ng_TKAM_book
8/19/06
3:39 PM
Page A
Harper Lee
Novel Guide
Teacher’s Discovery®
Note
The text used to prepare this novel guide was published by Warner Books, an imprint of Time Warner Book Group, 1982.
ng_TKAM_book
8/19/06
3:39 PM
Page B
Published by:
Teacher’s Discovery®
2676 Paldan Drive
Auburn Hills, MI 48326
To order English/language arts materials:
Teacher’s Discovery® English Division
2676 Paldan Drive, Suite A
Auburn Hills, MI 48326
Phone: 1-800-583-6454
Fax:
1-888-395-6686
www.teachers-discovery.com
To order Spanish, French and German language materials:
Teacher’s Discovery®
Foreign Language Division
Phone: 1-800-832-2437
2741 Paldan Drive
Fax:
1-800-287-4509
Auburn Hills, MI 48326
www.teachersdiscovery.com
To order science materials:
Teacher’s Discovery® Science Division
2676 Paldan Drive, Suite C
Auburn Hills, MI 48326
Phone: 1-888-977-2436
Fax:
1-888-987-2436
www.teachers-discovery.com
To order social studies materials:
Teacher’s Discovery® Social Studies Division
Phone: 1-800-543-4180
2676 Paldan Drive, Suite B
Fax:
1-888-395-1492
Auburn Hills, MI 48326
www.teachers-discovery.com
Author: Amy Kathryn Craven
Cover Design: Ryan Craig
Page Design: Julie A. Yonker
Illustrations: Colleen M. Madden
Editor: Esther J. Moreau
Publication Coordinator and Managing Editor: Sara E. Baker
Publication Manager: Kristin Barbus
Additional Contributors: Anthony Ambrogio, C. Riley Auge`, Leah Ryan,
Rick Vess, Elisabeth Khan, Char-Lene Wilkins, Susan Williams and
WriterServices.net
© 2005. Teacher’s Discovery® Publications.
These materials are protected by copyright law. For each purchased copy of this
work, a limited license is granted to allow reproduction [of activity pages and
masters] to one teacher for use with that teacher’s class(es).
SKU: TS1337E
ISBN: 0-7560-0418-7
ng_TKAM_book
8/19/06
3:39 PM
Page C
To Kill A Mockingbird
Table of Contents
Instructions
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
How to Use This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Before We Start
Lesson Plan Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Author Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Book Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Character List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Vocabulary Definition List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Pre-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Novel Road Map to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Overall Grading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Target on Text
Chapters 1–5
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapters 6–10
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapters 11–15
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapters 16–20
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapters 21–25
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapters 26–31
Teaching Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Reflect on Reading
Lesson Plan Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Group Activities/Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Pre-Reading Question Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Publication Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
ng_TKAM_book
8/19/06
3:39 PM
Page D
To Kill A Mockingbird
Amy Kathryn Craven graduated summa cum
laude and Phi Beta Kappa from UCLA with a BA
in English. After obtaining her teaching
credentials, she returned to her high school alma
mater in Southern California where she taught
freshman and sophomore English at levels
ranging from mainstream special education to
honors. She received her MA in Education after
completing research on the use of close reading
to enhance students’ critical thinking skills.
Currently, she works as a freelance writer and
editor while raising a family.
ng_TKAM_book
8/19/06
3:39 PM
Page 1
To Kill A Mockingbird
Instructions... Just for YOU!
Overview
Novel guides help you navigate through great literature. This teacher-created guide frees
up your day, giving you more time to motivate your students to appreciate To Kill a
Mockingbird. This guide increases your students’ understanding of literary techniques,
such as characterization, theme, symbolism, plot, and more. Creative, innovative, and fun
activities improve reading comprehension and strengthen critical thinking skills. Student
sections include journal writing, research skills, expository writing techniques, and prereading questions. Each chapter has key questions to be used as your students’ novel road
map to success. Teacher sections contain background information, chapter summaries,
discussion questions, writing topics, a grading rubric, and a final test.
How to Use this Guide
Follow this basic sequence of steps to ensure the smoothest course through the novel:
1. Prepare your students to read by working through the Before We Start handouts.
a. Read through the background information to familiarize yourself with the
novel.
b. Print and hand out the Character List, Synopsis, Vocabulary Definition List,
Novel Road Map to Success, and Overall Grading Rubric to your students
before they start reading.
c. Have your students complete the pre-reading questions to provide a firm
foundation for entering the text.
2. Target on Text contains everything you need as the students read. We have divided
the novel into six sections of roughly the same length. This provides the necessary
stopping places for review as students work their way through the text.
a. Read through the chapter summaries, target objectives, and lesson plan details
located on the Teaching Essentials page at the start of each section.
b. Print and hand out the activities provided in each section to your students as
they read through the novel.
c. Hold a class discussion at the end of each section to review what your students
just read.
1
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 2
To Kill A Mockingbird
3. Reflect on Reading contains activities for students to complete after reading the novel.
In this section, the students synthesize their learning.
a. Hold a final class discussion with the 20 discussion questions.
b. Assign the activities.
c. Return to the pre-reading questions for an interesting debate on whether or not
students’ original ideas and assumptions have changed.
d. Administer the final test.
4. For your convenience a disk is provided which includes:
a. all reproducibles
b. bonus handouts that supplement the handouts in the book
c. specially designed exercises for struggling readers
d. the entire Novel Guide
Timeline
The entire unit lasts six weeks. Below are suggested time frames (based on a 50-minute
class period) for each stage of your study. The lesson plan details located on the Before
We Start, Reflect on Reading, and Teaching Essentials pages list approximate completion
times for each activity.
1. Before We Start: two class periods
2. Target on Text: three to four class periods per section
3. Reflect on Reading: ten class periods
2
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 3
To Kill A Mockingbird
Before We Start
T
his section contains preparatory information and
activities for both you and your students. You receive
background information on the novel. Students get a
character list, synopsis, vocabulary definition list, pre-reading
questions, novel road map to success, and overall grading rubric.
LESSON PLAN DETAILS
1.
2.
3.
4.
Character List—hand out for student reference
Synopsis—hand out and discuss in class (20 minutes)
Vocabulary Definition List—hand out for student reference
Pre-Reading Questions—hand out and have students complete in class
(20 minutes)
5. Novel Road Map to Success—hand out for students to complete as they
read
6. Overall Grading Rubric—hand out and discuss (20 minutes)
3
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 4
ng_TKAM_book
8/19/06
3:39 PM
Page 5
To Kill A Mockingbird
Background... Just for YOU!
Author Biography
Harper Lee was born Nelle Harper Lee in 1926 in Monroeville, Alabama, a small town
about halfway between Montgomery and Mobile. She was the youngest of four. Her father
was a newspaper editor-turned-lawyer. As a child, Lee was intelligent and adventurous, not
unlike Scout, the protagonist of her novel, To Kill A Mockingbird.
After several short stints in college, Lee moved to New York City and worked as a
reservation clerk for an airline. As she became more interested in writing, she left her job
and moved into a cold-water apartment (in the 1950s, many artists and writers lived in
New York in such apartments, which were very inexpensive). One year, her close friends in
New York gave her money as a Christmas present so that she could take time off from her
job and concentrate on her writing.
Lee submitted the manuscript of To Kill A Mockingbird to a publisher, J. B. Lippincott
Company, in 1957. It caught the attention of editor Tay Hohoff, who told her that the
novel felt more like a series of short stories than a complete novel. Over the next two
years, Hohoff worked with Lee on revisions, and the novel was published in 1960. Though
it received mixed critical reviews, it won the prestigious Pulitzer Prize. It remains her only
published book.
Sources: http://mockingbird.chebucto.org/bio.html,
http://www.gradesaver.com/ClassicNotes/Authors/about_harper_lee.html,
http://www.teenreads.com/authors/au-lee-harper.asp
Book Summary
Background
Published in 1960, Harper Lee’s To Kill A Mockingbird is a classic coming-of-age story that
follows the Finch children, Scout and Jem, through normal growing pains exacerbated by
their necessary involvement in the turbulence of a racially charged courtroom drama. The
first-person narration, combined with a memoir-type retelling of events, brings the reader
into the fictional 1930s town of Maycomb, Alabama, along with young Scout. The
children’s summertime activities set the stage for presenting lessons on justice, equality,
morality, and compassion. Written in the 1950s, the novel criticizes the hypocrisy and
racism that burdened the South while upholding certain models of behavior and belief.
The use of allusion, foreshadowing, and symbolism makes the novel a complex piece of
literature rather than simply a child’s adventure tale.
5
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 6
To Kill A Mockingbird
Novel Setting
To Kill A Mockingbird is set in the fictional small town of Maycomb, Alabama, in the years
1933–1935. An understanding of the American South in the Depression/pre-World War II
era provides helpful context clues for students as they process the story. For example, a
common misconception among students is that Boo Radley is black. This mistake probably
arises because he is ostracized by the townspeople. When students learn that strict racial
divisions prevented black people from living in the town proper, they then know that Boo
must be white.
6
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 7
To Kill A Mockingbird
Before We Start
Handout 1
Name
Date
Hour
Character List
Below is a list of the major characters.
Scout:
Scout is a young girl (full name is Jean Louise Finch) who is the main
character and narrator of the story.
Jem:
Jem is Scout’s brother (full name is Jeremy Finch) who is almost ten years
old when the story begins.
Atticus:
Atticus is Scout and Jem’s father. He holds to absolute truth and morality
throughout the book.
Boo Radley:
Boo is a reclusive man who lives close to the Finches.
Dill:
Dill is a boy a little older than Scout (full name is Charles Baker Harris)
who visits his aunt Rachel in Maycomb each summer and becomes
friends with Scout and Jem.
Tom Robinson: Tom is a black man accused of raping a white woman.
Calpurnia:
Calpurnia is a black woman who works for the Finches. She provides
maternal nurturing and discipline for Scout and Jem.
Heck Tate:
As the sheriff of Maycomb County, Heck appears several times in the
book and demonstrates the just side of the law.
Harper Lee is a descendant of Robert E.
Lee, the Southern Civil War general.
7
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 8
To Kill A Mockingbird
Before We Start
Handout 2
Name
Date
Hour
Synopsis
Harper Lee’s To Kill A Mockingbird follows a young girl named Scout through critical
childhood years that shape her moral outlook and understanding of the world. The novel’s
characters represent every segment of 1930s Southern society as well as every facet of
human nature. Although the novel is a coming of age story, it inspires readers of all ages
and circumstances. From the fun and games of summer, to the frightening mystery of a
reclusive neighbor, to the shocking drama of a courtroom trial, the story is engaging and
enlightening. It will cause you to question society’s rules and customs of both the past and
the present. It will ask you to define who you are in relation to absolute moral codes. And
it will teach you abiding truths that make our world a just and compassionate place for
people to live.
The author uses her tale to depict important
themes in literature and in life. For example, the
notions of good versus evil, morality, social
structures, courage, justice, equality, and
compassion are all presented in the story. After
dissecting the text and understanding the author’s
viewpoint on these ideas, you will arrive at your
own conclusions based on your personal beliefs
and opinions. This is how you incorporate a
novel’s lessons into your own character.
In addition to concentrating on universal themes
of literature, you will also become familiar with
many literary devices or techniques during your
study of the novel. The use of specific points of
view, diction, allusion, foreshadowing, and
symbolism will all be discussed. Learning how
authors use these tools will help you become a
better reader, not only of To Kill A Mockingbird,
but of all books you read in the future.
8
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 9
To Kill A Mockingbird
Before We Start
Handout 3
Name
Date
Hour
Vocabulary Definition List
The following list provides definitions for some of the more difficult words in the text.
