and Scout about one of the jurors?
9. When Scout learns about the Cunningham juror, what does she saw she will do as soon as
school starts? What is Aunt Alexandra’s response?
10. What physical signs indicate that Jem is growing up? What does he show to Scout when he
brings her into his room?
11. Scout explains to Jem what Aunt Alexandra said that caused her to cry. What was it that
upset her most?
12. How does Jem describe the social hierarchy in Maycomb?
13. Jem talks about “background” to explain how the Finches are different from the
Cunninghams. How does he define “background”? What is Scout’s response to his theory?
14. At the end of the chapter, what conclusion does Jem draw about Boo Radley? What leads
him to this conclusion?
CHAPTER 24
1. Aunt Alexandra is entertaining her missionary circle. Who are the Mrunas? Why do they
interest the circle?
2. Mrs. Merriweather says, “If we just let them know we forgive’ em, that we’ve forgotten it,
then this whole thing’ll blow over.” Who and what is she talking about? What is ironic
about her statement?
3. What is hypocritical about the concern the ladies of the missionary circle have for the
Mrunas?
4. When Mrs. Merriweather claims, “there are some good but misguided people in this town,”
what is she talking about?
5. What does Miss Maudie say that silences Mrs. Merriweather?
6. Why does Scout prefer the company of men as opposed to that of women?
7. What did Calpurnia say to Miss Rachel’s cook about Tom’s despair? What was the last thing
Tom told Atticus?
8. When Atticus arrives home, what news does he bring about Tom Robinson? Summarize
what happened to Tom.
9. Why do you think Tom ran for the fence? Why did he keep running even when the guards
warned that him?
10. Alexandra asks Miss Maudie, “[W]hat else do they want from him, Maudie, what else?”
What does she mean by this?
11. How does Miss Maudie reply to Alexandra’s question? What literary device is used in Miss
Maudie’s response?
THINGS TO THINK ABOUT CHAPTERS 22-24
1.
How has Jem grown up? What will he and Scout think about prejudice when they
are older? About Boo Radley? About their father?
2.
If you were Tom, would you have tried to run?
3.
If Tom’s appeal would have continued, what would have been the result?
4.
How have things changed in this country today? How are they the same?
CHAPTER 25
1. As Scout is about to kill a roly-poly bug. What stops her from doing it? What theme does
the incident underscore?
2. Dill was present when Atticus tells Helen Robinson the news of her husband’s death.
Summarize what happened.
3. Scout recalls what people in Maycomb had said after Tom’s death. What was general
attitude of the townspeople?
4. To what did Mr. Underwood’s editorial compare Tom’s death? What is the significance of
his comparison?
5. What was Scout confused about when she read the editorial? What became clear to her
upon later reflection?
6. What remark did Mr. Ewell make upon hearing of Tom’s death? What is the significance of
the remark?
CHAPTER 26
1. Scout says that the Radley place had ceased to terrify her. Why?
2. How does Scout feel about the way she, Jem, and Dill treated Boo Radley? What are her
thoughts about him now?
3. What do the children talk about in current events period? According to Miss Gates, what is
the difference between America and Germany?
4. Why is Scout surprised that her teacher hates Hitler? How is Miss Gates similar in this
regard to the ladies in the missionary circle from Chapter Twenty-Four?
5. Why does Jem react violently when Scout talks about what she overheard at the
courthouse?
CHAPTER 27
1. Scout says three unusual things had happened in Maycomb by the middle of October.
Briefly summarize these things.
2. What is different about Halloween this year? Why?
3. Identify at least two instances of foreshadowing in the final four paragraphs of the
chapter.
THINGS TO THINK ABOUT CHAPTERS 25-27
1.
Should Atticus have been more concerned about Mr. Ewell’s threats?
2.
Why does Mr. Ewell want revenge so badly?
3.
Where did the children have to walk to get to the pageant?
CHAPTER 28
1. How does Scout describe the night of the pageant? What mood is suggested by Scout’s
description of it? How does the author use tone to convey this mood?
