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To Kill a mockingbird Harper Lee Mrs. Brull English 2 Name: ______________________________ Hour: ____

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Page 1: Harper Lee - Mrs. Brull's Classroombrull.weebly.com/uploads/1/3/7/2/13720953/mockingbird_packet.pdf · ter quiz. The chapter quiz ... Chapter 9 1. When Atticus asks ... 2. In this

To Kill a mockingbird

Harper Lee

Mrs. Brull

English 2

Name: ______________________________ Hour: ____

Page 2: Harper Lee - Mrs. Brull's Classroombrull.weebly.com/uploads/1/3/7/2/13720953/mockingbird_packet.pdf · ter quiz. The chapter quiz ... Chapter 9 1. When Atticus asks ... 2. In this

Chapter Quizzes

You will read most of the novel outside of class time. The class period after reading homework is assigned, you can expect a chap-

ter quiz. The chapter quiz will be one question that is worth ten points, and your answer will be graded on the following rubric:

Reading Quiz Rubric:

10/10

2-3 complete sentences

At least two specific details or relevant examples

support response

Response reflects that student understands the nov-

el (beyond plot points) while reading

7/10

2-3 complete sentences

At least two specific details or relevant examples

support response

5/10

2-3 complete sentences

Response reflects a generally correct idea

1/10

Response given implies that student did not read

assigned chapter

The question for the quiz will be one of the following questions. Use these study questions to prepare for the quiz. Please note that

you do not get to pick which question to answer, so you should be prepared to answer any one of them.

Chapter 1

1. What do you learn in Chapter 1 about Maycomb, Atticus Finch, and his family.

2. What do you learn about Dill’s character?

3. What has happened to “Boo” Radley?

4. Why does the Radley place fascinate Jem, Scout, and Dill?

5. What do you notice about the narrative voice and viewpoint in the novel?

Chapter 2

1. Why is Scout so looking forward to starting school?

2. Why doesn’t Jem want anything to do with Scout at school?

3. What do you think about Miss Caroline Fisher as a teacher? What qualities make her good or not so good

at her job?

Chapter Quizzes

Study Questions

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Chapter 3

1. Who is Calpurnia? What is her place in the Finch household?

2. What is Walter Cunningham like? What does his behavior at lunch suggest about his home life?

3. What do you think about the way Atticus treats Walter Cunningham? What does this tell us about Atticus’ character?

4. What does Scout learn from Walter Cunningham’s visit?

5. Atticus says you never really understand a person until “you climb into his skin and walk around in it.” What does this mean? Is it an easy thing for Scout to learn?

6. Describe the Ewells. What is their life like? How do they compare/contrast with the Cunninghams?

Chapter 4

1. What does Scout think of current fashions in education?

2. What superstitions do the children have in connection with the Radley house?

3. Describe the game that the children make up about Boo Radley. Do you think it is an accurate version of what hap-pens in the Radley home?

Chapter 5

1. Describe Miss Maudie Atkinson. How does she compare/contrast with other women in Maycomb? What do the children think of her?

2. What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already knows?

3. Scout claims that “Dill could tell the biggest ones” (lies) she ever heard. Why might Dill have told such lies?

4. What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why?

Chapter 6

1. Why does Scout disapprove of Jem and Dill’s plan to look in one of the Radley’s windows?

2. What does Mr. Nathan Radley know about the intruders in his garden? Why does Miss Stephanie refer to a “negro” over whose head Mr. Nathan has fired?

3. Why does Dill’s explanation of Jem’s state of dress almost get Jem in trouble?

Chapter 7

1. When Jem tells Scout about getting his trousers back, he describes something strange. Explain what he told her.

2. Jem is beginning to understand more about Boo Radley than Scout does. Explain some evidence of this.

3. Does Jem still fear the gifts in the tree? Explain.

4. When the children prepare to leave a note for the person who puts gifts in the tree, they are stopped. How does this happen; who does it; and why might this person do so?