Chapter 1
piety:
nebulous:
reverence for God; fulfillment of
religious obligations
vague or unclear
Chapter 2
conferred:
consulted
Chapter 3
expounding:
judiciously:
concessions:
explaining in great detail
wisely
acts of acknowledging and accepting the opposing party’s point
Chapter 4
auspicious:
parceled:
evasion:
quelling:
favorable or successful
divided and distributed
the act of avoiding or hiding
pacifying or suppressing
Chapter 5
benign:
tacit:
benevolence:
peril:
placidly:
kind and gentle, not causing harm
implied or known without stating aloud
kindness, thoughtfulness
immediate danger or risk
calmly or quietly
Chapter 6
ensuing:
following afterwards
dismemberment: cutting up the limbs or parts of something
waning:
decreasing or diminishing in size or amount
Chapter 7
vigil:
the act of keeping watch
Chapter 8
unfathomable:
accosted:
unable to be understood
approached and demanded a conversation
9
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 10
To Kill A Mockingbird
Vocabulary Definition List
Before We Start
Handout 3, continued
perpetrated:
vivid:
perplexity:
committed
intensely bright and colorful
the state of being confused
Chapter 9
inordinately:
ingenuous:
provocation:
inevitable:
going beyond what is considered reasonable
innocent and unworldly
something that causes anger or other intense feelings
cannot be stopped or avoided
Chapter 10
inconspicuous:
mausoleum:
erratically:
vehemently:
articulate:
easy to miss or not see
large tomb or a structure that holds many caskets
without purpose or direction
forcefully or vigorously
able to speak in a clear manner
Chapter 11
degeneration:
umbrage:
skulked:
tirade:
propensities:
the process of breaking down or being destroyed
resentment
hid out or walked about with a guilty conscience
a long negative speech
tendencies toward something
Chapter 12
contemptuously:
ecclesiastical:
qualms:
austere:
scornfully
related to a church or religion
feelings of unease or nervousness
strict or severe
Chapter 13
prerogative:
curtness:
a right to do something
being brief in a rude way
Chapter 14
pensive:
antagonize:
tentative:
thinking deeply or wistfully
to cause anger or irritation
uncertain or not completely agreed upon
Chapter 15
stifle:
prevailed:
keep down or hold back
was predominant or most common
10
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 11
To Kill A Mockingbird
Vocabulary Definition List
Before We Start
Handout 3, continued
succinct:
acquiescence:
futility:
precise and without any extras
agreeing without argument
uselessness, because a result cannot be achieved
Chapter 16
unobtrusive:
eccentricities:
inconspicuous or not very noticeable
characteristics that are out of the ordinary and somewhat odd
Chapter 17
scrutiny:
devoid:
genially:
tenet:
careful examination
totally empty or lacking
pleasantly or friendly
a doctrine or principle
Chapter 18
mollified:
arid:
soothed or calmed
dry or lifeless
Chapter 19
predicament:
unimpaired:
expunge:
impudent:
a difficult situation; problem
undamaged or unhindered
completely erase
offensively bold
Chapter 20
equivalent:
contraband:
unmitigated:
equal in value or worth
forbidden goods or objects
unrelieved or without exception
Chapter 21
acquit:
exhilarated:
to clear of all charges
very happy or invigorated
Chapter 22
fatalistic:
ruefully:
believing things are predetermined and unchangeable
in a pitiful, sorrowful manner
Chapter 23
credibility:
furtive:
adamant:
infantile:
believability
hidden and secretive
firm and unyielding or stubborn
childish
11
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 12
To Kill A Mockingbird
Vocabulary Definition List
Before We Start
Handout 3, continued
wary:
watchful or unsure
Chapter 24
squalid:
impertinence:
dirty and filthy, usually due to poverty
rudeness or insolence
Chapter 25
veneer:
a thin layer covering an inferior base
Chapter 26
allegedly:
persecuting:
enunciated:
mused:
supposedly, not yet proven
oppressing or harassing
spoken aloud clearly
concentrated on one’s own thoughts and feelings
Chapter 27
annals:
notoriety:
nondescript:
written records of events
being famous for doing something bad
lacking memorable features or qualities
Chapter 28
incantations:
gait:
teeming:
mortification:
reeling:
staccato:
spells or charms spoken aloud for magical protection
the particular way a person walks
full to the brim
a feeling of deep shame or embarrassment
thrown off balance
short, separate sounds or movements
Chapter 29
instinctive:
reprimand:
happening naturally and without thought ahead of time
strongly admonish
Chapter 30
connived:
schemed or plotted
Chapter 31
raling:
crackling or rattling (in the lungs)
12
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 13
To Kill A Mockingbird
Before We Start
Handout 4
Name
Date
Hour
Pre-Reading Questions
Pre-reading questions help you explore your views in order to uncover important themes
in the novel.
Directions: Write down your response to each of the questions below. Keep this handout.
You will need it after you finish the novel.
1. How important are parents in shaping their children’s values and beliefs?
2. What is the role of the community in shaping young people’s values and beliefs?
3. How can we ensure that people are treated equally even though they differ in race,
wealth, religion, etc.?
4. How fair is our country’s justice system?
5. What makes people good or bad?
To Kill A Mockingbird became an international
bestseller and was adapted for the screen in 1962.
13
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 14
To Kill A Mockingbird
Before We Start
Handout 5
Name
Date
Hour
Novel Road Map to Success
These questions help you stay on track with the plot as well as build your reading
comprehension.
Directions: Answer these questions on a separate piece of paper as you read.
Chapter 1
1. Where does the narrator live?
2. How old are Scout and Jem when the story starts?
3. Who is their new friend?
4. What is the name of the odd family in Maycomb?
5. Why does Jem touch the Radley house?
Chapter 2
1. How does Scout feel about starting school?
2. What things does Scout get in trouble for at school?
3. Why won’t Walter Cunningham, Jr. take Miss Caroline’s quarter?
4. How does Walter Cunningham, Sr. pay Atticus for his legal work?
Chapter 3
1. What do Walter Cunningham and Atticus discuss at lunch?
2. How does Calpurnia tell Scout to behave during lunch?
3. What about Burris Ewell frightens Miss Caroline?
4. What does Scout ask Atticus to do about her schooling?
5. What compromise do Scout and Atticus reach about school?
Chapter 4
1. Why does Jem push Scout extra hard in the tire?
2. Where does Scout land?
3. What new drama does Jem suggest they play?
4. What are two reasons the new playacting makes Scout nervous?
Chapter 5
1. What kind of relationship do the children have with Miss Maudie?
2. What does Miss Maudie say about the Boo Radley stories Scout repeats?
3. How do Jem and Dill plan to give Boo Radley a note?
4. What does the note say?
5. What is Atticus’ reaction to the scheme?
Chapter 6
1. What do Jem, Scout, and Dill do on Dill’s last night in Maycomb?
14
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 15
To Kill A Mockingbird
Novel Road Map to Success
Before We Start
Handout 5, continued
2.
3.
4.
5.
What does the man on the porch do?
What happens to Jem as they’re fleeing?
How does Dill explain the missing pants?
What does Jem do in the middle of the night?
Chapter 7
1. What does Jem tell Scout about his pants?
2. What is Scout’s initial reaction to finding the soap carvings?
3. What is Jem’s reaction?
4. Why are they unable to fulfill their plan?
5. How does Jem react to Nathan Radley’s actions?
Chapter 8
1. What is Atticus’ reaction to the snowman’s likeness to Mr. Avery?
2. What happens to Miss Maudie’s house?
3. Where are Scout and Jem standing during the episode?
4. What new item does Scout have in the morning?
5. Where does it come from?
Chapter 9
1. Why does Scout fight Cecil Jacobs?
2. Who is Atticus defending?
3. Why does Atticus feel he must take the case?
4. Why is Atticus more concerned with Scout’s temper than her language?
5. What does Scout realize years later about the conversation between Atticus and Jack?
Chapter 10
1. In what ways is Atticus different from the fathers of Scout’s and Jem’s friends?
2. What does Atticus tell Jem about shooting mockingbirds?
3. What does Miss Maudie say about mockingbirds?
4. Who shoots Tim Johnson?
5. How does Jem react to that?
Chapter 11
1. What does Mrs. Dubose say that particularly upsets Jem?
2. What does Jem buy Scout?
3. What does Jem do when he passes by Mrs. Dubose’s house and she isn’t on the porch?
4. What is Jem’s punishment?
5. What pattern emerges in the afternoon reading sessions?
Chapter 12
1. What happens to Jem at age 12?
2. Why does Calpurnia take Scout and Jem to church with her?
15
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 16
To Kill A Mockingbird
Novel Road Map to Success
Before We Start
Handout 5, continued
3. What does First Purchase African M.E. look like?
4. How do the other members of First Purchase behave?
5. How did Calpurnia learn to read?
Chapter 13
1. How does Aunt Alexandra spend her days in Maycomb?
2. Why does Aunt Alexandra usually regret asking Scout to come in and say hello to a
visitor?
3. What is Atticus supposed to discuss with Scout and Jem?
4. How does Scout react when Atticus tells her to stop making noise with the comb?
5. What does Atticus tell the children at the end of the chapter?
Chapter 14
1. How does Atticus react to hearing about Scout and Jem’s visit to Calpurnia’s church?
2. Why does Scout start fighting Jem?
3. What does Scout find under her bed?
4. How does Jem break the code of childhood?
5. Why did Dill run away?
Chapter 15
1. What does Atticus take with him when he leaves on Sunday evening?
2. Where do they find Atticus?
3. How does Jem react when Atticus tells the children to go home?
4. What is Scout trying to accomplish as she speaks to Mr. Cunningham?
5. What does the crowd do?
Chapter 16
1. How does everyone in the Finch household feel the next morning?
2. What does Atticus tell the children about coming downtown?
3. How does Mr. Dolphus Raymond differ from other white folk?
4. What new information does Scout learn about the Tom Robinson case?
5. Where do the children end up sitting?
Chapter 17
1. On which side was Mayella bruised?
2. How does Mr. Ewell behave on the witness stand?
3. How does the judge react to Mr. Ewell’s behavior?
4. What is Mr. Ewell’s testimony?
5. What does the reader learn when Mr. Ewell signs his name?
Chapter 18
1. What is Mayella afraid of when she first gets on the witness stand?
2. What areas does Atticus cover in the beginning of his questioning?
16
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 17
To Kill A Mockingbird
Novel Road Map to Success
Before We Start
Handout 5, continued
3. What is Mayella’s version of the events?
4. What is wrong with Tom’s arm?
5. Who does Atticus suggest beat Mayella?
Chapter 19
1. Who is Atticus’ only witness?
2. What is Tom’s version of the events?
3. What does Link Deas say when he interrupts the testimony?
4. What points does Mr. Gilmer make during his cross-examination of Tom?
5. Why does Dill begin crying?
Chapter 20
1. What do Scout and Dill learn about Mr. Dolphus Raymond?
2. What is happening when Scout and Dill return to the courthouse?
3. What are the main points in Atticus’ closing argument?
4. Who arrives at the courthouse as Atticus is finishing his speech?
Chapter 21
1. Why does Atticus change his mind about letting the children stay?
2. Who is in the courtroom when the children return after supper?
3. Scout’s feelings are reminiscent of what day?
4. What is the jury’s verdict?
5. What does everyone in the balcony do when Atticus exits the courtroom?
Chapter 22
1. How does Jem react to the verdict?
2. Why does Atticus think it was acceptable for the children to be at the trial?
3. How does Atticus respond to the gifts of food from the black community?
4. What things does Miss Maudie point out that Jem and Scout hadn’t realized?
5. What does Mr. Ewell do to Atticus?
Chapter 23
1. What is Atticus’ response to Mr. Ewell’s actions?
2. How do Jem and Scout feel about it?
3. What does Jem believe is the answer to the unjust trial verdict?
4. What does Atticus believe is the answer?
5. What is Aunt Alexandra’s response to Scout’s desire to invite Walter home?
Chapter 24
1. How does Scout behave during the refreshment period?
2. How does Miss Maudie help Scout during the questioning by Miss Stephanie?
3. How does Miss Maudie support Atticus?
4. What happens to Tom?
17
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 18
To Kill A Mockingbird
Novel Road Map to Success
Before We Start
Handout 5, continued
5. How do the ladies behave after Atticus and Calpurnia leave?
Chapter 25
1. What do Jem and Dill do on their way back from swimming?
2. How does Helen react to the news?
3. How long is Maycomb interested in the news of Tom’s death?
4. How does Mr. Underwood react to it?
Chapter 26
1. What does Scout think about Boo Radley at this point?
2. How do Scout’s and Jem’s peers act after the trial?
3. What is bothering Scout about Miss Gates’ response to Hitler and the Jews?
4. How does Jem react to Scout’s conversation with him?
5. What is Atticus’ explanation for Jem’s behavior?
Chapter 27
1. How does Link Deas help Helen Robinson?
2. What did the Maycomb children do to the Misses Tutti and Frutti last Halloween?
3. What is being done this year to prevent Halloween pranks?
4. What is Scout’s role in the pageant?
5. Who is escorting her to the school?
Chapter 28
1. What is the night like as Jem and Scout walk to the school?
2. What happens to Jem and Scout under the oak tree?
3. How does Jem get home?
4. What is Jem’s injury?
5. What does Heck Tate find under the tree?
Chapter 29
1. What does Aunt Alexandra say in response to these events?
2. Why doesn’t Atticus hear Scout and Jem hollering?
3. What happened to Scout’s costume?
4. What strange sounds does the fourth person under the tree make?
5. Who saves Scout and Jem?
Chapter 30
1. Why do Scout and Boo go out to the porch?
2. Who does Atticus think killed Mr. Ewell?
3. Who does Heck Tate say killed Mr. Ewell?
4. Why does Atticus want Jem’s name cleared legally?
5. How does Heck Tate get Atticus to understand that Jem didn’t do it?
6. Why doesn’t Heck Tate want to tell everyone the exact truth?
18
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 19
To Kill A Mockingbird
Novel Road Map to Success
Before We Start
Handout 5, continued
7. What does Scout say about this explanation of events?
Chapter 31
1. Why does Scout bring Mr. Arthur back inside?
2. How does Mr. Arthur behave toward Jem?
3. How does Mr. Arthur get home?
4. What does Scout do as she’s standing on Mr. Arthur’s porch?
5. Where does Atticus spend the night?
19
© 2005. Teacher’s Discovery®
Performs well with spoken,
written, and visual
language.
Correctly uses common
language rules in
assignments with some
higher-level examples.
Excels in spoken,
written, and visual
language.
20
© 2005. Teacher’s Discovery®
Correctly uses higherlevel language rules in
assignments.
Demonstrates little or
no understanding of
the characters
or plot.
20%
25%
25%
30%
Misuses common
language rules in
assignments.
Chooses only one or
two ways to complete
assignments, including
spoken, written, and
visual language.
Understands one or
two literary devices
and how they are used
in the novel.
Does not understand
common language
rules in assignments.
Repeatedly uses the
same medium:
spoken, written, or
visual language.
May understand
one or two literary
devices but cannot
describe how they
are used in the novel.
