to kill a mockingbird - activity pack -...

Name: ________________________________ Date:_________________

S - 35 Reproducible Student Worksheet

Student’s Page To Kill A Mockingbird

Chapters 1 – 3

Character Traits

Objective: Inferring character traits

Activity

JEM’S CHARACTER TRAITS

Identify the adjectives that you think Jem possesses and using your answers, answer the questions that follow

_____ 1. aloof _____ 11. difficult _____ 21. wise _____ 2. conventional _____ 12. practical _____ 22. compassionate _____ 3. courageous _____ 13. reliable _____ 23. understanding _____ 4. energetic _____ 14. resourceful _____ 24. thoughtful _____ 5. honest _____ 15. intelligent _____ 25. simple _____ 6. insensitive _____ 16. sensitive _____ 26. imaginative _____ 7. methodical _____ 17. diligent _____ 27. persistent _____ 8. confident _____ 18. conscientious _____ 28. stubborn _____ 9. coarse _____ 19. tender _____ 29. reasonable ____ 10. cautious _____ 20. callous _____ 30. impudent

Of the traits you identified for Jem, consider:

1. Which of the traits did you infer from the character’s actions? ____________________________________________________________________________________

____________________________________________________________________________________

2. Which of the traits did you learn of because the narrator or another character told you of them? ____________________________________________________________________________________

____________________________________________________________________________________

3. Which of the traits did you learn of because the character told you? ____________________________________________________________________________________

____________________________________________________________________________________

4. Of the three possibilities above, which is the most reliable way to judge Jem’s character and which is the least reliable?

________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



CALPURNIA’S CHARACTER TRAITS

Identify the adjectives that you think Calpurnia possesses.


Of the traits you identified for Calpurnia, consider:


____________________________________________________________________________________


____________________________________________________________________________________


____________________________________________________________________________________

Name: ________________________________ Date:_________________



SCOUT’S CHARACTER TRAITS

Identify the adjectives that you think Scout possesses.


Of the traits you identified for Scout, consider:


____________________________________________________________________________________


____________________________________________________________________________________


____________________________________________________________________________________

Name: ________________________________ Date:_________________



DILL’S CHARACTER TRAITS

Identify the adjectives that you think Dill possesses.


Of the traits you identified for Dill, consider:


____________________________________________________________________________________


____________________________________________________________________________________


____________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 1 – 3

Compare and Contrast

Objective: Recognizing the similarities and differences between important characters and how they relate to the story line

Activity

Complete the Comparison/Contrast Chart for the Ewells and Cunninghams.

COMPARE/CONTRAST CHART

Burris Ewell and Family Walter Cunningham and Family

Similar

Different

Name: ________________________________ Date:_________________



CHAPTER TITLE CHART

Number Your Title Your Reason

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Chapter 14

Chapter 15

Chapter 16

Chapter 17

Chapter 18

Chapter 19

Chapter 20

Chapter 21

Chapter 22

Chapter 23

Chapter 24

Chapter 25

Chapter 26

Chapter 27

Chapter 28

Chapter 29

Chapter 30

Name: ________________________________ Date:_________________



Chapters 4 – 6

Inferred Meaning

Objective: Inferring meaning and identifying where and how plot, characterization, and theme come together

Activity

1. What meaning is there behind Jem’s words that are in italics? What thematic idea does this selection suggest?

I was desperate: “Look, it ain’t worth it, Jem. A lickin’ hurts but it doesn’t last. You’ll get your head shot off, Jem. Please…” He blew out his breath patiently. “I—it’s like this, Scout,” he muttered. “Atticus ain’t never whipped me since I can remember. I wanta keep it that way.”

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is Scout’s meaning in the following?