Chapter 8

1. Why does Scout quiz Atticus about his visit to the Radley house? How much does Atticus tell her?

2. What is the “near libel” that Jem puts in the front yard? How do Miss Maudie and Atticus react to it?

3. Why does Atticus save Miss Maudie’s oak rocking chair?

Chapter 9

1. When Atticus asks Scout about the blanket around her shoulders, what does Jem realize?Chapter 9

2. How well does Atticus feel he should defend Tom Robinson? Is it usual for (white) lawyers to do their best for black clients in Alabama at this time?

3. Scout and Jem have “mixed feelings” about Christmas. Explain these feelings and why they are “mixed.”

4. Uncle Jack Finch tells Scout that she is growing out of her pants. Why does this mean and why did he say it?

5. When Francis talks to Scout, he reveals an unpleasant feature of Aunt Alexandra. What is this?

6. What lesson does Scout learn from overhearing Atticus’ conversation with Jack?

Chapter 10

1. Scout says that “Atticus was feeble.” Do you think that this was her view as she tells the story, or her view while she was younger? Does she still think this after the events in this chapter?

2. In this chapter Atticus tells his children that “it’s a sin to kill a mockingbird.” What reason does he give for saying this?

3. Why does Heck Tate not want to shoot Tim Johnson?

4. Near the end of this chapter, Atticus cuts off Heck Tate as he is speaking to Jem. What has Heck about to say, and why did Atticus stop him from saying it?

5. Jem and Scout have different views about telling people at school how well Atticus can shoot. Explain this difference.

Chapter Quizzes

Study Questions

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Chapter 11

1. How does Atticus advise Jem to react to Mrs. Dubose’s taunts?

2. What does Mrs. Dubose say about the children’s mother? How does Jem feel about this?

3. What request does Mrs. Dubose make of Jem? Is this a fair punishment for his “crime”?

4. Explain in your own words what Atticus thinks of insults like “nigger-lover.” How far do you agree with him?

5. Explain why, in Atticus’ view, Mrs. Dubose was “a great lady.”

Chapter 12

1. Describe Jem’s and Scout’s visit to the First Purchase church.

2. What new things does Scout learn here about how the black people live?

Chapter 13

1. Why does Aunt Alexandra come to stay with Atticus and his family? What is Aunt Alexandra like?

2. Consider the first two things Aunt Alexandra says when she comes to stay with the family: “Put my bag in the front bedroom, Calpurnia” and “Jean Lousie, stop scratching your head.” Are these typical of her character or not? Ex-plain.

3. Aunt Alexandra thinks Scout is “dull” (not clever). Why does she think this? Is she right?

4. How does Aunt Alexandra involve herself in Maycomb’s social life?

5. What are Aunt Alexandra’s ideas about breeding and family? Why does Atticus tell Jem and Scout to forget about her ideas? Who do you think is right?

Chapter 14

1. How does Atticus explain rape to Scout? How suitable is this answer for Scout?

2. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to this suggestion?

3. Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill?

4. What do we learn from Dill’s account of running away?

Chapter 15

1. What is the “nightmare” that now descends upon the children?

2. What was (and is) the Ku Klux Klan? Describe their presence in the story.

3. How does Jem react when Atticus tells him to go home and why?

4. What persuades the lynching party to give up their attempt on Tom’s life?

5. Explain the way children affect events in this chapter without realizing it.

Chapter 16

1. What “subtle change” does Scout notice in her father?

2. What sort of person is Dolphus Raymond?

3. How does Reverend Sykes help the children see and hear the trial?

4. Comment on Judge Taylor’s attitude about his job. Does he take the trial seriously or not?

Chapter 17

1. What are the main points in Heck Tate’s evidence?

2. How does Atticus show in his cross-examination that the jury should not trust the witness from the other side?

3. What do we indirectly learn about the home life of the Ewell family?

4. What do you learn from Bob Ewell’s evidence?

5. Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this?