2. How have Scout’s feelings about Boo Radley changed since the beginning of the novel?
What other childhood fears have Jem and Scout left behind? Identify the simile that she
uses to explain the disappearance of these fears.
3. As Scout and Jem pass by the edge of the Radley property, what do they hear in the tree?
Why is this significant?
4. Harper Lee creates a mood of suspense and foreboding as Jem and Scout begin their walk
home. Briefly summarize their journey from the school to the big oak tree, noting some
elements that contribute to the suspenseful mood.
5. What happens when Scout and Jem arrive at the tree?
6. What does Scout see when she looks down the road after the attack?
7. Who do you suppose the assailant was? Who is the stranger that carries Jem home?
8. As Scout waits to hear about Jem she says, “After ten forevers Dr. Reynolds returned.”
What literary term is this?
9. What are Jem’s injuries, according to Dr. Reynolds?
10. As Scout looks at the man who carried Jem home, what are her thoughts?
11. The chapter closes on a dramatic note. According to Sheriff Tate, what is lying under the
big oak tree?
12. The narrative of To Kill a Mockingbird has a circular plot. Give an example from this
chapter that demonstrates this.
CHAPTER 29
1. When do you suppose Boo Radley came out of his house?
2. According to Heck Tate, why did Bob Ewell go after Scout and Jem instead of Atticus?
3. How does Scout describe Boo Radley? How does she react when she finally realizes Boo
saved her and Jem?
CHAPTER 30
1. How has Scout’s “small fantasy” about Boo Radley come true in this chapter?
2. Who does Atticus think killed Bob Ewell? Why does he not want it covered up?
3. Heck Tate tries to convince Atticus that Scout was wrong about who killed Bob Ewell. What
is Tate’s theory?
4. Who killed Bob Ewell? Why does Tate decide to keep this information from the public?
5. To what does Scout compare Boo’s exposure? Explain her meaning.
CHAPTER 31
1. In what ways is Boo Radley like a child in this chapter? What is the significance of his
behavior?
2. As Scout stands on the Radleys’ front porch, she flashes back to a number of scenes from
the previous two years. Summarize these flashbacks. What is the significance of Scout’s
remembering these scenes?
3. What lesson comes to Scout’s mind as she reminisces on the Radley porch? What is the
significance of this?
4. As Atticus leads Scout to bed, she dreamily talks about the plot of The Gray Ghost, one of
the novels that she and Jem had known very well. How is the ending of that book similar to
Scout’s experiences with Boo Radley?
5. What is Atticus’s final statement about people? What theme does this statement highlight?
THINGS TO THINK ABOUT CHAPTERS 28-31
1.
Throughout the book, what things did Boo do to help the children?
2.
How does Boo feel about the children? How do you know?
3.
Did Heck and Atticus do the right thing?
4.
Is this story pertinent today?
5.
Why do we still read this book in 2014?
The Setting
The setting is the “when and where” of a novel, and it includes the social environment. Often the
setting contributes to the mood or feeling of a story.
A. Locate descriptions of the Maycomb settings listed in the left-hand column
B. In the middle column, briefly describe each setting.
C. In the right-hand column, briefly tell how the setting adds to your understandings of
people or events in history.
Setting
Description
Dramatic Value (Tone & Mood)
Radley House
dark, rotting shingles, overgrown
yard
depicts fear/ suspiciousness neighbors
hold toward Radleys
Tree near the
Radley House
Scout’s first
grade classroom
Cal’s Church
Miss Maudie’s
Yard
Mrs. Dubose’s
House
The Jail
The Courtroom
Setting
The Town
Maycomb’s Appearance
Maycomb’s History
The courthouse​: Describe the exterior of the Courthouse
Facing North….
Facing South…
What is the significance of the difference?
Time
The story is set when Harper Lee was herself a young girl in the 1930s during the depression. (She would
have been seven in 1933, so she is practically the same age as Scout.)
See page 21: “The Cunninghams are country folks, farmers, and the crash hit them the hardest…” What does
“paying in kind instead of cash” mean?
Reread pages 130-131 and 226-227. Outline the different social classes in Maycomb, and comment on the
relationship among the classes.