This was a thought. It seemed that Atticus threatened us every other day. “You mean he’s never caught you at anything.” “Maybe so, but—I just wanta keep it that way, Scout. We shouldn’a done that tonight, Scout.” It was then, I suppose, that Jem and I first began to part company. Sometimes I did not understand him, but my periods of bewilderment were short lived.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The chapter ends as follows:

“There he was, returning to me. His white shirt bobbed over the back fence and slowly grew larger. He came up the back steps, latched the door behind him, and sat on his cot. Wordlessly, he held up his pants. He lay down. And for a while I heard his cot trembling. Soon he was still, I did not hear him stir again.”

What do you suppose the author wants the reader to conclude or infer? ____________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



4. Note any changes in the three characters during the course of this chapter.

Character Beginning of Chapter 6 End of Chapter 6

Dill

Jem

Scout

5. Which one of the three children would you say is the major character in this chapter? Cite incidents from the chapter to support your answer.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 1 – 11

Style

Objective: Understanding the concept of style and recognizing the elements that characterize it

I. Diction

A. Type of language 1. Standard English – formal 2. Standard English – informal 3. Dialect

B. Vocabulary – level of difficulty 1. Concrete words – words that have specific meanings 2. Abstract words – the use of words to evoke sensory impressions

C. Imagery 1. Use of connotations 2. Use of descriptive nouns and verbs 3. Figurative language a. Metaphors b. Similes c. Personification

D. Tone – the writer’s attitude toward his subjects or readers

II. Sentences

A. Length (Number of words in sentences)

B. Types of sentences 1. Simple 2. Complex 3. Compound 4. Compound-complex

C. Dialogue

D. Narrative paragraphs

E. Rhetorical devices

Name: ________________________________ Date:_________________



Chapters 1 – 11

Poetry

Objective: Writing a found poem

Activity

1. In the poem below, If We Must Die, the tone of the piece is clearly one of a willingness to fight until the last breath against any odds or any enemy.

Identify those words and phrases that indicate the poem’s tone by circling them.

IF WE MUST DIE

If we must die, let it not be like hogsHunted and penned in an unglorious spot,

While round us bark the mad and hungry dogs,Making their mock at our accursed lot.

If we must die—oh, let us nobly die,So that our precious blood may not be shed

In vain; then even the monsters we defyShall be constrained to honor us though dead!Oh, Kinsmen! we must meet the common foe;Though far outnumbered, let us show us brave,

And for their thousand blows deal one deathblow!What though before us lies the murderous, cowardly pack,

Pressed to the wall, dying, but fighting back!

Name: ________________________________ Date:_________________



Part I: Chapters 1 – 11

Plot

Objective: Recognizing incidents to support the three plot lines

Activity

1. Review the list that follows and decide which incidents support plot line #1, “The Mystery of Boo Radley,” which incidents support plot line #2, “Jem Grows Up,” and which incidents support plot line #3, “The Trial.”

2. Study the Plot Chart. Record the incidents on the Plot Chart in the appropriate categories. Note: Some events may seem to fit in more than one category because plot lines frequently intertwine. Select the plot line that seems the best fit to you and be able to support your decision.

3. We have listed five universal concepts that are frequently present in literature. Based on your answers for Question B, identify the emerging theme for plot line #1 and enter it in the appropriate space on the chart. Then, do the same for the other plot lines as you come to them.

•LossofInnocence •ComingofAge •TheCommonalityofPeople •Man’sInhumanitytoMan •TheNatureofEvil

Work in cooperative groups to discuss the themes you see as emerging from each of the three plot lines. Some incidents may not fit into any category of plot, but may later; Keep the chart and fill in the plot as it develops. Each group should present an explanation of the themes it recognizes. Make sure your group answers the question, “What are your reasons for identifying this as a theme?”

Name: ________________________________ Date:_________________



LIST OF INCIDENTS

Chapter 1:

•JemandScoutmeetDill. •DilldaresJemtotouchtheRadleyhouse.

Chapter 2:

•ScoutandMissCarolinehaveaconfrontation.

Chapter 3:

•WalterCunninghamcomestodinner.BurrisEwelldefiesMissCaroline,andAtticuscontinuesreadingto the children.

