To Kill a Mockingbird Close Reading Worksheets Bundle (Set of 15)

To Kill a Mockingbird Close Reading Worksheets Bundle (Set of 15)
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    To Kill a Mockingbird Quiz & Key (Ch. 1-3)
    Bundle Description

    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 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 comprehend challenging texts, close reading resources may help students prepare for ACT-style questioning.

    Continue reading for a specific overview of each individual close reading worksheet.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 1)

    This close reading exercise helps students derive deeper meaning from the first chapter. Featuring 9 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Simon Finch's history and how he "regarded with impotent fury the disturbance between the North and the South"

    ♦ Atticus Finch's history and how he broke "the tradition of living on the land"

    ♦ Atticus Finch's first two clients and their ignorance

    ♦ The Haverfords' having "dispatching Maycomb's leading blacksmith in a misunderstanding arising from the alleged wrongful detention of a mare"

    ♦ The narrator's intent when describing Calpurnia's hand as "wide as a bed slat and twice as hard"

    ♦ An interpretation of the following phrase: "inhabited by an unknown entity the mere description of whom was enough to make us behave for days on end"

    ♦ Defining and interpreting vocabulary and phrasing in context ('predilection' and 'a neighborhood scold')

    ♦ Atticus's use of metaphor to communicate how there are several ways to break a person down to the point of isolation from the outside world

    To Kill a Mockingbird Close Reading Worksheet (Chapter 2)

    This close reading exercise helps students derive deeper meaning from the second chapter. Featuring 8 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Drawing logical inferences (supporting the notion that Miss Caroline is out of touch with the lives of her students)

    ♦ The significance of Miss Caroline's being from Winston County, Alabama

    ♦ What motivates Miss Caroline to insist that Atticus not teach Scout how to read

    ♦ Drawing logical inferences (supporting the notion that Walter Cunningham is embarrassed to be the center of attention)

    ♦ Defining vocabulary in context (dreary)

    ♦ Interpreting idiomatic expression (tail in a crack)

    ♦ Character's intent (Atticus's sincere belief that the Cunningham family will eventually repay him for his services)

    To Kill a Mockingbird Close Reading Worksheet (Chapter 4)

    This close reading exercise helps students derive deeper meaning from the fourth chapter. 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.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 5)

    This close reading exercise helps students derive deeper meaning from the fifth chapter. Featuring 9 multiple choice questions, this resource includes an answer key with rationale for each answer and covers the following:

    ♦ Inferring meaning and significance: “[Miss Maudie] called us by all our names, and when she grinned she revealed two minute gold prongs clipped to her eyeteeth. When I admired them and hoped I would have some eventually, she said ‘Look here.’ With a click of her tongue she thrust out her bridgework, a gesture of cordiality that cemented our friendship.”

    ♦ Interpreting idiomatic expressions: “was admitted to our confidence."

    ♦ Interpreting meaning: “Did you know some of ‘em came out of the woods one Saturday and passed by this place and told me me and my flowers were going to hell?”

    ♦ Interpreting idiomatic expressions: “had an acid tongue in her head.”

    ♦ Interpreting meaning: “There are just some kind of men who—who’re so busy worrying about the next world they’ve never learned to live in this one, and you can look down the street and see the results.”

    ♦ Supporting a claim regarding the origin of Maudie's interest in gardening using textual evidence: “Her father was a neighboring landowner. His name was Dr. Frank Buford. He was a medicine man, but he stayed poor because he was obsessed with his plants and the earth.”

    ♦ Applying literary terminology: hyperbole.

    ♦ Understanding vocabulary in context: inquisitive.

    ♦ Inferring a character's intent: Atticus.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 6)

    This close reading exercise helps students derive deeper meaning from the sixth chapter. Featuring 11 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Deriving meaning: “Making change in the collection plate every Sunday.”

    ♦ Applying literary devices: Dialect.

    ♦ Deriving meaning: "A closer inspection revealed an arc of water descending from the leaves and splashing in the yellow circle of the street light, some ten feet from source to earth, it seemed to us."

    ♦ Defining vocabulary in context: Prowess.

    ♦ Understanding what Scout means when she describes herself as "untalented in this area."

    ♦ Applying literary terminology: Dramatic irony.

    ♦ Interpreting idiomatic expressions: "Hatching one."

    ♦ Interpreting meaning: “Matches were dangerous, but cards were fatal.”