Understands one or two Uncertain of the
themes; may concentrate novel’s themes.
on these ideas while
excluding all others.
Frequently confuses the
characters or
misinterprets the plot.
Weak
50%–59%
Date
Correctly uses common
language rules in
assignments.
Attempts assignments
in a variety of ways,
including spoken,
written, and visual
language.
Shows some
understanding of most
literary devices and
how they are used in
the novel.
Displays some
understanding of most
of the novel’s themes
and touches on them,
at least briefly, in
activities and writing
assignments.
Demonstrates a basic
understanding of the
characters and plot with
minor, but more
frequent, errors.
Needs Improvement
60%–69%
Before We Start
Handout 6
Class Discussion
Group Projects
Individual Assignments/Projects/Activities
Final Test
Shows an understanding of
literary devices and how
they are used in the novel;
attempts to apply this
knowledge to other
assignments.
Displays a good
understanding of all of the
novel’s themes, mentioning
them in activities and
writing assignments.
Displays a strong
understanding of all
the novel’s themes,
discussing them easily
and using them in
activities and writing
assignments.
Shows an understanding
of literary devices by
clearly explaining their
use in the novel and by
applying this knowledge
to other assignments.
Demonstrates a generally
accurate understanding of
the characters and plot with
minor errors.
Competent
70%–79%
3:39 PM
Demonstrates an
accurate understanding
of the characters and
plot, almost completely
error free.
Good
80%–89%
8/19/06
Excellent
90%–100%
Overall Grading Rubric
ng_TKAM_book
Page 20
To Kill A Mockingbird
Name
Hour
ng_TKAM_book
8/19/06
3:39 PM
Page 21
To Kill A Mockingbird
Target on Text
N
ow it’s time to start reading. Target on Text contains a
chapter-by-chapter progression of activities to enhance
your students’ understanding and enjoyment of To Kill a
Mockingbird. This guide divides the novel into six sections of
roughly the same length. Each section has individual chapter
summaries, target objectives, and a variety of activities to
highlight key story and literary elements.
While some of the activities are designed to be done individually,
working with peers provides students with the opportunity to
practice cooperation and creates richer results as the students
build on one another’s ideas.
21
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 22
ng_TKAM_book
8/19/06
3:39 PM
Page 23
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 1–5
Chapter 1 Summary
Scout, the narrator, introduces the tale by saying it happened long ago. She will be
retelling these events from memory. We meet her brother Jem; their father, Atticus; their
cook, Calpurnia; and a new friend, Dill. We learn about the time (1933) and town where
they live (Maycomb, Alabama). Scout details their summertime fun as consisting largely
of playing in their tree house and reenacting dramas from books they have read. She also
describes the mysterious Radley family that lives down the street. Their son, Boo, was a
troublesome teenager who became a recluse. Now legends about his deviant behavior
abound. Dill finds Boo Radley fascinating and wants to make him come out. The chapter
ends with Jem successfully completing a dare to touch the Radley house.
Chapter 2 Summary
Fall arrives. Dill returns to Meridian, and Scout begins school. She and her teacher, Miss
Caroline, are continually odds. Scout knows how to read and write, but the teacher says
she is doing it wrong. Scout attempts to explain why Walter Cunningham won’t take Miss
Caroline’s quarter for lunch (he can’t repay it, and Cunninghams never take anything they
can’t repay), but Miss Caroline views Scout’s behavior as impudent. Scout is terribly
disappointed by her first educational experience, particularly because she had been longing
to attend school for years.
Chapter 3 Summary
Scout beats up Walter in the schoolyard because she sees him as the source of her
problems. Jem stops her and invites Walter home for lunch. In the afternoon, Burris Ewell
makes a scene at school and leaves; he only attends the first day of school every year
anyway. Scout finds school so boring and burdensome that she wants to run away from
home. After dinner, Atticus explains that she must go to school, even though people like
the Ewells are exempt, and he strikes a deal with her to continue reading every night if
she goes.
Chapter 4 Summary
Scout finds chewing gum in the knothole of a tree on the Radley property. On the last day
of school, Jem and Scout find two Indian-head pennies there. They realize it is someone’s
special hiding place. Dill arrives for the summer, and the three of them create dramas
based on the legend of Boo Radley. Scout becomes uneasy and wishes to stop after Atticus
begins to suspect the truth behind their game.
23
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 24
To Kill A Mockingbird
Chapter 5 Summary
The children stop playing Boo Radley, and Dill and Jem begin spending time together
with the exclusion of Scout. Scout then spends more time with their neighbor across the
street, Miss Maudie. Miss Maudie answers some of Scout’s questions about the Radleys and
corrects some of Scout’s incorrect ideas. Jem and Dill devise a plan for sending Boo a
note via a fishing pole and a loose shutter. Atticus catches them and lectures them on the
necessity of leaving Boo alone.
Target Objectives
At the end of this section, students are able to:
• analyze the main characters and the novel’s setting
• begin working with imagery, foreshadowing, and allusions
• extend the applications by connecting the book to other ideas
• learn new vocabulary words
• use the text to support their opinions
LESSON PLAN DETAILS
CHAPTERS 1–5
Chapter 1
✦ 1. Art and Literature: Boo Radley—hand out and have students complete in class
(30 minutes)
Chapter 3
✦ 1. Foreshadowing: The Ewells—hand out and have students complete in class
(25 minutes)
2. Ethical Issues: Atticus’ Motto—hand out and have students complete in class
(20 minutes)
Discussion Questions: Chapters 1–5 (1 class period)
✦ = Corresponding remedial activity located on the disk
24
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 25
To Kill A Mockingbird
Chapter 1
Handout 1
Name
Date
Hour
Art and Literature: Boo Radley
Jem gives Dill a ghoulish description of Boo Radley in Chapter 1. Use the
details from the novel to draw a picture of this monster named Boo. You
need not be an exceptional artist to do well. Rely on the book and your
imagination to visually interpret what Jem says. This activity lets you
use your creative and artistic side and helps you understand Jem’s view
of Boo Radley.
Directions: In the box below, draw a picture of Boo Radley based on
what Jem says.
25
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 26
To Kill A Mockingbird
Chapter 3
Handout 1
Name
Date
Hour
Foreshadowing: The Ewells
Foreshadowing is a technique authors use to drop hints about future events in
a novel. For example, in Chapter 3, we meet Burris Ewell, one member of a
family that ignores society’s laws and customs. Examining Burris’ behavior
on the first day of school provides important clues to the role that the
Ewell family plays in the novel. This activity provides practice in closely
studying one character and using what you have learned to prepare you
for continued reading.
Directions: Below are four quotations about Burris Ewell from
Chapter 3. Rewrite each one in your own words before
answering the questions that follow.
1. “The boy laughed rudely.”
2. “He gave a short contemptuous snort.”
3. “‘Ain’t got no mother,’ was the answer, ‘and their paw’s right contentious.’”
4. “The boy’s condescension flashed to anger.”
Describe what type of person Burris is based on the information above.
What themes or ideas do you think Burris, as a representative of his entire family,
portrays?
26
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 27
To Kill A Mockingbird
Chapter 3
Handout 2
Name
Date
Hour
Ethical Issues: Atticus’ Motto
Ethics are the values or beliefs by which we live and make decisions every day. In Chapter
3, Atticus tells Scout that “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.” This idea is
sometimes stated as walking in someone else’s shoes. When you look at the world through
another person’s eyes, it helps you to understand why they do what they do. This activity
helps you apply the lessons from the novel to your own life. It reminds you of the
importance of sympathizing with others. It also provides an opportunity to hone your
writing skills.
Directions: Consider a time when you or someone you know was able to see things from
another point of view. What happened? What was the outcome? What might have
happened if you didn’t stop to look at it another way? Write about the experience in the
space below.
27
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 28
To Kill A Mockingbird
Discussion Questions: Chapters 1–5
Directions: Use the following questions to review what’s happened in Chapters 1–5. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 1
1. Why does Scout begin the tale by providing the history of the Finch family?
Example: It shows how important family lineage is to people in the South.
2. What does Dill bring to the friendship of these three children?
Example: His viewpoint is not affected by the Finch family so there are always differences and
that sparks new ideas and interests.
Chapter 2
1. Why is Scout’s first day of school so disappointing to her?
Example: Partly because her expectations were too high; she expected it to be absolutely
wonderful.
2. What does Scout’s attitude toward Miss Caroline at lunchtime tell the reader about
Scout’s personality?
Example: She is good by nature but holds a grudge when she feels wronged.
Chapter 3
1. What satisfaction does Scout hope to receive from fighting Walter in the school yard?
Example: It will transfer her humiliation to him.
2. Reread the last few pages of Chapter 3. How would you describe the relationship
between Atticus and Scout?
Example: It is very mature, meaning Atticus treats Scout with respect and Scout appreciates that.
Chapter 4
1. Why does Dill tell stories about his dad?
Example: He is describing the way he wishes his life was; it’s a fantasy for him.
2. How does the last line (“Someone inside the house was laughing.”) make you feel?
Example: It’s eerie because you know that someone is watching what the kids are doing.
Chapter 5
1. What kind of person is Miss Maudie?
Example: She is unpretentious and reasonable.
2. What do you think of Atticus’ reaction to the children giving Boo a note?
Example: It is a very grown-up response to a children’s game; he tells them exactly how to
behave and what not to do.
28
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 29
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 6–10
Chapter 6 Summary
On Dill’s last night in Maycomb, Jem and Dill plan to peep into Boo’s house. Scout becomes
involved, despite her fears, because Jem accuses her of acting like a girl. While the children
are on the Radley property, Mr. Nathan Radley hears noises, comes outside, and fires his
shotgun in the air. As the children are running away, Jem’s pants become stuck on the fence
and he must leave them there. The neighbors gather after hearing the gunshot, and the
adults quickly become aware of Jem’s state of undress. Dill covers for them by saying they
were playing strip poker, and he won Jem’s pants off him. Atticus tells Jem to retrieve them.
In the early hours of the morning, Jem goes back to the Radley property to get his pants.
Chapter 7 Summary
School starts again. Jem, who has been acting moody since the episode with the pants,
finally tells Scout what happened: When he returned, his pants were folded and mended,
like someone was expecting him. Over the next weeks, Scout and Jem find more treasures
in the tree: soap carvings, gum, a tarnished medal, and a broken pocket watch. They write
a thank-you note to their benefactor, but when they go to leave it in the tree, they find the
hole has been plugged up with cement. Nathan Radley says the tree is dying, although it
appears healthy. Jem spends the evening outside, gazing at the tree. When he comes inside,
it is clear he has been crying.
Chapter 8 Summary
A true cold winter arrives in Alabama. Snow falls, a phenomenon not seen for 50 years.
Miss Maudie’s house catches fire in the night and burns to the ground. When the Finches
return to their home in the early dawn, Atticus asks Scout where she got the blanket that is
around her shoulders. Atticus realizes that Boo must have covered her up, and she didn’t
even notice. The next day Scout and Jem speak to Miss Maudie about losing her house;
she doesn’t seem too upset.
Chapter 9 Summary
Scout fights Cecil Jacob for calling Atticus names regarding his defense of Tom Robinson,
a black man accused of raping Mayella Ewell. Atticus explains to Scout why he is defending
Tom and asks Scout to curb her anger. She successfully walks away from Cecil the next day.
Christmas arrives. Uncle Jack, Atticus’ brother, arrives too. Scout and Jem receive air rifles.
At Finch’s Landing on Christmas Day, Scout loses her temper with young Francis who says
Atticus is disgracing the family. Uncle Jack whips Scout for fighting and using bad
language. Back home that evening, Scout explains what Francis said to make her angry.
Uncle Jack wants Francis punished but Scout begs him not to say anything because she
knows Atticus doesn’t want her fighting on his behalf. Atticus worries about Scout making
it through the difficult times ahead of them.
29
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 30
To Kill A Mockingbird
Chapter 10 Summary
Scout and Jem are bothered that Atticus is older than their friends’ parents and cannot
engage in typical activities with them. When Tim Johnson, a mad dog, comes walking
down their street, Atticus kills him with one shot. Jem is in awe of Atticus’ skill; he
understands that Atticus doesn’t boast about his skill because that wouldn’t be gentlemanly.
Target Objectives
At the end of this section, students are able to:
• analyze several characters
• begin analyzing themes
• continue working with literary devices
• apply lessons from the novel to life
• continue studying main characters
• identify diction as a literary device
• begin to contextualize information from the novel
• learn new vocabulary words
• use the text to support their ideas
LESSON PLAN DETAILS
CHAPTERS 6–10
Chapter 7
✦ 1. Character Analysis: Jem—hand out and have students complete in class (30 minutes)
2. Character Analysis: Atticus—hand out and have students complete in class
(30 minutes)
Chapter 10
✦ 1. Literary Analysis: Diction—hand out and have students complete in class
(45 minutes)
Discussion Questions: Chapters 6–10 (1 class period)
✦ = Corresponding remedial activity located on the disk
30
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 31
To Kill A Mockingbird
Chapter 7
Handout 1
Name
Date
Hour
Character Analysis: Jem
Characterization is the method used by a writer to develop how the character looks, acts,
and thinks. In Chapters 5–7, we deepen our understanding of Jem’s personality. Through
his continuing fascination with Boo Radley, Jem demonstrates the conflict between his
childish and adolescent sides. Sometimes his actions are juvenile, and other times they are
mature. This activity shows you how taking a second look improves your understanding of
the text. It also improves your critical thinking skills.
