To Kill a Mockingbird Close Reading Worksheet - Chapter 14

This editable 17-question close reading exercise helps students derive deeper meaning from the fourteenth chapter of To Kill a Mockingbird by Harper Lee. Students will draw rational inferences about characters, analyze the author’s language and its intended effect on the reader, apply literary devices to the text, define complex vocabulary in context, and more by completing this activity. Two abridged passages are featured: one focusing on the increasingly contentious relationship between Scout and Jem, the other focusing on Dill’s reappearance and Jem’s subsequent ethical dilemma. An answer key with detailed rationale for several correct choices is included, as are Word and PDF versions of the assessment.

Questions pertain to the following:

  • Demonstrating literary recall: Atticus’s intervention in the conflict between Scout and Alexandra.
  • Defining vocabulary in context: rankling.
  • Discerning meaning from what the text explicitly states: “…which made me miss the request in Jem’s question.”
  • Drawing logical inferences: Scout is youthfully–not willfully–ignorant.
  • Defining vocabulary in context: maddeningly.
  • Drawing logical inferences: Jem’s quest for knowledge is a reflection if his desire to feel more like an adult.
  • Defining vocabulary in context: edification.
  • Gathering meaning from uncommon expressions: “Jee crawling hova.”
  • Defining vocabulary in context: tentative.
  • Discerning meaning from what the text explicitly states: “In a dream…”
  • Defining vocabulary in context: edification.
  • Determining author’s intent: how the author’s use of language prepares readers for a fabricated story from Dill.
  • Analyzing character motivations: why Dill may have included the seemingly irrelevant detail about basements in Meridian.
  • Defining vocabulary in context: infallible.
  • Drawing logical inferences: Jem experiences internal conflict–an ethical dilemma.
  • Analyzing text for literary devices: foreshadowing.
  • Discerning meaning from what the text explicitly states: “…broke the remaining code of our childhood.”
  • Identifying the significance of a given detail: A character’s dynamic transformation.

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 may prepare students for ACT-style questioning.

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  • TKM-Ch.-14-Close-Read-(Editable).docx
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Created: Feb 27, 2019


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