Chapter 4:

•JemandScoutfindgiftsintheoaktree. •ThechildrenactoutBoo’slifestory.

Chapter 5:

•MissMaudieremembersArthurRadleyasaboy.

Chapter 6: (1) Jem loses and retrieves his pants.

Chapter 7:

•JemtellsScoutthathefoundhispantsfoldedandmended.Thechildrenfindthingsintheholeinthe tree, but it is then sealed over.

Chapter 8:

•Jemmakesasnowman.Duringthefire,BooRadleycoversScoutwithablanket.

Chapter 9:

•ScoutgetsintoafightwithCecilJacobsoverAtticus. •ScoutfightswithFrancis.

Chapter 10:

•Atticuskillstherabiddog.

Chapter 11:

•JemreadstoMrs.Dubose.ShediesandAtticusexplainsherreasooning.

Name: ________________________________ Date:_________________



PLOT CHART (PART I)

Plot line #1 – The Mystery of Boo Radley

Emerging Theme

Plot line #2 – Jem grows up

Plot line #3 – The trial

Name: ________________________________ Date:_________________



Chapters 7 – 11

Plot

Objective: Recognizing the emergence of plot lines and their relationship to other plot lines

Activity

In small groups, discuss what these four incidents have in common. Point out what they might predict about future plot action.

•Atticus’explanationtoScoutaboutwhyheisdefendingTomRobinson •Scout’sconfrontationwithCecilJacobs •Scout’sfightwithFrancis •Atticus’conversationwithUncleJack

Name: ________________________________ Date:_________________



Chapters 7 – 11

Generalization

Objectives: Weighing the truth and/or significance of a character’s assertions Drawing generalizations about character

Activity

1. In a novel, characters may frequently assert something as a truth. In small groups, discuss the assertions in the following quotes, indicating whether you think the assertion is true or false. Then list four reasons we accept a character’s assertions as true and four reasons we reject them.

GENERALIZATION CHART

Character Speaking Assertion True or FalseReason For Your

Choice

Mr. Avery“It’s bad children that that make the seasons change.”

T F

Miss Maudie“People in their right minds

never take pride in their talents.”

T F

Miss Caroline

“Now you tell your father not to teach you any more.

It’s best to begin reading with a fresh mind.”

T F

Name: ________________________________ Date:_________________



Reasons for not believing a character.

•__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________

Reasons for believing a character.

•__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________ •__________________________________________________________________________________

2. Probing Deeper

A person who argues against a point simply for the sake of argument or to determine the validity of the argument is called “a devil’s advocate.” As a devil’s advocate, in a dialogue, present a contrary view to Miss Maudie’s assertion.

Miss Maudie: People in their right minds never take pride in their talents.

You: __________________________________________________________________________________

Miss Maudie: ___________________________________________________________________________

You: __________________________________________________________________________________

Miss Maudie: ___________________________________________________________________________

You: __________________________________________________________________________________

Name: ________________________________ Date:_________________



3. Mark statements that deal with chapter 10 as either True or False.

T F Jem is proud of his father’s talent as a marksman. T F Jem is more proud of the fact that his father had never mentioned being able to shoot well. T F Scout is proud of her father’s talent as a marksman. T F Scout is more proud of the fact that her father never mentioned being able to shoot well.

After considering your answers, draw a generalization about Scout and Jem that reflects their similarities and differences in the way they perceive Atticus.

________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 7 – 11

Diction

Objective: Recognizing how diction and sentence structure affect style

Activity

After reading the following selections, make brief notes on the spaces that follow.