Chapter 18

1. Is Mayella like her father or different from him? In what ways?

2. What is probably the reason for Mayella’s crying in court?

3. How does Mayella react to Atticus’ politeness? What does this tell us about her upbringing?

4. How well does Mr. Gilmer prove Tom’s guilt in the eyes of the reader (you) and in the eyes of the jury?

Chapter 19

1. What made Tom visit the Ewell’s house in the first place?

2. Why does Scout think that Mayella Ewell is the “loneliest person in the world”?

Chapter Quizzes

Study Questions

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Chapter 20

1. Scout says, “Mr. Dolphus Raymond was an evil man.” Was she right? Explain

2. In most states of the USA, people are required to hide alcohol in a public place with a paper bag. Why does Dolphus Raymond choose to drink coca-cola out of a paper bag?

3. According to Atticus, is the thing Mayella has done wrong? Explain Atticus’ view on what it means to be equal.

Chapter 21

1. What does Jem expect the verdict to be and why? What does Atticus expect the verdict to be and why?

2. What is unusual about how long it takes the jury to reach a verdict? Is the verdict predictable or not? Explain why.

3. As Scout waits for the jury, she thinks about earlier events in the novel. What are these and how do they remind us of central themes in the story?

Chapter 22

1. Although Atticus did not want his children in court, he defends Jem’s right to know what happened. Explain Atticus’ reasons for this.

2. Miss Maudie tells Jem that “things are never as bad as they seem.” What reasons does she give for this view?

3. Why does Dill say he wants to be a clown when he grows up?

4. Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one? How might he try to “get” Atti-cus?

Chapter 23

1. What was Atticus’ reaction to Bob Ewell? What does this tell us (or remind us) about his character?

2. What is “circumstancial evidence”? What has it got to do with Tom’s trial?

3. What does Atticus tell Scout about why it took the jury so long to reach a verdict?

4. Why does Aunt Alexandria repeat that the Cunninghams might be good, but they aren’t “our kind of folks”? What does she mean by this?

5. By the end of the chapter, Jem forms a new opinion about why Boo Radley never leaves the house. Explain this. How likely is it to be true?

Chapter 24

1. Do you think the missionary ladies are sincere in worrying about the Mrunas (African tribe)? Give reasons for your answer.

2. Compare/contrast the reactions of the other ladies with Miss Maudie when they find out that Scout is wearing britches under her dress.

3. What is your opinion of the Maycomb ladies as depicted in this chapter. Give reasons to justify your ideas.

4. How does Aunt Alexandra’s character change by the end of this chapter?

Chapter 25

1. Explain why people are saying that Tom’s death was “typical.”

2. Explain the contrast Scout draws between the court where Tom was tried and “the secret courts of men’s hearts.” In what way are all hearts like courts?

Chapter 26

1. In her lesson, Miss Gates says that “we (Americans) don’t believe in persecuting anyone.” What is odd about her statement?

2. Why is Scout puzzled by Miss Gates’ disapproval of Hitler?

3. Why does Scout’s question upset Jem? (“How can you hate Hitler an’ then turn around an’ be ugly to folks at home?”)

4. How does the title of the novel come up at the end of this chapter? Explain the comparison.

Chapter 27

1. What three things does Bob Ewell do that alarm Aunt Alexandra?

2. Why, according to Atticus, does Bob Ewell bear a grudge?

Chapter 28

1. How does this chapter remind readers of the first few chapters of the novel?

2. Why does Jem say that Boo Radley must not be home? What is ironic about this?

3. Scout decides to keep her costume on during the walk home. How does this affect her understanding of the events that happen during that scene?