Directions: Review Jem’s behavior in this section before completing the charts and
answering the questions below.
Describe five things Jem does in this section. What do these actions reveal about Jem and
Include the page numbers.
why does the author include them?
1.
2.
3.
4.
5.
What kind of person is Jem at this point in the story? How does the author want readers
to view him now?
31
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 32
To Kill A Mockingbird
Chapter 7
Handout 2
Name
Date
Hour
Character Analysis: Atticus
Group Activity
Characterization is the method used by a writer to develop how
the character looks, acts, and thinks. We can learn about
characters from their words and their actions. Our attitude
toward them can also be affected by the way other characters
view them. In Chapters 1–7, characters express many opinions
of Atticus Finch. This activity lets you study another facet of
Atticus’ character. By improving your understanding of him,
you also improve your ability to foresee what happens later on
in the story. Making predictions and continually evaluating
your success sharpens your critical-thinking skills.
Directions: Answer the questions below in preparation for a
class discussion on Atticus and his role in the novel.
1. In Chapter 5, Miss Maudie says, “Atticus Finch is the same
in his house as he is on the public streets.” What does she mean?
2. What does this statement suggest about his character at this point in the book?
3. What type of events might this predict in the novel?
32
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 33
To Kill A Mockingbird
Chapter 10
Handout 1
Name
Date
Hour
Literary Analysis: Diction
The term diction refers to the author’s word choice. Many words are associated with
certain feelings or emotions. Happy and ecstatic have similar dictionary definitions (known
as denotation), but they convey different feelings (known as connotation). Both words
suggest gladness. The word ecstatic, however, means that someone is unable to control his
or her enthusiasm, whereas happy merely suggests a smile on someone’s face. This activity
helps you understand the importance of an author’s word choice.
Directions: Reread the paragraph that begins, “Tim Johnson was advancing…” in Chapter
10. Complete the chart and then use the back of this paper to answer the questions below.
Word or phrase
snail’s pace
What ideas come to mind when you hear that word or phrase?
Example: Almost motionless
dedicated to one course
invisible force
shiver like a horse
shedding flies
alist
pulled gradually
toward us
Concluding Thoughts
1. What is the overall tone of these words and phrases?
2. How do the images make you feel?
3. How effective is the diction in this passage?
33
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 34
To Kill A Mockingbird
Discussion Questions: Chapters 6–10
Directions: Use the following questions to review what’s happened in Chapters 6–10. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 6
1. Why do you think Jem and Dill let Scout tag along when they go to Boo’s house?
Example: It prevents her from telling the adults what they’re doing.
2. At the end of the chapter, Scout says that she and Jem began to part ways. What do you
think she means?
Example: Jem begins to act in grown-up ways that she can’t understand.
Chapter 7
1. Why do you think someone mended and folded Jem’s pants over the fence?
Example: Whoever did it cares enough about Jem that they don’t want him to get in trouble.
2. Why does the gift giver choose each of the gifts?
Example: The soap carvings show that he or she knows Scout and Jem and is leaving the gifts
specifically for them.
Chapter 8
1. Why does the author include a snowstorm in a novel set in Alabama?
Example: She wants to create a series of uncommon events for interest’s sake.
2. What do you think of Miss Maudie’s response to losing her house?
Example: It shows she isn’t materialistic.
Chapter 9
1. Why does Atticus believe he must defend Tom Robinson if he wants his children to
obey him?
Example: He believes he must be honorable in all areas.
2. What do you think of Scout when she begs Uncle Jack not to tell Atticus the truth?
Example: I think it shows she’s starting to care about others more than herself.
Chapter 10
1. Why do you think Atticus never mentioned his shooting ability to his kids?
Example: He doesn’t want them to think that shooting is necessarily the greatest skill.
2. Why does the idea of being a gentleman excite Jem?
Example: He’s entering the stage where following in his father’s footsteps is important to him.
34
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 35
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 11–15
Chapter 11 Summary
Scout describes Mrs. Dubose, a mean, elderly woman who lives on her street. Whenever
Scout and Jem pass by, Mrs. Dubose says terrible things about them and about their father.
One day Scout and Jem are walking to town, and Mrs. Dubose insults Atticus because he is
defending Tom Robinson. Jem says nothing but is visibly angered. In town, he buys himself
a miniature steam engine and buys Scout a baton. On their way home, Mrs. Dubose is not
on her porch; Jem grabs the baton and destroys all of Mrs. Dubose’s camellia bushes. As
punishment, Atticus orders Jem to read to Mrs. Dubose every afternoon. The reading
periods get longer each day until the punishment is over about five weeks later. Not long
after that, Mrs. Dubose dies. Atticus explains that Mrs. Dubose was using the reading time
to wean herself from a morphine addiction so that she would die on her own terms.
Chapter 12 Summary
At 12 years old, Jem begins to distance himself from Scout and take on a more mature
manner; Scout feels abandoned, particularly because Dill cannot join them that summer.
Atticus is called to an emergency session of the legislature, so Calpurnia stays with them.
On Sunday, she takes them to her church. One church member, Lula, says the white
children shouldn’t be there, but everyone else welcomes them. Scout notices a number of
differences between her church and Calpurnia’s church. For example, the minister names
specific instances of sinning in the sermon and keeps everyone inside until they’ve collected
$10 for Helen Robinson, Tom’s wife. Scout begins to realize that Calpurnia has a life apart
from the Finch house, and that Calpurnia is more educated than other black people in
Maycomb. Aunt Alexandra is on the porch when they return home.
Chapter 13 Summary
Aunt Alexandra plans to stay for an indefinite period. She fits seamlessly into Maycomb
society. She wants Atticus to instill a sense of family pride in the children. She tries to
explain family connections and make the children appreciate their place in society. Atticus
then tries to follow up with the children but is uncomfortable asking them to behave
differently than they do. He tells them to forget everything he said.
Chapter 14 Summary
There is tension between Aunt Alexandra and Atticus over Calpurnia, especially when Scout
explains that she and Jem attended Calpurnia’s church, and they have been invited to her
house. Jem tells Scout not to upset Aunt Alexandra; he is acting paternally, which infuriates
her. They fight and are sent to bed. Scout steps on something in her room and gets Jem
because she fears it is a snake. It’s Dill. He ran away from home. Jem gets Atticus who then
tells Miss Rachel.
35
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 36
To Kill A Mockingbird
Chapter 15 Summary
Dill is allowed to stay for the summer. Several men come to see Atticus at home. Heck Tate
says he’s moving Tom Robinson to the Maycomb jail the next day and expects trouble. Jem
is worried over Atticus’ safety. Sunday evening, Atticus heads out with a lightbulb and an
extension cord. The children sneak out and find him sitting outside the jailhouse door
reading by the light of the bulb. Several cars arrive filled with men from Old Sarum. They
want Tom Robinson. Scout runs into the middle of the circle. A frightened Atticus tells Jem
to take Dill and Scout home but Jem refuses. The men say Atticus has a limited time to get
the children out of there. Scout recognizes Walter Cunningham and starts speaking to him
about his son and his entailment. She’s trying to make polite conversation, but it’s
awkwardly silent. Finally, Walter Cunningham acknowledges her and tells the men to leave.
Target Objectives
At the end of this section, students are able to:
• consider racial issues in greater depth
• discuss the theme of courage
• continue working with literary devices
• use the text to support their ideas
• examine how the author builds tension
• analyze more characters
• be introduced to expository writing
36
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 37
To Kill A Mockingbird
LESSON PLAN DETAILS
CHAPTERS 11–15
Chapter 11
1. Theme Analysis: Courage—hand out and have students complete in class
(30 minutes)
✦ 2. Literary Analysis: Organization—hand out and have students complete in class
(30 minutes)
Chapter 12
1. Ethical Issues: Segregation—hand out and have students complete in class
(30 minutes)
Chapter 14
1. Character Analysis: Dill—hand out and have students complete in class (15 minutes)
Chapter 15
✦ 1. Theme Analysis: Mob Mentality—hand out and have students complete in class
(1 class period)
Discussion Questions: Chapters 11–15 (1 class period)
✦ = Corresponding remedial activity located on the disk
37
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 38
ng_TKAM_book
8/19/06
3:39 PM
Page 39
To Kill A Mockingbird
Chapter 11
Handout 1
Name
Date
Hour
Theme Analysis: Courage
A theme is a general concept or idea, such as love, justice, or
sorrow. One way to help you think of themes is to complete the
following sentence: “This is a book about __________.” In
Chapter 11, Atticus works quietly behind the scenes to teach
Jem an important lesson in courage. This activity lets you
analyze one event to determine its overall importance.
Directions: Reread the last two pages of Chapter 11 before
answering the questions below.
1. What lesson is Atticus teaching Jem?
2. Why is Atticus concerned that Jem take this lesson to heart?
3. Explain whether or not you believe Mrs. Dubose was a lady, in the sense Atticus implies.
Summary
Write a fifty-word statement below that summarizes your opinion of Mrs. Dubose.
39
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 40
To Kill A Mockingbird
Chapter 11
Handout 2
Name
Date
Hour
Literary Analysis: Organization
The way an author organizes a story affects the reader’s interpretation of it. There are a
variety of reasons for dividing stories into chapters, separating plays into acts, and applying
other organizational tools. At the end of Chapter 11 of To Kill A Mockingbird, the author
decides to break the book into two parts. The following questions help you analyze this
choice and determine whether or not to attribute any significance to it.
Directions: Respond to the following questions to arrive at your own conclusions
regarding the organizational structure of the novel.
1. What major lessons do you feel are taught in Part 1?
2. What emotions are predominant in the chapters leading up to the conclusion of Part 1?
3. What ideas at the end of Chapter 11 do you think the author wants to emphasize?
4. How did you feel when the novel paused between the two parts?
5. Why do you think the novel breaks at this point?
6. Explain whether or not you believe this organizational choice is significant.
In 1960, the year Harper Lee’s To Kill A
Mockingbird is published, ninety percent
of U.S. homes have a television set.
40
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 41
To Kill A Mockingbird
Chapter 12
Handout 1
Name
Date
Hour
Ethical Issues: Segregation
Ethics are the values or beliefs by which we live and make decisions every day. When
Atticus is out of town in Chapter 12, Scout and Jem are eager to attend church with
Calpurnia. The confrontation with Lula, however, makes them uneasy. This activity asks
you to clarify two sides of an argument and try to understand where each person is coming
from. Examining different points of view firms up your own convictions while teaching
you to consider issues from many angles.
Directions: Reread this section before completing the exercise below, which deals with the
issue of blacks and whites living separately.
In the box below, expand on Lula’s ideas. What are her opinions about having Scout and
Jem attend her church?
In the box below, expand on Calpurnia’s ideas. What are her opinions about having Scout
and Jem attend her church?
In the space below, explain what problems arise when segregation dominates a city, state,
and country.
41
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 42
To Kill A Mockingbird
Chapter 14
Handout 1
Name
Date
Hour
Character Analysis: Dill
Characterization is the method used by a writer to
develop how the character looks, acts, and thinks. Dill,
aka Charles Baker Harris, arrives each summer to add
adventure to Scout and Jem’s summer. In Chapter 14, he
runs away from home when his parents do not allow him
to go to Maycomb. His behavior here provides a quick
summary of his actions thus far in that it epitomizes his
personality traits. This activity provides practice in
interpreting the story. Also, understanding Dill as a
person gives you insight into his role in the novel.
Directions: Review Chapter 14 before completing the
assignment below to help you analyze Dill’s character.
In the spaces below, write down three things Dill does in
Chapter 14 that reveal his personality. Include the page number after each explanation.
1.
2.
3.
In the spaces below, explain what each action listed above tells you about his personality. In
other words, what kind of person would do that?
1.
2.
3.
42
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 43
To Kill A Mockingbird
Chapter 15
Handout 1
Name
Date
Hour
Theme Analysis: Mob Mentality
A theme is a general concept or idea, such as love, justice, or sorrow. One way to help you
think of themes is to complete the following sentence: “This is a book about __________.”
When the group of men from Old Sarum confronts Atticus at the jail in Chapter 15, they
appear to have lost their individual wills and are acting instead with a mob mentality. A
mob mentality exists when people in a group give up their independent reasoning and
follow the decisions of the group. Most of the time, terrible things result from this unwise
course of action. Unfortunately, mob mentalities are not reserved for novels; they often
control people in the real world as well.
Directions: In the space below, describe an actual event where a mob of people acted
without thinking. You may use newspapers, magazines, or online news sources to gather
your information. Be sure to cite your source.
Harper Lee spent a year as an
exchange student at Oxford University.
43
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 44
To Kill A Mockingbird
Discussion Questions: Chapters 11–15
Directions: Use the following questions to review what’s happened in Chapters 11–15. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 11
1. Why does Mrs. Dubose’s insult about Atticus defending Tom particularly upset Jem?
Example: He can ignore mean comments about himself, but he doesn’t want to hear anything
negative about Atticus.
2. Agree or disagree with Atticus’ statement about courage at the end of the chapter.
Example: I agree that doing something difficult all by yourself is more heroic than fighting a
battle you know you’ll win.
Chapter 12
1. Why does the author add Lula to the group of church members outside First Purchase?
Example: It would be unrealistic to think everyone adores Atticus.
2. Why does the author separate Calpurnia out from her peers by making her educated?
Example: It demonstrates that you can’t apply generalizations to any group of people.