Jem was scarlet. I pulled at his sleeve, and we were followed up the sidewalk by a philippic on our family’s moral degeneration, the major premise of which was that half the Finches were in the asylum anyway, but if our mother were living we would not have come to such a state. I wasn’t sure what Jem resented most, but I took umbrage at Mrs. Dubose’s assessment of the family’s mental hygiene. Jem and I hated her. If she was on the porch when we passed, we would be raked by her wrathful gaze, subjected to ruthless interrogation regarding our behavior, and given a melancholy prediction on what we would amount to when we grew up, which was always nothing. Two geological ages later, we heard the soles of Atticus’ shoes scrape the front steps. The screen door slammed, there was a pause—Atticus was at the hat rack in the hall—and we heard him call, “Jem!” His voice was like the winter wind.

Diction: What strikes you about the author’s language in terms of familiar vs. unfamiliar, concrete vs. abstract, or literal vs. figurative?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sentences: What strikes you about her sentences in terms of length, syntax, and structure?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 16 – 18

Stereotypes I

Objective: Examining the use of stereotypical thinking and language in literature and life

Activity

Over the years, some popular stereotypes, or stock characters, have been the absent-minded professor, the country bumpkin, the nagging wife, and the submissive husband. While we may laugh at these figures in a comedy, some people, unfortunately, believe that these one-dimensional figures represent real people, and this mistaken notion may lead to faulty judgments about actual individuals.

1. What stereotypical judgment about Tom Robinson does Mr. Tate seem to be making while testifying? ____________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What stereotypical judgment about Atticus does Mr. Ewell seem to be making during his testimony? ____________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The jury is described as follows:

“Sunburned, lanky, they seemed to be all farmers, but this was natural: townsfolk rarely sat on juries, they were either struck or excused. One or two of the jury looked vaguely like dressed-up Cunninghams.”

This passage describes the jury as one whole unit. What stereotypical judgment does it suggest to the reader about the men who are on the jury and those who are not?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 16 – 18

Stereotypes II

Objective: Recognizing the extent to which a character in fiction may be a stereotype, rather than a fully rounded person

Activity

1. Characters on television are frequently stereotypes. Identify four television characters and complete the following chart.

Character Name and Show Group

Stereotypical of What GroupCharacter Traits Demonstrated

by this Group

Name: ________________________________ Date:_________________



2. Indicate your agreement or disagreement with the following. Give the reason for your choice.

(1) Strongly disagree (2) Disagree (3) Agree (4) Strongly agree

1. Bob Ewell is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

2. Atticus Finch is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

3. Heck Tate is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

4. Calpurnia is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

5. Mrs. Dubose is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

6. Boo Radley is a stereotypical character. 1 2 3 4

Reason: ___________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 19 – 22

Generalization

Objective: Recognizing and correcting faulty generalizations

Activity

1. Write five faulty generalizations that you know of or have heard someone use recently Teenagers, schools, television shows, movies, music, etc., are frequent targets of generalizations. Write the generalization and a correction for it. The first one is done for you.

•Writefivefaultygeneralizations.

1. Teenagers are loud and unruly in public. 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________

•Correctthefivegeneralizationssotheyarenotfaulty.

1. Teenagers who are loud and unruly in public represent only a segment of the teenage population. 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________

2. In Chapter 20, Atticus tries to educate the jury about making generalizations. Write four generalizations he discusses and his proposed corrections.

•ListthefourgeneralizationsAtticusdiscusses.

1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________

3. Correct the four generalizations so they are not faulty.

1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________

Name: ________________________________ Date:_________________



4. Which of these corrected generalizations do you think Atticus most wants the jury to accept? ____________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. List the points that Atticus makes in his summary to the jury in order of what you feel is their importance. After the list, compose a sentence or two explaining why you put them in the order you did.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 19 – 22

Foreshadowing

Objective: Recognizing incidents of foreshadowing and identifying the function they serve

Activity

Find several examples of foreshadowing in Chapters 22 through 28 that help to create an atmosphere of suspense or impending danger in the story. Record these incidents on the chart below. Speculate what event each incident might foreshadow. Comment on how each incident helps to move the story forward.