4. Why didn’t Atticus bring a chair for the man in the corner?

Chapter Quizzes

Study Questions

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Chapter 29

1. What caused the “shiny dull line” on the otherwise “dull wire” of Scout’s costume?

2. What explanation does Atticus give for the attack on the children?

Chapter 30

1. What does Atticus think caused Bob Ewell’s death?

2. Why does Heck Tate insist that Bob Ewell’s wound was self-inflicted? In what way is this partly true?

Chapter 31

1. How do the events in the final chapter explain the first sentence of the novel?

2. How does Scout make sense of an earlier remark of Atticus’ as she stands on the Radley porch?

3. At the end of the novel, Atticus is reading Scout a story. How is the story fitting for this novel?

Chapter Quizzes

Study Questions

Literature Circles

Literature Circles will meet about once a week to discuss the novel.

Group members will rotate duties in order to complete a worksheet at the meetings.

Each literature circle worksheet is due at the end of the hour it is assigned and is worth 20 points.

The literature circle worksheet does not change for groups that have a member absent.

Group members will agree upon and sign a contract at the beginning of the unit. If a group member breaks the contract, the

rest of the group may choose to have him/her complete the literature circle worksheet alone. It is the group’s responsibility to

let the teacher know if this has happened, so that she can make necessary copies.

Done correctly, literature circles meetings last from bell to bell.

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Literature Circles Job Descriptions

1. Summarizer/Predictor 2. Questioner

3. Visualizer 4. Quotes to Notes

Before Class:

1. Plan two “right there” questions that have answers that can be found in the text. Include the page number

2. Plan two “thinking” questions that can not be found in the text and can not be answered with a “yes” or “no” answer alone.

3. Write these questions on a sheet of notebook paper.

During Class:

1. Ask your group the “right there” questions and make sure the group agrees on the answers.

2. Ask your group the “thinking” questions. Make sure eve-ryone in the group has a chance to speak. Your group does not have to agree on these answers.

3. Take notes on the group’s discussion on your group’s liter-ature circles worksheet. Every group member’s name and their contributions should be present in your notes.

4. Staple your notebook paper to the group’s literature cir-cles worksheet.

Before Class:

Summarize the assigned chapters.

A. Choose the four main events.

B. Format your summary in the “and, but, so” struc-ture.

2. Make a one sentence prediction about what you think will happen next.

A. Your prediction should show you understand the novel so far and have a major impact on the plot.

3. Write the summary and prediction on a sheet of notebook paper.

During Class:

1. Present your summary to your group.

A. Make changes as needed.

B. Write the improved summary on your groups’ lit erature circles sheet

2. Present your prediction to your group

A. Make sure the group agrees this prediction is feasible and will have a major impact.

B. Write your improved prediction on your groups’ literature circles sheet.

C. Staple your notebook paper to the group’s sheet to be turned in.

Before Class:

1. Select a phrase, sentence, or passage that is important and visually demonstrable from the text.

2. Draw a 3x3 image that represents this moment in the plot. There should be at least three details that unmistakably relate to the novel.

3. Note the page number of the text so that you can refer to it in your group meeting.

During Class:

1. Read the passage to your group.

2. Explain your drawing.

3. Attach your drawing to the group’s worksheet.

Before Class:

1. As you read, find one quote for each of your major char-acters. Quotes you choose need to reflect the character’s personality, growth, or opinion on something important.

2. Note the quotes (three total) in your character notes.

During Class:

1. Present your quotes to your group.

2. As your group copies the quotes in their notes, you copy the quotes onto the group’s worksheet.

3. Determine conclusions for your character notes together.

5. Theme Notes

1. After you have completed the literature circles worksheet, add important passages to your theme and symbol notes.

2. Staple everyone’s notebook paper (there should be three pages total) to your group’s worksheet and turn it in.

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Literature Circles

Master Meeting Sheet Names: ________________________________

________________________________

________________________________

________________________________

Meeting 1:

___________________

(date)

Jobs:

Summarizer/Predictor— ________________________________

Questioner— ________________________________

Visualizer— ________________________________

Quotes to Notes— ________________________________

Notes:

