To Kill a Mockingbird Close Reading Worksheet (Chapter 4; ACT Prep)

To Kill a Mockingbird Close Reading Worksheet (Chapter 4; ACT Prep)
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Common Core Standards
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  1. This bundle of 15 close reading exercises, which features more than 125 higher order thinking questions, encourages purposeful reading and deeper comprehension of To Kill a Mockingbird by Harper Lee. These resources align well to Adolescent Literacy Project teaching principles. I recommend using th
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Helping students comprehend what they read is an essential skill that promotes success in terms of academics and career readiness. This close reading exercise helps students derive deeper meaning from the fourth chapter of To Kill a Mockingbird by Harper Lee. Featuring 13 multiple choice questions, this resource includes an answer key and covers the following:

♦ Inferring meaning: “[A]s I inched sluggishly along the treadmill of the Maycomb County school system, I could not help receiving the impression that I was being cheated out of something."
♦ Vocabulary in context: Tyranny.
♦ Discerning the significance of a passage: "Rather than risk a tangle with Calpurnia, I did as Jem told me. For some reason, my first year of school had wrought a great change in our relationship. Calpurnia’s tyranny, unfairness, and meddling in my business had faded to gentle grumblings of general disapproval. On my part, I went to much trouble, sometimes, not to provoke her."
♦ Applying the concept of irony to a passage: “It was the kind of box wedding rings came in, purple velvet with a minute catch. Jem flicked open the tiny catch. Inside were two scrubbed and polished pennies, one on top of the other.”
♦ Interpreting meaning: “Finders were keepers unless title was proven.”
♦ Interpreting meaning: “I did not realize that Jem was offended by my contradicting him on Hot Steams, and that he was patiently awaiting an opportunity to reward me.”
♦ Drawing inferences: "Jem looked at me furiously, could not decline, ran down the sidewalk, treaded water at the gate, then dashed in and retrieved the tire."
♦ Interpreting metaphor: "Jem’s head at times was transparent."
♦ Literary devices: Allusion.
♦ Drawing inferences: "we did not see Atticus standing on the sidewalk looking at us, slapping a rolled magazine against his knee."
♦ Literary devices: Personification.
♦ Vocabulary in context: Evasion.

This resource aligns well to Adolescent Literacy Project teaching principles. I recommend using these worksheets as the basis for small-group discussions, letting students discuss, debate, and support their reasoning for answer choices. In the role of facilitator, I observe my students becoming more consistently engaged with the novel and taking greater ownership of their learning.

In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read harder texts, this resource was designed to prepare students for ACT-style questioning.

Click the 'PREVIEW' icon beneath the thumbnail to preview a few questions from this resource.

If you prefer a comprehensive resource to make teaching the novel more convenient, consider this mega bundle, which includes a set of 13 comprehension quizzes, a set of 15 close reading worksheets, a 29-page reading guide, and a unit test.
Total Pages
4 pages
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