FORESHADOWING CHART

Incident What it Might ForeshadowHow it Helps Move the Story

Forward

Name: ________________________________ Date:_________________



Chapters 23 – 25

Values

Objective: Perceiving values that are implied by a character’s actions or words

Activity

If we were to rate Atticus or Bob Ewell on the following traits, Atticus would probably get all “fives,” but Bob Ewell would get almost all “ones.” The other characters, however, would show some variety. Support your ratings with specific examples from the text.

1. Rate Aunt Alexandra. Use 1 (low) to 5 (high) or “N/A” (not applicable) on the following:

Respect for the feelings of others N/A 1 2 3 4 5Honesty N/A 1 2 3 4 5Faith in God N/A 1 2 3 4 5Pride in one’s country N/A 1 2 3 4 5Respect for the law N/A 1 2 3 4 5Respect for the opinions of others N/A 1 2 3 4 5Respect for the privacy of others N/A 1 2 3 4 5Courage N/A 1 2 3 4 5Sincerity N/A 1 2 3 4 5Integrity N/A 1 2 3 4 5Respect for rational thinking N/A 1 2 3 4 5Consideration for others N/A 1 2 3 4 5

Name: ________________________________ Date:_________________



Chapters 23 – 25

Irony

Objective: Recognizing an ironic tone and relating it to satiric intent

Activity

1. In this chapter, the author is attacking and ridiculing the mindset of a group of people. However, Harper Lee doesn’t have Scout say that they are stupid or prejudiced or hypocritical; Scout just repeats what they say, and, from the context of the whole story, the reader knows that the narrator is speaking with an ironic tone.

A. Who is being ridiculed? _________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. What specific quality is being satirized? _________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ________________________________ Date:_________________



Chapters 12 – 31

Plot (cont.)

Objective: Recognizing incidents to support the three plot lines

Activity II

Beginning at the top of the chart put each incident below in the plot line it best belongs.

Chapter 12: Scout and Jem attend Calpurnia’s church.

Chapter 13: Aunt Alexandra comes to stay.

Chapter 14: Jem tells Atticus that Dill is hiding in the house.

Chapter 15: Jem and the children follow Atticus to the jail. Scout stops the lynch mob.

Chapter 16: The children watch the trial.

Chapter 17: Atticus humiliates Bob Ewell.

Chapter 18: Atticus questions Mayella.

Chapter 19: Tom takes the stand. Dill cries in the courtroom.

Chapter 20: Scout and Dill talk to Mr. Raymond. Atticus gives his summation.

Chapter 21: Atticus lets the children return to the trial to hear the verdict. Jem is happy that the jury is out for a long time. Jem flinches each time a jury member says Tom is guilty.

Chapter 22: Jem cries as he leaves the courtroom. Jem is disappointed in the people of Maycomb after the trial.

Chapter 23: Atticus and Jem discuss justice and the jury system. Jem learns Atticus put a Cunningham on the jury. Jem shows Scout his chest hairs. Jem realizes that Boo stays in the house because he wants to. Jem does not want Scout to kill a bug. Bob Ewell spits on Atticus.

Chapter 24: Atticus explains Tom Robinson’s death.

Chapter 25: Jem and Dill watch as Atticus tells Helen about Tom’s death.

Chapter 26: Jem gets angry with Scout when she asks about Miss Gates and Hitler.

Chapter 27: Bob Ewell makes trouble for Judge Taylor and Helen.

Name: ________________________________ Date:_________________



Chapter 28: Cecil Jacobs scares Jem and Scout. Jem and Scout are attacked. Mr. Tate finds Bob Ewell dead.

Chapter 29: Scout sees Boo Radley for the first time.

Chapter 30: Atticus and Mr. Tate argue over who killed Bob Ewell.

Chapter 31: Scout walks Arthur home.

Name: ________________________________ Date:_________________



PLOT CHART (PART II)

Plot Line #1: The Mystery of Boo Radley

Plot Line #2: Jem Grows Up Plot Line #3: The Trial

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