Chapter 13
1. What motivates Aunt Alexandra to come stay with Atticus and the children?
Example: She wants to impress her own views on life, behavior, and manners on them.
2. At the end Scout says she knows now what he was trying to do. What do you think he
was trying to do?
Example: He is trying to give them a sense of self and identity to prepare them for the upcoming
trial.
Chapter 14
1. Why does Aunt Alexandra say Scout cannot visit Calpurnia at home?
Example: It goes against her belief that whites and blacks must remain separate.
3. How would you describe Scout and Jem’s relationship at this point?
Example: Jem has matured somewhat, and he expects Scout to act that way too.
Chapter 15
1. How might Atticus have prevented the children from arriving at the jailhouse that night?
Example: If he explained what he was doing and why he wanted them to stay home, they might
have listened to him.
3. Why does Walter Cunningham call off the group?
Example: Scout snapped him out of his mob mentality.
44
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 45
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 16–20
Chapter 16 Summary
The trial has arrived, and everyone is on edge. Atticus tells the children not to come
downtown. They watch a parade of people heading into town, and they follow suit after
lunch. Jem points out Mr. Dolphus Raymond, a white man who lives with a black woman
and has biracial children. He appears to be drunk all of the time. As people file into the
courthouse, Scout gets separated from Jem and Dill. By the time they are reunited, there
are no seats left. Reverend Sykes asks if they’d like to sit with him in the balcony, which is
reserved for black people, and they follow him up there. The sheriff, Heck Tate, is on the
witness stand.
Chapter 17 Summary
The sheriff, Heck Tate, testifies about the events of November 21. He says Mayella’s right
eye was bruised and there were marks all around her neck. Atticus asks why no one called a
doctor. Bob Ewell testifies to the same story Heck Tate told. He is argumentative and
repeatedly evidences his lack of social grace. Atticus asks Bob Ewell to write his name, a
task that reveals he is left handed. Jem feels they’ve cinched the case, but Scout is unsure.
Chapter 18 Summary
Mayella Ewell takes the stand. By turns she is afraid of Atticus and defiant toward him.
Atticus paints a picture of her life and then has her explain what happened that night. Her
story agrees with Heck Tate’s and Bob Ewell’s versions. Then Atticus asks Tom to stand,
and everyone learns that his right arm is 12 inches shorter than his left; it is utterly useless.
Atticus continues a pointed cross-examination, culminating in the question, “Who beat
you up? Tom Robinson or your father?” Mayella begins crying, restates her story, and then
refuses to answer additional questions. The state rests.
Chapter 19 Summary
Atticus calls his only witness, Tom Robinson, to the stand. Tom says Mayella asked him to
help her, as he had in the past, and she began kissing him. Bob Ewell saw it, began yelling
at Mayella, and Tom ran away, fearing he’d end up in a situation just like this one. Tom
tells the prosecutor that he felt sorry for Mayella, a statement which turns the white people
against him. Mr. Gilmer’s cross-examination is demeaning. It upsets Dill enough that he
starts crying, and Scout has to take him out of the courtroom. They meet Mr. Dolphus
Raymond who agrees with them that Mr. Gilmer’s attitude makes a good person feel sick.
45
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 46
To Kill A Mockingbird
Chapter 20 Summary
Scout and Dill learn that Mr. Dolphus Raymond is not a drunk; he simply pretends so that
people have an excuse for his lifestyle. Atticus is halfway through his closing argument
when Scout and Dill return to the courtroom. He explains that Mayella accused Tom to
cover up her own sin, meaning she tried to kiss Tom, an unforgivable act in their society.
Atticus says that courts are the only places where everyone is equal, and he says the jury
should acquit Tom. Just as he finishes, Calpurnia arrives in the courtroom.
Target Objectives
At the end of this section, students are able to:
• examine the themes of justice and prejudice
• learn new vocabulary words
• use the text to support their ideas
• consider characters’ motivations
• learn more about social divisions
• analyze elements of the trial
• continue working with literary devices
LESSON PLAN DETAILS
CHAPTERS 16–20
Chapter 16
1. Foreshadowing: Danger Ahead—hand out and have students complete in class
(30 minutes)
Chapter 19
1. Theme Analysis: Prejudice—hand out and have students complete in class
(35 minutes)
✦ 2. Comparison Activity: Tom and Mayella—hand out and have students complete in
class (25 minutes)
Chapter 20
✦ 1. Character Analysis: Atticus’ Closing Argument—hand out and have students
complete in class (45 minutes)
Discussion Questions: Chapters 16–20 (1 class period)
✦ = Corresponding remedial activity located on the disk
46
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 47
To Kill A Mockingbird
Chapter 16
Handout 1
Name
Date
Hour
Foreshadowing: Danger Ahead
Foreshadowing is a technique authors use to drop hints about future events in a novel.
Although an author can foreshadow good things as well as bad, we tend to associate the
idea of foreshadowing with evil. And indeed, in Chapters 14–16, there are signs that
danger lurks ahead. This activity helps you stop and pay attention to specific details in
order to improve your understanding of the author’s literary techniques.
Directions: In the space below, describe three events or circumstances from Chapters 1416 that indicate something sinister is on the horizon. Be sure to include the page number.
1.
2.
3.
Building Tension
In the space below, explain how each event described above adds to the novel’s suspense.
1.
2.
3.
In 1960, the year Harper Lee’s To Kill A
Mockingbird is published, NASA launches
Tiros I, the first weather satellite.
47
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 48
To Kill A Mockingbird
Chapter 19
Handout 1
Name
Date
Hour
Theme Analysis: Prejudice
A theme is a general concept or idea, such as love, justice, or sorrow. One way to help you
think of themes is to complete the following sentence: “This is a book about __________.”
It is clear in Chapters 17–19 that prejudice plays a large role in Tom Robinson’s trial. This
activity asks you to return to the book to get all of the facts clear in your mind. By asking
you to determine where prejudice lies, it also lets you practice your critical thinking skills.
Directions: Review the testimony of the four witnesses and search out the prejudicial
statements for the task below.
Write down the key elements of each witness’s testimony in the corresponding box below.
Heck Tate
Bob Ewell
Mayella Ewell
Tom Robinson
Find three statements in the book that you believe reflect a prejudiced mindset. Include the
page number for each one.
1.
2.
3.
On the back of this paper, explain what you believe the author is trying to say about
prejudice in America.
48
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 49
To Kill A Mockingbird
Chapter 19
Handout 2
Name
Date
Hour
Comparison Activity: Tom and Mayella
Comparing characters and events helps you identify specific developments in the story and
whether or not you feel they are important. In Chapters 18–19, you read two versions of
the same event: Tom’s side and Mayella’s side. This activity reinforces what each character
says about the event in question and helps you spot the weaknesses in each person’s story.
Directions: In the appropriate box below, write down the key statements of each witness,
then look for similarities and differences.
Tom’s Testimony
Mayella’s Testimony
Which character do you believe? Explain.
49
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 50
To Kill A Mockingbird
Chapter 20
Handout 1
Name
Date
Hour
Character Analysis: Atticus’ Closing Argument
Comparing characters and events helps you identify specific developments in the story and
whether or not you feel they are important. After reading Atticus’ closing argument in
Chapter 20, it is clear why Judge Taylor appointed him to defend Tom Robinson. This
activity teaches you more about Atticus as a character and about the case that is central to
the novel’s plot. It also helps with your note taking and analytical skills.
Directions: On a separate piece of paper, create an outline of Atticus’ closing argument.
Use two levels, meaning Roman numerals and letters as demonstrated below. Be sure to
include all of the major points and key details.
I. __________
A. __________
B. __________
II. __________
A. __________
B. __________
After completing your outline, decide what makes Atticus’ speech particularly poignant and
forceful. Explain below.
50
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 51
To Kill A Mockingbird
Discussion Questions: Chapter 16–20
Directions: Use the following questions to review what’s happened in Chapters 16–20. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 16
1. Why does Jem comfort Scout when she’s crying that night?
Example: He wants to keep as many worries away from Atticus as possible.
2. Why doesn’t Atticus tell the children he was appointed to defend Tom?
Example: He doesn’t want them to have an excuse for his behavior because his support of Tom
is sincere.
Chapter 17
1. Why do you think no one called a doctor for Mayella?
Example: No one really cares about her.
2. Why do you think Mayella keeps the red geraniums?
Example: She wants to own something pretty.
Chapter 18
1. Why does Atticus begin by painting a picture of the Ewells’ home life?
Example: He wants the jurors to understand why Mayella might do what she did.
2. Why do you think this case ended up in court?
Example: No one took the time to question Tom before accusing him.
Chapter 19
1. What kind of man is Tom?
Example: He is hard-working and decent.
2. Why do you think Mr. Gilmer’s actions make Dill cry?
Example: Dill wants the world to be fair, and he sees this as an injustice.
Chapter 20
1. What is the essence of Atticus’ closing argument?
Example: Equality reigns in courtrooms if nowhere else.
2. What is Atticus’ attitude toward Mayella?
Example: He pities her but cannot condone her selfish actions.
51
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 52
ng_TKAM_book
8/19/06
3:39 PM
Page 53
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 21–25
Chapter 21 Summary
Calpurnia is carrying a note saying the children are missing, but Mr. Underwood points
out their location in the balcony. Atticus demands they go home; Jem resists; Atticus
relents, saying they may return after eating supper. Both Calpurnia and Aunt Alexandra
are upset that the children spent the day in court. When the children return, all of the
spectators are in their seats. Scout gets sleepy as the 11 o’clock hour passes. She has the
same feelings she did on the day that Atticus shot Tim Johnson. The jury returns and
gives a guilty verdict. Everyone in the balcony stands as Atticus exits the courtroom.
Chapter 22 Summary
Jem cries at the injustice of the verdict. The next morning, Calpurnia finds foodstuffs
covering the porch. People in the black community brought them as a way of thanking
Atticus. Miss Maudie calls the children into her house because she baked them cakes. She
explains that people like Atticus bear heavy burdens for the rest of society. She also says
that there are people in Maycomb who are trying to equalize treatment of whites and
blacks, noting that the judge appointed Atticus even though appointments usually go to
a less-experienced attorney. The fact that Atticus kept the jury out for so long is a sign
of progress. The children leave and hear the news that Bob Ewell has threatened Atticus.
Chapter 23 Summary
Atticus takes the threat calmly, saying Bob Ewell did it to save his dignity. Jem and Scout
fear for Atticus’ safety. Atticus tells Jem that one man on the jury, kin to the Cunninghams,
wanted to acquit Tom, and that speaks well for the future. Scout wants to respond by
befriending Walter, but Aunt Alexandra declares the Cunninghams are trash and not fit to
associate with Scout. Scout and Jem retreat to Jem’s room and discuss the types of people
in the world.
Chapter 24 Summary
Aunt Alexandra is hosting the missionary circle where Mrs. Merriweather speaks on the
plight of tribal peoples. Scout is forced to join them during the refreshment period where
she hears a lot of hypocritical statements from the ladies—i.e., they’re willing to help
people far away but not in their own town or country. Atticus arrives home unexpectedly
because Tom Robinson has been killed trying to escape from prison. He wants Calpurnia
to go with him to tell Helen. Aunt Alexandra, Miss Maudie, and Scout compose
themselves and carry on with the afternoon because it needs to be done.
53
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 54
To Kill A Mockingbird
Chapter 25 Summary
Scout learns what happened at the Robinsons because Jem and Dill met Atticus’ car and
went with him. Helen faints. Calpurnia stays with her while Atticus returns home with the
boys. Maycomb shows interest for two days. Mr. Underwood writes a scathing editorial
equating Tom’s death with killing songbirds. Bob Ewell says one of his enemies is dead,
and now there are only two to go.
Target Objectives
At the end of this section, students are able to:
• expand their understanding of issues brought up in the novel
• learn new vocabulary words
• use the text to support their ideas
• improve their understanding of the narrator
• continue working with themes
• begin examining the mockingbird symbol
• discuss attitudes in Maycomb
LESSON PLAN DETAILS
CHAPTERS 21–25
Chapter 22
1. Journal: Atticus After the Trial—hand out and have students complete in class
(20 minutes)
Chapter 23
1. Plot Analysis: Climax—hand out and have students complete in class
(1 class period)
Chapter 24
1. Character Analysis: Scout—hand out and have students complete in class
(20 minutes)
2. Symbolism: A Mockingbird—hand out and have students complete in class
(45 minutes)
Discussion Questions: Chapters 21–25 (1 class period)
54
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 55
To Kill A Mockingbird
Chapter 22
Handout 1
Name
Date
Hour
Journal: Atticus after the Trial
The point of view is the way that the narrator
sees the events in the story. In Chapter 22, after
receiving gifts from Tom Robinson’s friends
and neighbors, Atticus excuses himself and
heads downtown. Although it does not tell us
specifically, it is reasonable to assume he went to his
office. Step into his skin and imagine what he must be
feeling at this point. Complete the journal entry below
to describe his thoughts. This activity reinforces what you
know about Atticus as a character. It provides additional
practice with the way his point of view affects your
interpretation of a passage or a person.
Directions: In the space below, write down Atticus’ thoughts after the trial. Remember to
use “I,” as you are writing from his point of view. Be true to his character as you create
this scene.
