th nLiterature d Caldwell Templeton Name: DUE DATE: 3 - questions Complete reading as homework Chapters 17-23 11/3-11/7 3.19 Analyzing Atticus’s Closing Argument (p. 263, question

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To Kill a Mocking Bird Reading Packet

9th Literature – 2nd Period

Caldwell Templeton

Name: ___________________________

DUE DATE: _________________

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Reading Map

Please review the chart below. We will work very hard to stay on target with the readings and assignments. I

will inform you when adjustments should be made. The packet will be due at the end of the unit, exact date will

be determined. I will do packet and assignment checks periodically. Some of the activities will count as quiz

grades. You are responsible for keeping up with your packet!

Happy Reading!

Chapters Dates Corresponding Activity Suggested Treatment of Text

Part One

Chapter 1

10/11 –

10/16

3.11 A Scouting Party (p.

231, questions 3 &4) &

Study Guide questions

Begin reading in class

Complete reading as homework

Chapters 2-3

10/16 –

10/18

3.12 Conflict with Miss

Caroline (p. 235, questions 1-

3) & Study Guide questions



Chapters 4-6

10/18-

10/20

3.13 Analyzing Boo (p. 237,

question 1) & Study Guide

questions



Chapters 7-9

10/23-

10/24

3.14 Questions and

Conclusions (p. 243,


questions



Chapter 10

10/25 3.15 Two Views of “One

Shot” (3 Literature Groups:

Character, Conflict, Setting)

& Study guide questions

Read in class


Chapter 11

10/26 –

10/27

3.16 Pin the Quote on Atticus

(Identify a possible theme,

write a complete thematic

statement and find at least 3

quotes from the text to

support your theme, write a

paragraph explaining your

theme be sure to incorporate

the quotes, see p. 256 for

help) & Study Guide

questions



Part Two

Chapters 12-

14

10/30 –

10/31

3.17 Shifting Perspectives (p.

257, questions 1 & 2) &

Study Guide questions



Chapters 15-

16

11/1 –

11/2

3.18 A Solitary Light (p. 260,



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questions Complete reading as homework

Chapters 17-

23

11/3-11/7

3.19 Analyzing Atticus’s

Closing Argument (p. 263,

question 1, p. 266, question


Complete reading Chapters 17-19 prior to Activity

3.19

Read Chapter 20 in class


Chapters 24-

27

11/8-11/9 3.20 Aftermath and

Reflection (p. 270, question




Chapter 28

11/10 3.21 Standing in Borrowed

Shoes (Literature Groups, 2-

4 per group - *Body

Biography) & Study Guide

questions


Chapters 29-

31

11/11-

11/13

3.23 Controversy in Context

(p. 277, question 1, Read pp.

277 – 279) & Study Guide

questions



* In the packet

STUDY GUIDE QUESTIONS - To Kill a Mockingbird

Please answer on a separate sheet of paper.

Chapters 1-3

1. Identify Atticus Finch, Jean Louise (Scout) Finch, Jem Finch, Maycomb, Calpurnia, Charles

Baker (Dill) Harris, The Radley Place, Stephanie Crawford, Arthur (Boo) Radley, Miss

Caroline Fisher, Walter Cunningham, and Burris Ewell.

1. What did Dill dare Jem to do?

2. What was Scout's first "crime" at school?

3. What was Calpurnia's fault?

4. Why did Scout rub Walter Cunningham's nose in the dirt?

5. Scout said, "He ain't company, Cal, he's just a Cunningham." What did she mean by that and what was

Cal's answer?

6. What two mistakes did Miss Caroline make on the first day of school?

7. Why didn't the Ewells have to go to school?

Chapters 4-7

1. What did Scout and Jem find in the Radleys' tree?

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2. Identify Mrs. Dubose.

3. How did Jem get even with Scout for contradicting him about "Hot Steams?"

4. What was the Boo Radley game?

5. Identify Miss Maudie.

6. What does Miss Maudie think of the Radleys?

7. Why do Dill and Jem want to give Boo Radley a note? What does Atticus say when he finds out about

their plan?