_________________________

_________________________

_________________________

_________________________

Meeting 2:

___________________

(date)

Jobs:

Summarizer/Predictor— ________________________________

Questioner— ________________________________

Visualizer— ________________________________

Quotes to Notes— ________________________________

Notes:

_________________________

_________________________

_________________________

_________________________

Meeting 3:

___________________

(date)

Jobs:

Summarizer/Predictor— ________________________________

Questioner— ________________________________

Visualizer— ________________________________

Quotes to Notes— ________________________________

Notes:

_________________________

_________________________

_________________________

_________________________

Meeting 4:

___________________

(date)

Jobs:

Summarizer/Predictor— ________________________________

Questioner— ________________________________

Visualizer— ________________________________

Quotes to Notes— ________________________________

Notes:

_________________________

_________________________

_________________________

_________________________

Plan who will have which job for each meeting.

Record your jobs on your bookmark too.

Group Contract Members will complete the meeting requirements on their own if:

Sign Below: I helped write this contract. I understand that if I break this contract, I will complete the Literature Circle work on

my own.

________________________________ ________________________________

________________________________ ________________________________

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Vocabulary Research You will research two vocabulary words per week.

As you read, take note of words that you do not understand for the next vocabulary research.

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Reading Logs Reading logs will be about once a week.

Use the following structure to help you “SLAM” your reading log:

S

L

A

M

Locate evidence from the story.

“In the story it says…. This proves…”

State part of the question.

Add your own ideas.

“In my opinion…” , “I can relate to this…”

Make a meaningful conclusion.

1. SLAM your reading log!

S

L

A

M

Locate evidence from the story.

“In the story it says…. This proves…”

State whether you agree or disagree

with the writer’s words.

Add your own ideas.

“In my opinion…” , “I can relate to this…”

Make a meaningful conclusion.

2. SLAM your reading log RESPONSE!

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name:__________________________

info:___________________________

quote: pg #____

conclusions:

What can you infer about the character

adjectives:____________________________________

_____________________________________________

quote: pg #____

conclusions:

quote: pg #____

conclusions:

quote: pg #____

conclusions:

1.

2.

3.

4.

Final summary of character. Describe the character and how they have evolved (or not) during the novel.

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Character Notes

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name:__________________________

info:___________________________

quote: pg #____

conclusions:

What can you infer about the character

adjectives:____________________________________

_____________________________________________

quote: pg #____

conclusions:

quote: pg #____

conclusions:

quote: pg #____

conclusions:

1.

2.

3.

4.

Final summary of character. Describe the character and how they have evolved (or not) during the novel.

__________________________________________________________________________________________

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Character Notes

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name:__________________________

info:___________________________

quote: pg #____

conclusions:

What can you infer about the character

adjectives:____________________________________

_____________________________________________

quote: pg #____

conclusions:

quote: pg #____

conclusions:

quote: pg #____

conclusions:

1.

2.

3.

4.

Final summary of character. Describe the character and how they have evolved (or not) during the novel.

__________________________________________________________________________________________

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Character Notes

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Theme Notes:

Prejudice & Injustice

pg # Who?-What?-So What?

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Conclusions: (What statement about this topic is Lee making in the novel To Kill a Mockingbird?)

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Theme Notes:

Respecting the individual

pg # Who?-What?-So What?

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Conclusions: (What statement about this topic is Lee making in the novel To Kill a Mockingbird?)

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Theme Notes:

Education:

Formal vs Life experience

pg # Who?-What?-So What?

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Conclusions: (What statement about this topic is Lee making in the novel To Kill a Mockingbird?)

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Theme Notes:

Courage

pg # Who?-What?-So What?

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Conclusions: (What statement about this topic is Lee making in the novel To Kill a Mockingbird?)

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Symbol Notes:

mockingbird

pg # Who?-What?-So What?

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Conclusions: (What deeper meaning does this symbol have? How does this relate to Lee’s message?)