Support close reading skills and textual analysis of To Kill a Mockingbird by Harper Lee (chapter 19) with this assessment. To accommodate classroom and distance learning settings, this resource will be delivered as a Word Doc and PDF. An answer key is included.
This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking.
Copyright restrictions prohibit the inclusion of the complete chapter, so the purchaser is responsible for providing students with access to the novel.
By engaging in this exercise, students will:
- Explore character motivations and modes of thinking
- Articulate why Tom Robinson hesitates to answer Mr. Gilmer’s question
- Analyze Mr. Gilmer’s language to discern its racial implications
- Define complex words in context
- Verify interpretations of language using reference materials such as a dictionary or thesaurus
- Examine plot developments from a historical perspective
- Analyze the author’s application of indirect characterization
- Explore the community’s influence on Scout’s way of thinking about the trial
- Articulate why Dill relates to Tom
- Identify and explain an example of situational irony
- Discern the function of a given passage
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