8. How did Jem lose his pants? What did he find when he went back for them?

9. What else did Jem and Scout find in the Radleys' tree?

10. Why would there be no more surprises in the tree?

Chapters 8-9

1. What happened to Miss Maudie's house? What was her reaction?

2. Identify Cecil Jacobs.

3. What "disaster" happened at Christmas between Scout and Francis?

4. What did Scout's Uncle Jack learn from Scout and Atticus?

Chapters 10-11

1. What brave thing does Atticus do in Chapter 10? Why are Scout and Jem shocked?

2. What did Jem do when Mrs. Dubose said Atticus "lawed for niggers?"

3. What was Jem's punishment?

4. What did Jem learn from his encounter with Mrs. Dubose and following her death?

Chapters 12-14

1. How does Jem change?

2. Identify Lula, Zeebo and Reverend Sykes.

3. What does Scout learn about Calpurnia?

4. Who was waiting for the children when they came home from the church service? Why had she come?

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5. "Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the world of

Jem and me." Explain.

6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus handle the

situation?

7. Describe Jem and Scout's relationship through these chapters as Jem matures.

8. Why did Dill run away from home back to Maycomb?

Chapters 15-17

1. What did Mr. Heck Tate's mob want?

2. What was the purpose of Walter Cunningham's mob?

3. Why did Mr. Cunningham's mob leave?

4. Identify Mr. Dolphus Raymond.

5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor.

6. What was the importance of Mayella's bruises being primarily on the right-hand side of her face?

Chapters 18-21

1. What was Mayella's account of the incident with Tom Robinson?

2. What was Tom's side of the story?

3. What was Tom's handicap? Why was it important to his case?

4. What do Dill and Scout learn from Mr. Raymond?

5. What were Atticus' closing remarks to the jury?

6. What was the jury's verdict?

Chapters 22-25

1. Why did Jem cry?

2. What was "'round the back steps" when Calpurnia came in on Monday morning?

3. What was the significance of Maudie's two little cakes and one large one?

4. Describe Bob Ewell's meeting with Atticus at the post office.

5. What is Atticus' reaction to Ewell's threats?

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6. Alexandra doesn't want Scout playing with Walter Cunningham. Why not?

7. Jem said, "I think I'm beginning to understand why Boo Radley's stayed shut up in the house all this

time . . . it's because he wants to stay inside." Why does he say that?

8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands. What does that

tell us about her?

9. What happened to Tom Robinson?

10. What more do we learn about Alexandra after Atticus and Calpurnia leave?

11. What did Mr. Underwood's editorial say?

Chapters 26-31

1. What was Scout's fantasy regarding Arthur (Boo) Radley?

2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said, "That's the difference

between America and Germany. We are a democracy and Germany is a dictatorship…We don't believe

in persecuting anybody. Persecution comes from people who are prejudiced." What does this tell us

about Miss Gates?

3. What happened to Judge Taylor?

4. What happened to Helen Robinson?

5. What was Scout's part in the pageant?

6. Why did Scout and Jem not leave the school until almost everyone else had gone?

7. What happened to Jem and Scout on the way home from the pageant?

8. Who saved Jem and Scout? Who killed Bob Ewell?

9. Why did Heck Tate insist that Bob Ewell fell on his own knife?

10. Scout arranged things so that "if Miss Stephanie Crawford was watching from her upstairs window, she

would see Arthur Radley escorting [her] down the sidewalk, as any gentleman would do." Why did she

do that?

11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the events of the last

few years from the Radleys' perspective. Why is that important?

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The Body Biography

DUE: 11/11/17

Assignment Description

For your chosen character from To Kill a Mocking Bird you will be creating a body biography -- a visual and

written portrait illustrating several aspects of the character's life within the literary work.

Begin by drawing the outline of the body (you can draw the image or use the template that is attached to this

packet). Your image can be large or small, examples will be provided. Listed below are some possibilities for

your body biography, but feel free to come up with your own creations. As always, the choices you make

should be based on the text, for you will be explaining (and thus, in a sense, defending) them in writing. Above

all, your choices should be creative, analytical, and accurate.