    ♦ Deriving meaning: “It was then, I suppose, that Jem and I first began to part company.”

    ♦ Applying literary devices: Simile.

    ♦ Drawing logical inferences: "[Jem] lay down, and for a while I heard his cot trembling."

    To Kill a Mockingbird Close Reading Worksheet (Chapter 7)

    This close reading exercise helps students derive deeper meaning from the seventh chapter. Featuring 7 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Paraphrasing Atticus's advice for Scout about Jem.

    ♦ Deriving meaning: “Can’t anybody tell what I’m gonna do lest they know me, can they, Scout?”

    ♦ Understanding vocabulary in context: grim.

    ♦ Applying literary devices: foreshadowing.

    ♦ Applying literary devices: slang.

    ♦ Applying literary devices: situational irony.

    ♦ Interpreting idiomatic expressions: "bad humor."

    To Kill a Mockingbird Close Reading Worksheet (Chapter 8)

    This close reading exercise helps students derive deeper meaning from the eighth chapter. Featuring 8 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Accurately paraphrasing Atticus's remarks: “Son, I can’t tell what you’re going to be—an engineer, a lawyer, or a portrait painter. You’ve perpetrated a near libel here in the front yard.”

    ♦ Understanding vocabulary in context: Touchous.

    ♦ Drawing logical inferences: “The old fire truck, killed by the cold, was being pushed from town by a crowd of men. When the men attached its hose to a hydrant, the hose burst and water shot up, tinkling down on the pavement.”

    ♦ Applying literary devices: Simile.

    ♦ Demonstrating comprehension of plot: "An absolute morphodite."

    ♦ Inferring meaning: “Do not let this inspire you to further glory” (Atticus to Jem).

    ♦ Demonstrating comprehension of plot: Why Scout's “stomach turned to water.”

    ♦ Applying literary devices: Situational irony.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 9)

    This close reading exercise helps students derive deeper meaning from the ninth chapter. Featuring 11 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Deriving meaning: “The sooner I learned to hold in, the better off everybody would be.”

    ♦ Atticus's reasoning for encouraging Scout to eliminate derogatory language from her vocabulary.

    ♦ Understanding Scout's motivation for feigning illness.

    ♦ Paraphrasing Atticus's remarks: “Simply because we were licked a hundred years before we started is no reason for us not to try to win.”

    ♦ Understanding context: "This time we aren’t fighting the Yankees, we’re fighting our friends."

    ♦ Understanding metaphor: “Aunt Alexandra would have been analogous to Mount Everest.”

    ♦ Characterizing Scout's feelings toward Uncle Jack.

    ♦ Characterizing Atticus's feelings toward the kids having and using rifles.

    ♦ Understanding vocabulary in context: Tarried.

    ♦ Interpreting Atticus's use of language: “Maycomb’s usual disease.”

    To Kill a Mockingbird Close Reading Worksheet (Chapter 10)

    This close reading exercise helps students derive deeper meaning from the tenth chapter. Featuring 8 multiple choice questions, this resource includes an answer key and covers the following:

    ♦ Analyzing character: Assessing Scout's feelings toward her father.

    ♦ Understanding vocabulary in context: Rudiments.

    ♦ Paraphrasing Maudie's explanation why "it's a sin to kill a mockingbird."

    ♦ Deriving meaning: What Scout means when she refers to a "generous target."

    ♦ Understanding character motivation: Why Scout wished her "father was a devil from hell."

    ♦ Understanding vocabulary in context: Erratically.

    ♦ Making logical inferences.

    ♦ Paraphrasing Maudie's explanation for why Atticus does not like guns.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 16)

    This close reading exercise helps students derive deeper meaning from the sixteenth chapter. Featuring 10 multiple choice questions, this editable resource includes an answer key and covers the following:

    ♦ Drawing inferences: "The full meaning of the night’s events hit me and I began crying. Jem was awfully nice about it: for once he didn’t remind me that people nearly nine years old didn’t do things like that."

    ♦ Applying literary terminology (metaphor): "Atticus watched in frank admiration; Aunt Alexandra sipped coffee and radiated waves of disapproval."

    ♦ Reading closely: "Children who slipped out at night were a disgrace to the family."

    ♦ Inferring meaning: "You know how they talk among themselves. Everything that happens in this town’s out to the Quarters before sundown."