55
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 56
To Kill A Mockingbird
Chapter 23
Handout 1
Name
Date
Hour
Plot Analysis: Climax
Group Activity
The climax of the story is the place where everything that has been brewing reaches its
boiling point. This is the point of no return. All of the conflicts come together in a trial of
sorts, and what happens afterwards is just the tying up of loose ends. This activity
reinforces the elements of the plot while asking you to support your personal opinion.
Directions: Pinpoint the climax of the story.
1. In your opinion, what is the climax of the novel?
2. Why do you think this?
3. Explain whether or not you anticipated this event.
In a small group, discuss each person’s answers to the questions above. If anyone disagrees
with your assessment, try to convince him or her that you are right. In the space below,
explain whether or not you were able to persuade anyone to change his or her mind. If
everyone chose the same moment as the climax of the novel, explain what it was like to
have a discussion with like-minded peers.
56
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 57
To Kill A Mockingbird
Chapter 24
Handout 1
Name
Date
Hour
Character Analysis: Scout
Characterization is the method used by a writer to develop how the character looks, acts,
and thinks. Scout matures over the course of the novel. As the years pass, she grows both
emotionally and physically. While the story begins with Scout behaving as a tomboy, at the
end of Chapter 24, she says, “After all, if Aunty could be a lady at a time like this, so could
I.” This activity helps you analyze small moments in time and place them in a larger
context. Returning to the text reminds you how important it is to support your opinions
with factual evidence.
Directions: Complete the chart below to help you analyze the ways in which Scout
becomes a lady.
Describe three things Scout does in
Chapter 24 that demonstrate her
increasing maturity.
Explain how each action reveals a higher
level of maturity.
1.
2.
3.
Think back to the end of Chapter 11 where Atticus calls Mrs. Dubose a great lady.
Consider his description of Mrs. Dubose and the description of Scout in Chapter 24. In
the space below, describe two similarities between these two ladies.
1.
2.
57
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 58
To Kill A Mockingbird
Chapter 24
Handout 2
Name
Date
Hour
Symbolism: A Mockingbird
Group Activity
A symbol is an object or action that stands for something else. There are several ways that
the mockingbird symbol is used in the novel. The first mention of a mockingbird is when
Atticus tells Jem and Scout that it is a sin to kill a mockingbird. Miss Maudie elaborates,
saying that mockingbirds only do us good and, therefore, ought not be harmed. This
activity lets you work as a group and independently to gather the best ideas. It teaches you
more about one particular character and about the way symbolism functions in the novel.
Directions: Consider Tom Robinson as a mockingbird in the novel and apply what you
know about symbolism to increase your understanding of this character.
A. As a class, make a list on the board of everything that happens to Tom Robinson in the
novel. Use the box below to write down the ideas you hear.
B. On your own, review the list above and write down three ways that Tom is similar to a
mockingbird.
1.
2.
3.
C. As a class, discuss how Tom is a like a mockingbird. Be prepared to explain your
answers from section B. Also, think about the reasons the author uses the mockingbird
symbol. Write down ideas you hear from your classmates in the box below.
58
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 59
To Kill A Mockingbird
Discussion Questions: Chapters 21–25
Directions: Use the following questions to review what’s happened in Chapters 21–25. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 21
1. Why is Tom found guilty?
Example: The jurors are unwilling to challenge society’s rules.
2. Why does everyone in the balcony stand?
Example: They want to show their respect to Atticus.
Chapter 22
1. Explain why Atticus says it was right for the children to be there for the verdict.
Example: He doesn’t believe in shielding the children.
2. Why does Atticus get teary-eyed when he sees the gifts of food?
Example: He knows the givers have very little for themselves.
Chapter 23
1. Who is right, Atticus or Jem, in the discussion about which changes in the legal system
are needed?
Example: Jem’s idea has merit when juries are pulled from pools of prejudiced people.
2. What do you think about Jem’s idea of four kinds of folk?
Example: I think he wants to make everyone fit somehow so that it will make sense to him, but
that isn’t really true.
Chapter 24
1. Why does Miss Stephanie put Scout on the spot?
Example: It’s a cowardly way of putting down Atticus.
2. What do you think of Scout at the end of the chapter?
Example: She is maturing a great deal.
Chapter 25
1. Evaluate Maycomb’s response to Tom’s death.
Example: They do not see him as human, and there is no real grief over a lost life.
2. What do you think of Mr. Underwood’s response?
Example: It’s another baby step toward changing people’s opinions
59
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 60
ng_TKAM_book
8/19/06
3:39 PM
Page 61
To Kill A Mockingbird
Teaching Essentials... Just for YOU!
Chapters 26–31
Chapter 26 Summary
School begins again. Scout reminisces on her fascination with Boo and regrets their
actions, although she would still like to meet him someday. During Current Events period
in class, Cecil tells about Hitler persecuting the Jews. Scout’s teacher, Miss Gates, says it’s
unfathomable why Hitler would do that. Scout is bothered because she heard Miss Gates
say blacks were getting above themselves on the day of the trial; she can’t reconcile why it’s
wrong to hate Jews but okay to hate blacks according to most people in Maycomb. Jem is
angered that Scout mentions the trial; Atticus explains that Jem is just dealing with it in his
own way and will be himself again soon.
Chapter 27 Summary
October arrives. A series of events occurs: Bob Ewell gets and then loses a job with the
WPA; Judge Taylor scares off an intruder; Helen Robinson gets work with Link Deas, who
protects her against Bob Ewell’s threats. Halloween arrives, and Scout is preparing to
portray pork in the county pageant. Atticus and Aunt Alexandra are too tired to attend, but
Jem agrees to escort Scout to the school.
Chapter 28 Summary
Scout and Jem walk to the school for the pageant on Halloween night. Cecil spooks them
on their way there. Scout and Cecil enjoy the different booths and then go backstage to
prepare for the pageant. Scout falls asleep and misses her cue. Embarrassed, she has Jem
wait until the school is nearly empty before heading home. Jem hears someone following
them, walking when they walk and stopping when they stop. When they reach the oak
tree, they are attacked. Scout, in her pork costume, falls down. Someone hurts Jem and
goes after Scout. Just as Scout is being squeezed inside her costume, someone wrestles her
attacker away. More scuffling ensues; then it is quiet. Scout sees a man carrying Jem home.
Dr. Reynolds arrives and says Jem’s arm is broken. Atticus calls the sheriff, Heck Tate, to
investigate. Heck Tate finds Bob Ewell is dead under the oak tree.
Chapter 29 Summary
The adults ask Scout to tell what happened, and she recounts events the best she can.
Heck Tate examines her costume and sees that it was slashed with a knife; the wiring saved
her life. When she points to the man who brought Jem home, she realizes it is Boo Radley.
Chapter 30 Summary
The doctor asks everyone to leave Jem’s room, and they head out to the porch. Scout
escorts Boo as a polite hostess would. She sits next to him on the swing while Atticus and
Heck Tate argue over their interpretation of the night’s events. Atticus thinks Jem did it
and, although it is clearly self defense, it must be dealt with legally. Heck Tate says Bob
Ewell fell on his knife. Eventually, Heck Tate wins, arguing that Jem couldn’t possibly have
61
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 62
To Kill A Mockingbird
killed a grown man when his own arm was broken and that it would be sinful to drag
Arthur Radley into the spotlight for saving the children. Atticus acquiesces because he has
no choice. Scout says that explaining what really happened would be like shooting a
mockingbird.
Chapter 31 Summary
Scout brings Boo inside to say goodnight to Jem and then walks home with him. She
stands on his porch and reviews the past years’ events. When she returns home, Atticus
lets her stay up with him, but she quickly falls asleep, as he knew she would. She says that
Atticus will stay in Jem’s room all night and be there when he awakens in the morning.
Target Objectives
At the end of this section, students are able to:
• examine the reality of the Boo Radley legend
• conclude discussion of themes and symbols
• review the novel’s key events
• learn new vocabulary words
• use the text to support their ideas
LESSON PLAN DETAILS
CHAPTERS 26–31
Chapter 27
1. Theme Analysis: Compassion—hand out and have students complete in class
(45 minutes)
✦ 2. Foreshadowing: Predict the Conclusion—hand out and have students complete in
class (30 minutes)
Chapter 30
✦ 1. Symbolism: Another Mockingbird—hand out and have students complete in class
(1 class period)
2. Journal: Bending the Law—hand out and have students complete in class
(15 minutes)
Chapter 31
1. Character Analysis: Boo Radley—hand out and have students complete in class
(25 minutes)
2. Interview With the Author—hand out and have students complete in class
(1 class period)
Discussion Questions: Chapters 26–31 (1 class period)
✦ = Corresponding remedial activity located on the disk
62
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 63
To Kill A Mockingbird
Chapter 27
Handout 1
Name
Date
Hour
Theme Analysis: Compassion
Group Activity
A theme is a general concept or idea, such as love, justice, or
sorrow. One way to help you think of themes is to complete the
following sentence: “This is a book about __________.”
You have studied many themes woven into the novel. Another
key idea is that of compassion.
This activity gives you an opportunity to think through some
important questions. Also, having time to examine your peers’
responses will enable you to develop your own thoughts more
fully.
Directions: Look at this issue in greater depth during this
silent discussion based on everything you’ve read up through
Chapter 27. You’ll need four group members. Each of you
begins by writing down an answer to one of the four topics given
below. When the teacher calls “time,” pass your paper to the right. Now respond to
the question that the person to your left already answered; feel free to comment
(constructively, not negatively) on the previous answer when providing your own answer.
Continue this process until all group members have written responses to all four topics.
Afterwards, take time to debrief in your group, discussing your differing viewpoints.
Silent Discussion Topics
1. What is compassion?
2. Describe two examples of compassion in the novel.
3. Describe two examples of characters lacking compassion in the novel.
4. Explain whether or not you believe compassion is important in your life today.
63
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 64
To Kill A Mockingbird
Chapter 27
Handout 2
Name
Date
Hour
Foreshadowing: Predict the Conclusion
Foreshadowing is a technique authors use to drop hints about future events in a novel. The
author has dropped clues throughout the novel that give an idea of what is to come. This
assignment requires you to pull together everything you have learned up through Chapter
27, from literary devices to themes to plot structure, and hypothesize how the book will
end. Can you do it? This activity allows you to test your analytical abilities.
At the end of Chapter 27, Scout says, “After that, it didn’t matter whether they went or
not. Jem said he would take me. Thus began our longest journey together.”
Directions: In the box below, write down what you think will happen in the last four
chapters based on these words, as well as what you know about the story up to this point.
After you finish, write your name in the top right corner of the box and turn the paper
in to your teacher. The teacher will share everyone’s ideas after the class finishes reading
the novel.
(name)
My Prediction
64
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 65
To Kill A Mockingbird
Chapter 30
Handout 1
Name
Date
Hour
Symbolism: Another Mockingbird
Group Activity
A symbol is an object or action that stands for something else. In Chapter 30, Scout likens
putting Boo Radley in the spotlight to shooting a mockingbird, setting up another piece
of symbolism in the novel. This activity helps you analyze a key event in the novel while
providing practice in taking a personal stand and supporting your ideas with textual
evidence.
Directions: Consider the ways that Boo Radley functions as a mockingbird. Then, prepare
yourself for a class debate on the use of this symbol by pondering the focus question below
and writing down an explanation for your viewpoint.
Focus Question
Which character, Boo Radley or Tom Robinson, is a better mockingbird symbol?
In the space below, write your answer to the question. For the purposes of the debate, take
one side or the other. Do not say they are equal.
In the space below, explain why your answer is the best answer. Consider other options as
well and be prepared to explain why they are not the best answer.
65
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 66
To Kill A Mockingbird
Chapter 30
Handout 2
Name
Date
Journal: Bending the Law
In Chapter 30, Heck Tate and Atticus Finch have a
disagreement over how to handle Bob Ewell’s death.
Atticus wants to follow the letter of the law, no
matter how difficult it may be. Heck Tate, on the
other hand, argues that what is right and what the law
requires are not always the same thing.
This activity helps you evaluate morality and legality and
arrive at your own conclusions about which character is
right or wrong.
Review Heck’s and Atticus’ discussion before completing the
journal. In the space below, agree or disagree with Heck
Tate’s position. Explain why you feel the way you do.
66
© 2005. Teacher’s Discovery®
Hour
ng_TKAM_book
8/19/06
3:39 PM
Page 67
To Kill A Mockingbird
Chapter 31
Handout 1
Name
Date
Hour
Character Analysis: Boo Radley
Characterization is the method used by a writer to develop how the character looks, acts,
and thinks. Boo Radley makes his crucial appearance in Chapters 28–31. Scout and the
reader can now base their ideas about Boo on his actions rather than on legends and
rumors. This activity asks you to look back at information you learned previously and
compare it to what you have just read, which is an important step in making accurate
judgments.
Directions: Examine the differences between the myth and the reality before coming to
your own conclusion about Boo Radley. Complete the boxes below according to the
instructions given.
List five characteristics given
to Boo in the legends.
List five characteristics of
Boo given in Chapters 28–31.
67
© 2005. Teacher’s Discovery®
What is your opinion of Boo
after finishing the novel?
ng_TKAM_book
8/19/06
3:39 PM
Page 68
To Kill A Mockingbird
Chapter 31
Handout 2
Name
Date
Hour
Interview With the Author
Group Activity
The end of a reading experience can leave you feeling sad, satisfied, or curious. This
activity gives you an opportunity to interact with the writer, Harper Lee! Be as creative,
humorous, or serious as you like, but you must ask some fundamental questions regarding
To Kill a Mockingbird that only Lee could answer.