T​O ​K​ILL A ​M​OCKINGBIRD ​L​ITERARY ​T​ERMS ​C​HART D​IRECTIONS​. ​As we read To Kill a Mockingbird in class, completely fill out the following chart. Be sure to write the example from the text and provide an analysis of the example for all of the literary terms listed
PAGE # L​ITERARY T​ERM E​XAMPLE AND ​A​NALYSIS Allusion Example: ____________________________________________________________ Analysis: Flashback Example: ____________________________________________________________ Analysis: Foreshadowing Example: ____________________________________________________________ Analysis: Hyperbole Example: ____________________________________________________________ Analysis: Metaphor Example: ____________________________________________________________ Analysis: Personification Example: ____________________________________________________________ Analysis: Symbol Example: ____________________________________________________________ Analysis: Tone & Mood T​one and mood both deal with the emotions centered around a piece of writing. Though they seem similar and can in fact be related causally, they are in fact quite different. ● Identifying the tone or mood is often an important clue to help the reader discover literary themes. ● How a writer creates a certain tone puts the reader in a particular mood and helps the reader appreciate the author’s style. Tone Tone is the author’s attitude toward a subject. While journalistic writing theoretically has a tone of distance and objectivity, all other writing can have various tones. If we were to read a description of a first date that included words and phrases like “dreaded” and “my buddies forced me to go on the date”, we could assume that the individual didn’t really enjoy the date. Some adjectives to describe TONE: Formal, informal, serious, humorous, amused, angry, playful, neutral, satirical, gloomy, conciliatory, sad, resigned, cheerful, ironic, clear, detailed, imploring, suspicious, witty Mood M​ood is the atmosphere of a piece of writing; it’s the emotions a selection arouses in a reader. Some adjectives to describe MOOD: Fictional, imaginary, fanciful, idealistic, romantic, realistic, optimistic, pessimistic, gloomy, mournful, sorrowful Fill out the chart below with evidence of how Harper Lee uses tone. Find three examples from each Part. Page Quote Tone Mood https://www.youtube.com/watch?v=2T5_0AGdFic​ ​https://www.youtube.com/watch?v=fuWf9fP­A­U To K​ILL A ​M​OCKINGBIRD ​C​HARACTER ​C​HART
D​IRECTIONS​. ​As we read To Kill a Mockingbird in class, fill out the following chart. Be sure to write a
detailed description and provide an analysis of the character for all of the names listed. Character
Page
#(s)
Description & Analysis of Character
Scout
Detailed Description & Analysis
Jem
Detailed Description & Analysis
Dill
Detailed Description & Analysis
Atticus
Detailed Description & Analysis
Calpurnia
Detailed Description & Analysis
Tom
Robinson
Detailed Description & Analysis
Bob Ewell
Detailed Description & Analysis
Mayella
Ewell
Detailed Description & Analysis
Boo
Radley
Detailed Description & Analysis
Character Feelings For each of the characters in this chart, briefly describe the incident(s) when they experience the feelings listed. Feeling Scout Jem Atticus Dill Tom Mayella Frustration Anger Relief Loneliness Fear Humiliation Pride Miss Maudie versus Mrs. DuBose
Think about ways that Miss Maudie and Mrs. Dubose are alike and different. They do share common traits, but
they also have important differences. List ten traits, and indicate which women have the trait. Use direct
quotes and paraphrasing to explain why each woman does or does not have the trait. Then, analyze the
similarity or difference.
Trait
Miss Maudie
Mrs. Dubose
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Analysis
Foil Pairs
A technique an author uses to make his or her characters’ traits more obvious to the reader is that of pairing
foils. Two characters who are very different in terms of their values, traits, and goals will be placed together
in several incidents in the novel. The purpose of employing this technique is to make the contrast even more
visible; that is, to make the “bad person” seem very corrupt while highlighting the excellent qualities of the
“good person.”
Directions: From the scrambled list above the chart, choose the character who is the most different from
one of those listed in column A. Write the name of this foil in column C. Next, in column B, list the qualities
or values that are highlighting this pairing. Use each character only once in column C.
