My goal is to share resources with other educators in an effort to facilitate their professional experiences, particularly for those new to the profession or the field of high school English.

docx, 306.84 KB
docx, 306.84 KB
pdf, 84.71 KB
pdf, 84.71 KB
pdf, 90.45 KB
pdf, 90.45 KB

This editable close reading exercise features 7 text-dependent, higher-order questions, helping students improve reading comprehension of Harper Lee’s To Kill a Mockingbird (chapter 21). An answer key is included. Materials are delivered in Word Document and Google Document formats.

This resource aligns well to Adolescent Literacy Project teaching principles. I recommend using these worksheets as the basis for small-group discussions. Through these discussions, students pose and 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 – and teacher – comprehend their thinking. 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.

Questions pertain to 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.

Get this resource as part of a bundle and save up to 33%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

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To Kill a Mockingbird Close Reading Worksheets Bundle (Chapters 16-31)

Support the development of high school close reading skills and analytical thinking with this bundle of *To Kill a Mockingbird* resources covering the second half of the novel (chapters 16-31). Featuring more than 125 high-order thinking questions, this bundle offers Word Doc and PDF versions of each individual resource. 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. Make reading more purposeful with these close reading activities to support students in their efforts to demonstrate proficiency in the following areas: * An ability to define complex vocabulary in context * An ability to analyze context clues and draw logical inferences about character motivations * An ability to analyze context clues and draw logical inferences about character relationships * An ability to analyze the text for literary devices such as foreshadowing, situational irony, dramatic irony, theme, symbolism, dynamic character, and more * An ability to find and articulate relevant textual details in support of a claim * An ability to analyze context clues to discern and articulate the significance of a given detail * An ability to articulate what the text indicates both explicitly and implicitly * An ability to write with clarity and precision

$32.00

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