    ♦ Paraphrasing Atticus's feelings toward Mr. Cunningham after the mob incident.

    ♦ Understanding literary terminology (hyperbole): "'It’s all over town this morning,' [Dill] announced, 'all about how we held off a hundred folks with our bare hands…"

    ♦ Defining vocabulary in context: formidable.

    ♦ Reading closely: Why Maudie chooses not to attend the trial.

    ♦ Identifying accurate statements: Dolphus Raymond's banishment from traditional society and condemnation to an uneasy life among a minority class.

    ♦ Discerning the significance of the children's placement in the balcony among the African American community.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 17)

    This close reading exercise helps students derive deeper meaning from the seventeenth chapter. Featuring 6 multiple choice questions and 1 constructed response question, this editable resource includes an answer key and covers the following:

    ♦ Discerning meaning: “Every town the size of Maycomb had families like the Ewells. No economic fluctuations changed their status—people like the Ewells lived as guests of the county in prosperity as well as in the depths of a depression.”

    ♦ Discerning meaning: “The varmints had a lean time of it, for the Ewells gave the dump a thorough gleaning every day…”

    ♦ Understanding characters' feelings (Jem and Scout): “We acquired no traumas from watching our father win or lose…”

    ♦ Understanding Bob Ewell's testimony: "I’ve asked this county for fifteen years to clean out that nest down yonder, they’re dangerous to live around ‘sides devaluin’ my property—”; “Mr. Ewell was endearing himself to his fellow citizens.”

    ♦ Interpreting metaphorical expressions: Bob is described by the narrator as “a red little rooster.”

    ♦ Interpreting metaphorical expressions: “It seemed to me that [Atticus had] gone frog-sticking without a light.”

    ♦ Applying literary devices and articulating rationale: verbal irony.

    To Kill a Mockingbird Close Reading Worksheet (Chapter 20)

    This close reading worksheet helps students analyze Atticus's closing remarks in chapter 20. It includes seven multiple choice questions. An answer key is provided. The following is addressed:

    ♦ "I have nothing in my heart but pity..."

    ♦ A "rigid and time-honored code..."

    ♦ A suggestion of Mayella's motives

    ♦ The ignorance and arrogance of the Ewells

    ♦ Evil assumptions

    ♦ The idea of all men being created equal

    To Kill a Mockingbird Close Reading Worksheet (Chapter 21)

    This close reading exercise helps students derive deeper meaning from the twenty-first chapter. Featuring 7 multiple choice questions, this editable resource includes an answer key and covers the following:

    ♦ Analyzing character: assessing Atticus's feelings about his children's attendance.

    ♦ Inferring meaning in a quote: Jem's lack of awareness of institutionalized racism.

    ♦ Defining vocabulary in context: relenting.

    ♦ Analyzing character: Atticus's belief that Tom will be found guilty despite the evidence.

    ♦ Determining character intent: Reverend Sykes wants to temper Jem's expectations and prepare him for harsh realities.

    ♦ Locating textual support: “When [the clock] bonged eleven times I was past feeling: tired from fighting sleep, I allowed myself a short nap against Reverend Sykes’s comfortable arm and shoulder.”

    ♦ Determining character intent: Reverend Sykes wants Scout to demonstrate respect for Atticus's efforts.

    To Kill a Mockingbird Close Reading Worksheet (Chapters 23 & 26)

    This close reading resource helps students analyze two brief passages from chapters 23 and 26. This resource was designed to promote deeper understanding of the novel and prepare students for ACT-style questioning. An answer key is included. The document features seven multiple choice questions and covers the following:

    ♦ Vocabulary in context

    ♦ Analysis of Jem's dynamic character

    ♦ Drawing inferences about Boo's motivations

    ♦ Determining internal conflict

    ♦ The author's intended message in a passage

    ♦ The motif of hypocrisy

    ♦ The author's use of language to establish character

    To Kill a Mockingbird Close Reading Worksheet (Chapter 30)

    This close reading resource helps students analyze chapter 30. This resource was designed to promote deeper understanding of the novel and prepare students for ACT-style questioning. An answer key is included. The document features 10 multiple choice questions and covers the following:

    ♦ Vocabulary in context

    ♦ Drawing inferences

    ♦ Character motivations

    ♦ Character conflicts

    ♦ The interactions between Atticus and Heck

    ♦ And more

    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
    52 pages
    Answer Key
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