Dill Harris
Burris Ewell
The Cunninghams
Column A
Calpurnia
Jem and Scout
Lula
The Ewells
Mrs. Dubose
Nathan Radley
Young Walter C.
Scout
Mr. Underwood
Miss Maudie
Alexandra
Calpurnia
Bob Ewell
Column B
Miss Stephanie
Mayella
Grace Merriweather
Atticus
Column C
Jem
The novel covers a period of over two years. Jem changes in certain important ways as he grows up over this
time. Complete the following graph-chart to show changes in levels of happiness, pride, maturity,
thoughtfulness, seriousness, and empathy.
Events in
story:
Happy
Unhappy
Proud
Ashamed
Mature
Immature
Impulsive
Thoughtful
Playful
Serious
Self-Centered
Empathetic
Acts out
Boo’s life
with Scout
and Dill
Loses Pants
Finds tree
plastered
Destroys Mrs.
Dubose’s
flowers
Tells Atticus
Dill ran away
Escorts Scout
to pageant
Scout
As Scout is the narrator, we see all the other characters from her point of view. All the activities
and opinions are expressed through the eyes of an innocent child. What is one example of this
innocence?
In the course of the novel, Scout has many learning experiences and consequently changes from a
young tomboy to a girl with an understanding for those around her. Explain what and/or how
she learns about the following:
1.
Justice:
2.
Prejudice:
3.
Courage:
4.
Respect for Individuality
Blacks
Harper Lee uses a variety of ways to show us her characters. One of the most subtle is to just
describe them and let us draw our own conclusions; this is indirect characterization.
Reread page 118, “The warm bittersweet smell…” and page 152, “There was a smell….”
Which groups are contrasted here and how?
Reread page 26, then the top of page 240. What has been contrasted? How?
Reread pages 170-171. What has been contrasted and how?
Reread pages 228-234. What do we really learn about the missionary circle? Provide a quote to
explain.
Atticus
Use the following words to complete the sentences below: Jem, old, smoke, short-sighted, crack-shot, Scout, football,
poker, drink.
Atticus was _________________ and _________________. He didn’t play _________________ or _________________, and he
didn’t _________________ or _________________. He was a _________________ but rarely used a gun. Though
_________________ and _________________ complained about these things, they love him and are proud of him.
1.
Atticus is a very good father. He knows when to be caring and when to be strict. He teachers Scout and
Jem about life with lessons that develop from everyday life, not from the authority of adulthood. Give an
example of when he is caring and another example of when he is strict.
2.
He answers the children’s questions. Explain his explanation of rape to Scout.
3.
Atticus is is sorry for Mayella Ewell, but he takes to case of Tom Robinson because, as he says, “If I didn’t,
I couldn’t hold my head in town. I couldn’t even tell you or Jem not to do something again.” Analyze
what this quote says about Atticus’s character. (Be specific!)
4.
Give an example of Atticus’s sense of humor.
5.
Atticus is determined. Provide three quotes that show he knows he will lose the case.
6.
Atticus is the silent type. On page 98, it says, “He never…
7.
Atticus makes two major errors, both of which might have resulted in death. What were these two
mistakes?
8.
Atticus is the voice of __________________ and justice among the grim _____________________ of the South.
Static Versus Dynamic
One method of classifying characters is to distinguish between those who do not change and those who do change
during the story. Some always act the same, never seem to learn anything, or mature. They are called “static”
characters. Those who seem to develop new attitudes or discover different points of view or profit from experience are
referred to as “dynamic” characters. The difference between the two categories is usually easy to see. For instance,
Lula, Francis, and Miss Rachel are static characters because they are not in the story long enough for the reader to see
any change. Yet, Mr. Avery, Reverend Sykes, and Mr. Nathan Radley do make enough appearances to give an
opportunity to judge whether they change; we can say that they, also, are static because they don’t. However, Mr.