Directions: Write ten questions regarding the novel that you would like to ask Harper
Lee. Use a separate piece of paper to do this assignment. After you write your questions,
exchange papers with another student who will answer the questions.
68
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 69
To Kill A Mockingbird
Discussion Questions: Chapters 26–31
Directions: Use the following questions to review what’s happened in Chapters 26–31. Use
these questions to generate discussion about the author’s ideas and techniques.
Chapter 26
1. What is Scout’s attitude toward Boo Radley now?
Example: She is more understanding and sees his point of view.
2. Why do you think the people talk badly about Atticus but re-elect him to the
legislature?
Example: It’s another instance of them sending someone else to do the difficult work so they can
go on in blissful ignorance.
Chapter 27
1. What do you think of Link Deas?
Example: He is admirable.
2. What do you think it means that this is their “longest journey”?
Example: Whatever happens next must be something that will shape their future.
Chapter 28
1. How does the weather in this chapter add to the mood of the scene?
Example: It makes it seem eerie.
2. Why does the author have Scout fall asleep during the pageant?
Example: It reminds the reader that she’s just a child.
Chapter 29
1. Why do you think Atticus’ age starts to show at this point?
Example: He is vulnerable here and lets down some of his controlled persona.
2. What does it say about Atticus that he can’t believe Bob Ewell would do this?
Example: His good nature is blind to the faults of others.
Chapter 30
1. How do you think Scout behaves toward Boo?
Example: Her good manners shine through, despite Aunt Alexandra’s fear that Scout would
never be a lady.
2. Why would telling the truth be like shooting a mockingbird?
Example: It would be tormenting someone for doing a good deed.
Chapter 31
1. Why does Scout want Boo to be seen as a gentleman?
Example: She wants a true picture shown, not the gossip that has been spread up to this point.
2. Why does the author have Atticus reading The Gray Ghost?
Example: It reminds the reader of Jem and Scout’s childish games.
3. What do you think about Atticus sitting in Jem’s room all night?
Example: I admire his devotion.
69
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:39 PM
Page 70
ng_TKAM_book
8/19/06
3:40 PM
Page 71
To Kill A Mockingbird
Reflect on Reading
T
he following activities require students to work with the novel as a whole.
This includes discussion questions, activities, a pre-reading question
review, and a final test.
LESSON PLAN DETAILS
Discussion Questions (2 class periods)
1. Boo Radley’s Diary—hand out and have students complete in class (2 class periods)
2. Treasures in a 21st Century Tree—hand out and have students start the assignment
in class (1 class period); have students complete at home (3 hours) and present to
class (1 class period)
3. Pre-Reading Question Review-hand out and have students complete in class
(1 class period)
Final Test—hand out and have students complete in class (1 class period)
71
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 72
To Kill A Mockingbird
Reflect on Reading
Name
Discussion Questions
Date
Hour
Directions: Use the following questions to review what’s happened in the novel and to
discuss ideas and themes.
1. How fitting is the title?
Example: It’s an excellent fit because it applies to multiple characters.
2. Why does the author include long historical narratives on families, Maycomb, etc.?
Example: They provide context for the characters’ actions.
3. Why do you think Boo Radley stays inside?
Example: I think his parents shamed him into it originally, and then it became a habit.
4. What purpose does the character of Miss Maudie serve?
Example: She provides an objective yet supportive view of Atticus’ actions.
5. Explain whether or not Tom’s attempt to escape was the right thing to do.
Example: I don’t feel it was right because it meant certain death, and that means it was
actually suicidal, which is wrong.
6. Why does the author have Calpurnia live in two worlds, the white and black
communities?
Example: It illuminates the differences between them, and it also shows that there are
insurmountable barriers to success for black people. Despite her learning and her good
character, she can never be more than a servant in the white world.
7. Evaluate how well Judge Taylor performs his job.
Example: He tries to tip the scales toward a more just outcome, which is admirable.
8. What purpose does the character of Mr. Dolphus Raymond serve?
Example: He provides another facet of human nature for the reader to examine.
9. How does the use of allusion affect the reader’s appreciation of the book?
Example: It subtly increases the reader’s knowledge of the times and depth of the characters.
10. Explain whether or not the climax is surprising.
Example: Careful reading suggests something terrible will happen and the phrase “longest
journey” indicates it will involve Scout and Jem, but the actual event is still surprising.
11. Explain whether or not Mayella differs from the other Ewells.
Example: Unlike the other Ewells, she knows her life is abysmal, but she doesn’t know how to
change it.
72
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 73
To Kill A Mockingbird
Discussion Questions
Reflect on Reading
continued
Name
Date
Hour
12. Why does it seem inevitable that there are varying levels of society, e.g., families with
“gentle breeding,” families considered “white trash,” children of mixed race, etc.?
Example: Prejudice seems to put people in categories that they cannot escape so they continue
to live the way their parents lived.
13. What is the author’s commentary on public education?
Example: She ridicules the fundamental principle of assuming all people, including students,
are equal.
14. What legal changes would have to occur to prevent another injustice for someone
like Tom in this society?
Example: Juries could not be composed of prejudiced people so there would have to be some
change in the jury system.
15. What purpose does the character of Aunt Alexandra serve?
Example: She represents high society and the rules of order.
16. How does it help the story to have an older Scout act as narrator?
Example: It seems personal while still having the advantage of mature consideration.
17. How does the author build tension throughout the novel?
Example: She uses a series of bizarre events to suggest that these are not ordinary times.
18. What purpose does the character of Mr. Underwood serve?
Example: He demonstrates an intellectual response to the folly of segregation and the
inhumanity of how whites treat blacks.
19. What percentage of the general population does Atticus represent? In other words,
out of 100 people, how many would share his qualities?
Example: I think he represents a small percent because too many people are willing to let
others stand up and perform life’s difficult tasks.
20. While all of the events work together to shape Scout’s personality, some may be more
influential than others. Explain which one event you believe has the most impact.
Example: When Tom dies, Scout learns that justice is not certain but perseverance and a good
character are still necessary, an idea that underlies some of her future behavior.
73
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 74
To Kill A Mockingbird
Reflect on Reading
Handout 1
Name
Date
Hour
Boo Radley’s Diary
Group Activity
Boo Radley is a central character in To Kill A Mockingbird even
though he doesn’t appear until the last pages. Despite his brief
scene, the reader learns a lot about him through his actions.
This activity gives you a chance to walk around in Boo
Radley’s skin and tell things from his point of view.
Here is the scenario: Boo, the last member of the Radley
family, has died. Because there are no relatives, a grown
Scout and Jem assume the responsibility for cleaning out the
house. In the process, they discover Boo Radley’s diary from
the years 1933-1935. Drawn by a lifetime of curiosity and
eventual compassion for Boo, Scout and Jem keep the diary
and read it together one evening. What does it say?
Directions: Form a group of four students and write Boo’s
diary. Choose five key events from To Kill A Mockingbird to
discuss. Your writing must reflect Boo’s character, meaning you
cannot write about how he dines on raw squirrels as that was
patently untrue. Because Boo was not present for the majority
of the novel, you need to invent plausible ways he may have learned about certain events.
For example, he watched Scout through the shutters when she found the soap carvings and
threw them to the floor.
You will be graded on the relative importance of the events you choose as well as how well
your writing captures Boo’s personality.
74
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 75
To Kill A Mockingbird
Reflect on Reading
Handout 2
Name
Date
Hour
Treasures in a 21st Century Tree
Group Activity
In To Kill A Mockingbird, Scout says Boo “gave us two soap dolls, a broken watch and chain,
a pair of good-luck pennies, and our lives.” This summary of gifts left in the tree
epitomizes the relationship between Boo Radley and the Finch children. Each object can
be analyzed for its value to the characters, why one would give it, and why others would be
pleased to receive it.
Directions: Together with a partner, choose five modern-day objects that you feel
accurately depict the special bond these characters have. In other words, if Boo were alive
today and cared for two young children who lived on his block, what treasures might he
leave them? Even though this activity is set in our time, you’ll need to keep in mind the
objects that a poor, sickly recluse might have access to, meaning he can’t leave the children
the hottest new video game system. Think about the characters’ personalities and the
meaning behind gift giving. You will create a visual aid and present your treasures to the
class.
Use the space below to describe the five objects modern-day Boo leaves and why you think
they are good choices.
1.
2.
3.
4.
5.
In the space below, plan your visual aid and presentation.
A poster or box filled with the objects are some basic ideas.
Be prepared to explain your choices to the class.
The film version of To Kill A
Mockingbird appeared at the peak
of the Civil Rights Movement, and
was an immediate popular success.
75
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 76
To Kill A Mockingbird
Reflect on Reading
Handout 3
Name
Date
Hour
Pre-Reading Question Review
Take out the pre-reading questions that you filled out before you read To Kill a
Mockingbird. Determine if the novel has changed your beliefs.
Directions: Complete the chart below in preparation for a discussion with your classmates.
Pre-Reading
Discussion
Question
Response Before
Reading
Response After
Reading
1. How important
are parents in
shaping their
children’s values
and beliefs?
2. What is the role
of the community
in shaping young
people’s values
and beliefs?
3. How can we
ensure that
people are
treated equally
even though they
differ in race,
wealth, religion,
etc.?
4. How fair is our
country’s justice
system?
5. What makes
people good or
bad?
76
© 2005. Teacher’s Discovery®
Changes?
Write Yes
or No
ng_TKAM_book
8/19/06
3:40 PM
Page 77
To Kill A Mockingbird
Name
Date
Hour
Final Test
The following test assesses your knowledge and understanding of To Kill a Mockingbird.
Directions: Read all the directions and questions carefully.
Multiple Choice
Directions: Circle the letter of the correct answer. (1 pt. each)
1. What point of view does the narrator use?
a) third
c) first
b) omniscient
d) second
2. Which neighbor lady has the most respect for Atticus?
a) Mrs. Radley
c) Miss Maudie
b) Miss Stephanie
d) Mrs. Dubose
3. Where is the oak tree in which Boo leaves treasures for Jem and Scout?
a) the school yard
c) the street corner close to the Finch house
b) near the woods
d) the edge of the Radley lot
4. Why did Boo Radley’s father keep him in the house as a teenager?
a) to keep him safe
c) so he wouldn’t be sent to a state school
b) to educate him
d) he was emotionally disturbed
5. What’s odd about the way Jem’s pants are mended?
a) it’s neat
c) it’s in the wrong color
b) it’s crooked
d) nothing
6. How does Atticus react when he realizes Boo gave Scout a blanket during the fire?
a) he smiles
c) he’s angry
b) he’s afraid
d) he cries
7. Why does Jem destroy Mrs. Dubose’s camellias?
a) she angers him
c) they are her prized possessions
b) she isn’t there
d) all of the above
8. How does Jem help Mrs. Dubose?
a) reading to her
b) cleaning her room
c) staying longer every day
d) a and b
77
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 78
To Kill A Mockingbird
Final Test
Final Test, continued
9. What does Aunt Alexandra want Atticus to do with Scout?
a) discipline her
c) change her language
b) make her a lady
d) teach her to cook
10. How does Scout make the Old Sarum crowd leave Atticus alone at the jail?
a) by crying
c) by being rude
b) by talking politely
d) by calling Heck Tate
11. Why do Scout, Jem, and Dill sit in the balcony at the courthouse?
a) they’re late
c) they lost Scout
b) they’re hiding
d) a and b
12. Why does Mayella say Tom attacked her?
a) to hurt him
c) to get justice
b) to shift the blame
d) to get revenge
13. Which characters cry as a result of the Tom Robinson trial?
a) Mayella and Scout
c) Jem and Scout
b) Jem and Dill
d) Scout and Dill
14. What protects Scout during the attack?
a) the tree
c) her Indian-head pennies
b) her costume
d) the darkness
15. Who carries Jem to safety?
a) Arthur
b) Heck Tate
b) Nathan
c) Link Deas
Matching
Directions: Match each word in the box with the correct sentence below. (1 pt. each)
abstract
relief
resolution
Calpurnia
courage
allusion
dying
fatalistic
comfortable
equal
prejudice
amuses
Link Deas
mockingbird
cussing
1. A theme is an _________________ idea such as prejudice or courage.
2. Scout is more ________________ in the world of her father.
3. An _________________ is a literary device that indirectly refers to someone
or something.
4. _________________ runs deep in the South.
78
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 79
To Kill A Mockingbird
Final Test
Final Test, continued
5. Atticus hopes Jem learns about ________________ from Mrs. Dubose.
6. Jem’s snowman _______________ Atticus.
7. The concluding portion of the plot is called the ________________.
8. Nathan Radley says he plugged the knot-hole because the tree is ________________.
9. Boo Radley is a _______________ symbol.
10. _______________ means believing things are predetermined and unchangeable.
11. Bob Ewell drinks his ______________ checks.
12. Uncle Jack punishes Scout for _____________.
13. _______________ speaks two languages.
14. Atticus says a courtroom is the one place where everyone is ______________.
15. ________________ protects Helen from Bob Ewell.
Event Sequencing
Directions: Order the following events chronologically from 1 to 10. (1 pt. each)
_______ a.
Mrs. Dubose breaks her morphine addiction.
_______ b.
Miss Maudie leaves a fire burning and loses her house.