Body Biography Requirements

1. Choose one of the following characters:

Scout Finch

Atticus Finch

Jem Finch

Arthur “Boo” Radley

Charles Baker “Dill” Harris

Walter Cunningham

Calpurnia

2. Although your biography will contain additional dimensions, your portrait must contain:

Characterization – Direct and Indirect (at least two examples of each)

Visual symbols that represent the character (at least two symbols)

At least five important quotes (either exposition or dialogue) relating to your character (be sure to copy

the quote correctly and indicate the page number)

3. You (independently) must write a brief essay (at least 2 paragraphs) answering the following questions:

How is the character portrayed in the novel? (Discuss how the audience may view the character or how

other characters may view him or her)

How did you represent the character based on how he or she is characterized? (Discuss the position of

the body outline, visual symbols, colors, and quotes you selected for your character)

Body Biography Suggestions

1. Placement - Carefully choose the placement of your text and artwork. For example, the area where your

character's heart would be might be appropriate for illustrating the important relationships within his/her

life. The hands might refer to actions or accomplishments of the character or items that are associated

with the character. The feet should be a representation of the character’s beliefs about life or life

experiences.

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2. Spine - Actors often discuss a character's "spine." This is his/her objective within the work. What is the

most important goal for your character? What drives his/her thought and actions? What motivates the

character the most? The answers to these questions are his/her "spine." How can you illustrate it?

3. Virtues and Vices - What are your character's most admirable qualities? His/her worst? How can you

make us visualize them?

4. Color - Colors are often symbolic. What color(s) do you most associate with your character? Why?

How can you effectively weave these colors into your presentation?

5. Symbols - What objects can you associate with your character that illustrates his/her essence? Are their

objectives mentioned within the work itself that you could use? If not, choose objects that especially

seem to correspond with the character. Feel free to bring additional items or props from home or create

some of your own.

6. Mirror, Mirror - Consider both how your character appears to others on the surface and what you

know about the character's inner self. Do these images clash or correspond? What does this tell you

about the character? How can you illustrate this mirror image?

7. Changes - How has your character changed within the work? Trace these changes within your text

and/or artwork.

Examples:

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To Kill a Mockingbird Essay Prompts

Choose one of the prompts below and write a 5-paragraph, MLA-formatted literary analysis, an essay in which

you will make textually-supported claims about the meaning of a work of literature, or one small aspect of it.

Each essay should:

Introduce the subject (share the focus of the essay)

Provide a thesis statement (state what the novel tells you about your focus topic)

Provide support for the thesis (use specific quotes or examples from the novel-MLA format! We will review.)

Maintain a stance (persuade your readers that your interpretation is reasonable and valid by staying

consistent—do not change ideas midway).

Remember that writers often develop new insights when writing theses and searching for support. If you

discover that you cannot support your thesis, revise your thesis.

Essay topics from which to choose:

OPTION 1. Examine 1 character’s “coming of age” moment in the novel. Describe how the character changes

throughout the novel. Select at least 3 moments in the novel that cause the character to “come of age.” (Hint:

Use the Body Biography assignment to help you)

OPTION 2. Identify one social issue in To Kill a Mockingbird and gather examples of this issue in the novel.

Determine a theme that develops around this issue. (Some examples of prominent social issues in To Kill a

Mockingbird include gender roles, race, and social class.) *If you choose this prompt, you must approve your

topic with Dr. Caldwell Templeton. (Hint: Use the background knowledge of the Civil Rights Movement and

3.23, p. 277 to help you)

OPTION 3. Select 1 symbol in the novel, explain how that symbol is developed into a theme over the course of

the novel. What is the theme? How does the symbol contribute to the development of a theme? (Hint: Use 3.16,

p. 255 to help you)

Documents

th nLiterature d Caldwell Templeton Name: DUE DATE: 3 - questions Complete reading as homework Chapters 17-23 11/3-11/7 3.19 Analyzing Atticus’s Closing Argument (p. 263, question