Cunningham, Mr. Underwood, and Sheriff Tate are dynamic because while their roles are limited, the reader does
witness a change of behavior or values from their initial entry into the story. Most readers would also agree that the
main characters in this book are also dynamic. Fill out the chart below tracking the changes of the following
characters.
Character
Mr. Walter Cunningham
Alexandra
Mr. Underwood
Bob Ewell
Dill Harris
Boo (as seen by Scout)
Jem
Heck Tate
Scout
Explanation of Change
Example showing Change
Characters as Symbols
Directions: For each character, draw a symbol which is appropriate. Then, explain its significance to the character
by relating it to something that happened in the novel.
Name
Bob Ewell
Miss Maudie
Cal
Dill
Boo
Jem
Alexandra
Scout
Mrs. Dubose
Mayella
Mr. Nathan
Radley
Atticus
Symbol
Explanation
Put Yourself in her Shoes
When you have to make a decision, it is often a good idea to do the following:
A. Start by considering all of your alternatives.
B. Next, ask yourself what your criteria, or standards, for a good choice are. What results do you hope your
final choice has?
C. Finally, see which criteria each alternative meets and select the one that seems best.
You are Mayella, and your father has just seen Tom and you together. Complete the decision-making grid
below by listing five alternatives not considered in the story. Give each alternative four rankings (one
for each criterion): 1: No
2: Maybe
3: Yes
Alternatives
1. Admit that I
invited him in
Will this keep my
father from beating
me?
Will jurors believe
this?
1
2.
3.
4.
5.
The best option is number __________ because….
2
Will my conscience
stay clear?
3
Will this hurt
others?
2
Characterization and Theme
Lawrence Kohlberg evolved a model of moral development to explain what motivates an individual to act as
he or she does. Kohlberg believes that his model can be applied to individuals of any culture. There are six
levels of moral development in his model. All people do not reach the highest levels. Decide which level best
describes each character by the end of the novel.
Level I
Level II
Level III
Level IV
Level V
Level VI
Character
Atticus
Scout
Jem
Dill
Cal
Aunt Alexandra
Miss Maudie
Mrs. Dubose
Tom
Bob Ewell
Mayella
“Boo”
Acts to avoid pain or punishment
Acts to get a reward
Acts to gain approval
Acts because of belief in the law
Acts for the welfare of others
Acts because of a self-formulated set of principles
Leve
l
Reason
Theme & Motif
A ​theme​ is a central idea--the author’s implied statement about story events, often concerning
one of “life’s truths.” Often, an author uses a ​motif​-- a frequently-repeated incident or idea--to
underline an important theme. Cite incidents or dialogue from ​To Kill a Mockingbird​ in which
each of the following motifs appear. Then describe the “truth” that you believe Harper Lee is
trying to illustrate in each case.
Motif
Mockingbird
Courage
Walking in
someone else’s
shoes
Family
Background
Incidents/ Dialogue (with pg. #s)
“Truth”
Three Points of View on Theme
Directions: Find two different quotes in the novel to illustrate the general themes and character traits referred
to below. Record who said it, to whom, on what occasion it was spoken, and the page number of its location
1.
Atticus’s Character:
2.
Scout’s Character:
3.
Jem’s Character:
4.
Maturing experiences of Jem:
5.
Learning experiences of Scout:
6.
The Effect of racial prejudices on Jem, Scout, and Dill:
7.
Jem’s relationship with Atticus:
8.
Scout’s relationship with Atticus:
9.
Atticus’s relationship with a major figure in Maycomb:
10.
Discussion of social traditions by Scout:
11.
Discussion of social traditions by Jem:
12.
Discussion of social traditions by Aunt Alexandra:
13.
Discussion of social traditions by Atticus
14.
Advice from Miss Maudie
15.
Examples of poor parenting
THINGS TO THINK ABOUT CHAPTERS 3-11
1.
Who in this novel can be compared to a mockingbird?
2.
Why do the children fear Boo Radley and Mrs. Dubose?
3.
To whom else does Atticus’s definition of courage apply?
4.
How does pride affect the way Scout and Jem react? How does pride affect others in
the town?
5.
What are the differences between Atticus’s values and society’s values?