_______ c.
Scout meets Miss Caroline.
_______ d.
Francis antagonizes Scout at Christmas.
_______ e.
Atticus wishes Bob Ewell wouldn’t chew tobacco.
_______ f.
Scout and Jem find the greatest treasure in the tree.
_______ g.
Charles Baker Harris is introduced.
_______ h.
Tom is found guilty.
_______ i.
Link Deas threatens Bob Ewell for frightening Helen Robinson.
_______ j.
Scout meets Arthur.
79
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 80
To Kill A Mockingbird
Final Test
Final Test, continued
Short Answer
Directions: Write your answer to each question on a separate piece of paper. Use
complete sentences. (4 pts. each)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name two literary devices used in the novel.
How does Burris Ewell behave at school?
Name three treasures Scout and Jem find in the Radleys’ oak tree.
How does Dill save Jem when he loses his pants?
What does Aunt Alexandra think about Atticus defending Tom Robinson?
Why does Scout start using bad language?
What does Jem threaten to do if Scout continues to antagonize Aunty?
Who invites the children up to the balcony in the courthouse?
What really happened when Mayella asked Tom to come inside the house?
Why does Mayella accuse Tom of taking advantage of her?
Essay Questions
Directions: Choose one of the three essay questions listed below to answer. The length
needs to be approximately 350 words. Make sure your response is well-organized and
grammatically correct. Use a separate piece of paper. (20 pts.)
1. Analyze Atticus’ personality and how his character functions in the novel.
2. Discuss the narration and point of view in the story. Who narrates? What point of
view does the narrator have? Why is this important?
3. Explain the meaning of the title and apply it to Tom Robinson and Boo Radley.
80
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 81
To Kill A Mockingbird
Answer Key
This section provides answers to activities and the test in the order in which they appear in
the guide.
Pre-Reading Questions
Before We Start
Handout 4
1. Example: They are very important but only if they teach them the same things consistently.
2. Example: Kids want to be like their peers so the ideas of the people around them can really
affect their values and beliefs.
3. Example: Schools should be the same for all kids everywhere so they grow up believing that
everyone is the same.
4. Example: It isn’t; there are too many problems to believe it is really fair to everyone.
5. Example: The circumstances they grow up in influence them to be good or bad.
Novel Road Map to Success
Before We Start
Handout 5
Chapter 1
1. Maycomb, Alabama
2. Scout is five and Jem is nine.
3. Dill/Charles Baker Harris
4. Radley
5. Dill bets him.
Chapter 2
1. She’s excited.
2. knowing how to read; explaining about
Walter Cunningham’s background
3. He can’t repay her.
4. with goods (stove wood, hickory nuts, smilax,
holly, and turnip greens)
Chapter 3
1. farming issues
2. politely because they have company
3. He has a cootie.
4. not make her go back
5. They’ll keep reading at night and she will
go back.
Chapter 4
1. He’s upset that she contradicted him.
2. in the Radleys’ front yard
Chapter 5
1. a good one
2. that they’re rumors from colored folk
and Stephanie Crawford
3. Place it on the end of a fishing pole
and stick it through the shutters.
3. Boo Radley
4. Atticus is catching on to the game; she heard
laughter inside the Radley house.
4. It asks Boo to come out and talk to them;
they’ll buy him ice cream and won’t hurt him.
5. He is angered and says they must leave the
Radleys alone.
81
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 82
To Kill A Mockingbird
Chapter 6
1. try to peek into the Radley house
2. shoots his gun
3. His pants get caught on the fence.
Chapter 7
1. that they were folded over the fence
and mended
2. She throws them to the ground.
3. He admires them and says they resemble
Scout and himself.
Chapter 8
1. He smiles but makes them alter it.
2. It burns down.
3. in front of the Radley house
Chapter 9
1. Cecil criticizes Atticus.
2. Tom Robinson
3. to hold his head up in town, to be a
representative in the legislature, and to
parent his children
Chapter 10
1. He is older and doesn’t participate
in the same activities.
2. It’s a sin to kill a mockingbird.
3. They make music and don’t do
anything harmful.
Chapter 11
1. that Atticus is “lawing for niggers”
2. a baton
3. He destroys her camellias with the baton.
4. He says he won them from Jem playing
strip poker.
5. goes back to get his pants
4. The knot-hole has been filled with cement.
5. He stands outside until it’s dark, looking at
the tree and crying silently.
4. a blanket around her shoulders
5. Boo Radley
4. He says she’ll outgrow the bad words but her
temper will continue to be a problem.
5. that Atticus wanted her to overhear it
4. Atticus
5. He is speechless.
4. He cleans it up, says he’ll work to help them
grow back, and he must read to her.
5. They last longer each time.
Chapter 12
1. He becomes moody and hard to live with. 4. They welcome Scout and Jem.
5. from reading Blackstone’s Commentaries
2. Atticus is out of town and she isn’t
comfortable with them going to church
alone.
3. old, peeling paint, clay yard
Chapter 13
4. She bangs the comb down and begins crying.
1. She joins Maycomb society,
5. to forget everything he said
the missionary circle, etc.
2. Scout usually embarrasses Aunt Alexandra.
3. their family history
82
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 83
To Kill A Mockingbird
Chapter 14
4. He tells Atticus about Dill.
1. He enjoys it.
2. Jem says he’ll spank her if she antagonizes 5. His parents were ignoring him.
Aunt Alexandra.
3. Dill
Chapter 15
1. an extension cord and a light bulb
2. sitting in front of the jail
3. He refuses to go home.
Chapter 16
1. nervous; on edge
2. They are not to come downtown.
3. He lives with a black woman and
has mixed children.
Chapter 17
1. her right
2. arrogant and cocky
3. He is not amused by him.
4. She is trying to make polite conversation as
she’s been taught.
5. They disperse at Mr. Cunningham’s order.
4. that Atticus was appointed to defend Tom
5. in the colored balcony
4. that he saw Tom taking advantage of
Mayella and that Tom ran away as Bob
entered
5. He is left handed.
Chapter 18
1. Atticus
2. her home life
3. that she asked Tom to reach something
for her in the house and he attacked her
Chapter 19
1. Tom Robinson
2. She asked him to reach something and
when he turned around she kissed him.
3. that Tom has always been a good worker
for him and never caused any trouble
Chapter 20
1. He drinks Coca-Cola in the brown
paper sack.
2. Atticus is giving his closing argument.
Chapter 21
1. They have heard so much they
might as well hear the end.
2. everyone except the jury and Tom
3. the day Atticus shot Tim Johnson
4. It is crippled/useless.
5. her father
4. that Tom has a criminal record, he is very
strong, and he felt sorry for Mayella
5. because of the way that Mr. Gilmer treats
Tom
3. no medical evidence; Mayella wants to
alleviate her own guilt; all men are equal
in a court
4. Calpurnia
4. guilty
5. stands up
83
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 84
To Kill A Mockingbird
Chapter 22
1. He cries.
2. This is the world they’ve created for
them and the children must live in it.
3. He gets teary-eyed.
Chapter 23
1. He just says that he wishes Bob Ewell
didn’t chew tobacco.
2. They are frightened.
3. to eliminate juries
Chapter 24
1. She tries to make polite conversation.
2. She holds Scout’s hand.
3. She defends him against
Mrs. Merriweather’s veiled accusations.
Chapter 25
1. run into Atticus and accompany him
to Helen Robinson’s house
2. She faints.
Chapter 26
1. She is no longer afraid and still
fantasizes about meeting him.
2. They act nicely.
3. Miss Gates expressed prejudice against
black people after Tom’s trial.
Chapter 27
1. He gives her a job and protects her
from Bob Ewell.
2. put all of their furniture in the basement
3. There will be a pageant at the school.
Chapter 28
1. pitch dark
2. They are attacked.
3. Someone carries him home.
4. that there are people in Maycomb who
want change, that’s why the judge appointed
Atticus
5. spits in his face
4. changing the law
5. She may not invite him.
4. The prison guards shoot him.
5. as if nothing has happened
3. two days
4. He writes an angry editorial saying it
was sinful to kill a cripple.
4. He tells her never to bring it up again.
5. Jem was having a rough time and once
he got through it he’d be back to normal.
4. pork
5. Jem
4. His arm was broken at the elbow.
5. a dead Bob Ewell
Chapter 29
1. She feels it was her fault because she
ignored a premonition.
2. He is listening to the radio.
3. It was smashed and sliced through
with a knife.
4. wheezing, heavy breathing, violent coughing
5. Boo Radley
84
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 85
To Kill A Mockingbird
Chapter 30
1. Dr. Reynolds asks them to leave Jem’s
room, and they go where it is dark for
Boo’s sake.
2. Jem
3. Tate says Ewell killed himself.
4. so he won’t grow up under a cloud of
suspicion, having people think Atticus
got him off
5. He explains the impossibility of an injured
child successfully fending off an adult.
6. It would bring unwanted attention to Boo.
7. that telling the truth about Boo would be like
killing a mockingbird
Chapter 31
1. to say goodnight to Jem
2. He is cautious and he touches
Jem’s hair lightly.
3. Scout walks with him.
4. She looks at the town and mentally
reviews the past years.
5. in Jem’s room
Character Analysis: Atticus
Chapter 7
Handout 2
1. Example: He acts the same way all of the tme.
2. Example: He isn’t a hypocrite.
3. Example: Something might happen where he is asked to behave differently at home than at
work.
Final Test
Reflect on Reading
Multiple Choice
1. C
2. C
3. D
Matching
1. abstract
2. comfortable
3. allusion
4. prejudice
4. C
5. B
6. A
5.
6.
7.
8.
7. D
8. D
9. B
10. B
11. D
12. B
9.
10.
11.
12.
courage
amuses
resolution
dying
mockingbird
fatalistic
relief
cussing
Event Sequencing
a. 6
b. 4
c. 2
d. 5
e. 8
f. 3
g. 1
h. 7
i. 9
j. 10
85
© 2005. Teacher’s Discovery®
13. B
14. B
15. A
13. Calpurnia
14. equal
15. Link Deas
ng_TKAM_book
8/19/06
3:40 PM
Page 86
To Kill A Mockingbird
Short Answer
1. Allusion; foreshadowing; symbolism; diction; imagery; point of view; organization.
2. He is rude to the teacher and says he’s done his one day and won’t be back.
3. Chewing gum; Indian-head pennies; ball of gray twine; soap dolls; a tarnished medal; a
broken pocket watch on chain with knife.
4. Dill says he won Jem’s pants playing strip poker.
5. It disgraces the family; he can’t win and he’s just causing unnecessary trouble for everyone.
6. She hopes Atticus will let her quit school if he thinks she’s learning bad habits.
7. Jem threatens to spank Scout if she continues to antagonize Aunty.
8. Reverend Sykes invites the children up to the balcony in the courthouse.
9. She kissed him, and he ran when Bob Ewell saw what she was doing.
10. It would be shameful for her to admit to what she did so she blames him.
Essay Questions
1. Atticus has integrity, is the same in public and at home, is polite and honest, is a good father,
and believes in equality in the courtroom. Some examples: defends Tom even though he’ll
lose; teaches his children courage, kindness, and respect; is polite to Mrs. Dubose; tells Scout
she cannot fight other people and cannot hate other people; explains to Scout how to walk
around in someone else’s skin and see their point of view; protects Tom at the jail; thinks he
might win Tom’s case on appeal. He functions as a moral absolute; a representation of good;
an admirable father figure; the highest level of compassion, honesty, and goodness.
2. Scout narrates the novel from the first person, although she is telling the story from a later
date and is much older. This is important because we only have the knowledge she has—she’s
not omniscient—but we do have some of her maturity overlaying the story. First person puts
the reader directly into the action, walking around in someone else’s skin so to speak.
3. The title refers to Atticus’ statement that it’s a sin to kill a mockingbird. They only make
music for people to enjoy and never cause trouble. Boo only does kind things for Scout
and Jem, from leaving them treasures in the tree to giving Scout a warm blanket to saving
their lives. Putting him in the spotlight for rescuing the Finch children would make him
miserable and it would be doing harm to someone who behaved kindly toward them. Tom
tries to help Mayella because of her terrible living situation. He never asks for money, which
she obviously doesn’t have. His goodness is returned with evil; Mayella’s accusation is the
catalyst for the events that lead to his death. It was sin, as Mr. Underwood notes, to kill him.
86
© 2005. Teacher’s Discovery®
ng_TKAM_book
8/19/06
3:40 PM
Page 87
Teacher’s Discovery®
Publication Evaluation
Our goal has always been to offer the best, most useful classroom materials. To help make this
possible, please rate this publication on content, appropriateness, quality, compatibility with
curriculum, and overall usefulness. Please use the scale of A, B, C, D, F. Your opinion is
appreciated and benefits future publications.
Publication Title
Content
Appropriateness for classroom use
Quality
Fits with curriculum
Students’ overall response
Overall usefulness
A
A
A
A
A
A
B
B
B
B
B
B
C
C
C
C
C
C
D
D
D
D
D
D
F
F
F
F
F
F
What would you change in this publication?
What are the strengths of this publication?
Additional Comments:
How long have you been teaching?
What grade(s) do you teach?
School
Home
Name
School
Address
City
State
Please Return To:
Teacher’s Discovery
Publications
2676 Paldan Dr.
Auburn Hills, MI 48326
Fax: 1.888.395.NOUN
E-mail: publications@teachers-discovery.com
Zip