Challenge high school students to go beyond basic reading comprehension and practice close reading analysis skills while engaging with To Kill a Mockingbird by Harper Lee. Covering chapters one through three, this bundle offers a multiple choice, plot-based quiz; a short answer quiz option for re-assessment purposes; a pair of vocabulary games; a synonym activity; three close reading worksheets; and answer keys. Materials are delivered in Word Document and PDF formats. Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with these materials, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine how the author’s language affects the reader Choose the best synonyms to replace words or phrases without changing meaning Demonstrate knowledge of comma and punctuation rules as they apply to writing dialogue Discern the greater significance of given details Analyze how the author’s stylistic choices achieve certain effects such as mystery and suspense Explore how complex characters think, behave, interact, and develop Determine the tone of given passages Apply knowledge of literary devices including metaphor

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 24-26). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Apply knowledge of literary devices (situational irony, metaphor, and simile) to the text Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Identify what the text states both explicitly and implicitly Analyze Scout’s characterization to draw a logical inference in context Analyze a passage to discern its significance toward advancing the plot Isolate factual statements from false statements Analyze Grace Merriweather’s characterization to draw a logical inference in context Analyze Mr. Underwood’s actions to discern his personal motivations Analyze Bob Ewell’s remarks to predict his future behaviors, possibly addressing foreshadowing in the process Write with clarity, logic, and precision Cite textual evidence in support of claims Discern the intended effect of figurative language Articulate the significance of Atticus’s re-election Discern author’s intent Analyze the text from an historical context Discern the tone of a given passage

Hold students accountable for reading Harper Lee’s To Kill a Mockingbird with this bundle of comprehension-based quizzes . Answer keys are included. Materials are delivered in Word Document and PDF formats. By completing these assessments, students will demonstrate knowledge of the following aspects of the novel: Point of view Setting Jem’s injury The kids’ mother and father Calpurnia’s job Dill Boo Radley’s background The dare Walter Cunningham’s philosophy The effects of the Great Depression on Maycomb’s citizens Scout’s fight The teacher’s reaction to an alarming situation Perception of the Ewells Discoveries in the knothole Jem’s fear for Scout’s life The irony of the discovery of money Dill’s claim of a peculiar talents The rolling tire incident The game the kids play Dill and Scout’s relationship The evolving relationship between Scout and Miss Maudie Theories pertaining to the mystery of Boo Radley Miss Maudie’s impressions of Boo Delivering a note to Boo A contest between Jem and Dill The kids’ decision to sneak to the Radley residence Mr. Radley scaring the kids off How and why Jem lost his pants Dill’s excuse for Jem’s lost pants The lie Jem tells to Atticus What motivates Jem to leave home in the middle of the night Jem’s alarming discovery Items in the knothole Mr. Radley’s heartbreaking attempt to break Boo’s connection to the outside world Miss Maudie’s peculiar reaction to the house fire The blanket wrapped around Scout Scout’s reaction upon a disturbing discovery Beating up Cecil Jacobs Christmas gifts Scout’s punishment Atticus discussing the trial with Uncle Jack The Tim Johnson incident Why the kids dislike Mrs. Dubose Mrs. Dubose’s condition Jem’s misbehavior and subsequent punishment The true purpose behind Jem’s punishment “The bravest person I ever knew” A gift left for Jem Jem’s misunderstanding of Mrs. Dubose’s intent Jem’s moodiness Disappointing news to begin summer The reason for Atticus’s two-week absence The incident involving Eunice Ann Simpson Lula’s treatment of the children The general reaction of the parishioners toward the children Calpurnia’s separate identities Why Alexandra decides to stay with the family Alexandra’s philosophy on what makes “fine” people Aunt Alexandra’s feelings toward Calpurnia The discovery under Scout’s bed Breaking “the code of childhood” Dill’s epiphany regarding Boo Radley’s isolation Jem breaking up the meeting Atticus and Mr. Underwood outside of the jailhouse Jem’s concern for his father The lynch mob How the lynch mob came to disperse Dolphus Raymond as a social outcast The “sad” life of Dolphus Raymond’s children Who arranges for the children to have seats at the trial Judge Taylor’s peculiarity The prosecution’s first witness The significance of Mayella’s injured eye Bob Ewell’s testimony Dramatic irony The significance of Bob Ewell writing his name Mayella’s insubordination Tom Robinson’s injury Tom’s previous run-in with the law Why Tom had to serve 30 days Mayella’s plan to ensure her siblings were not present Scout’s epiphany regarding Mayella’s loneliness Link Deas’s support of Tom Bob Ewell’s comments according to Tom’s testimony Why Tom frequently helped Mayella Mr. Gilmer’s treatment of Tom The major revelation regarding Dolphus Raymond’s condition Atticus’s summation Atticus’s peculiar behavior that surprises the kids Interruption of the court proceedings Jem’s misunderstanding racial prejudice and the justice system The jury’s deliberation The verdict The African American community’s appreciation of Atticus Altercation between Bob and Atticus Alexandra’s strictness Jem’s opinion on Boo’s isolation The missionary circle Mrs. Merriweather’s critical comments Mrs. Merriweather’s hypocrisy Tom’s death The bitter editorial Bob Ewell’s antagonistic behaviors Miss Gates’s hypocrisy Jem’s reaction to the trial’s outcome Strange incidents in Maycomb Atticus’s opinion on Bob Ewell’s malicious behaviors Miss Tutti and Miss Frutti The pageant and how it was ruined Jem’s concerns on the way home The attack Heck Tate’s discovery at the crime scene Jem’s method of arriving home Who saved the kids from Bob’s assault Atticus’s misunderstanding of the story Heck Tate’s version of the story The fairness of hiding the truth Scout’s awareness of why hiding the truth is acceptable Scout’s sadness upon recalling items in the knothole Scout and Atticus’s activity as the novel ends Atticus’s last lesson he teaches Scout before the novel ends

Save time and maintain academic rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 12-13). General comprehension quizzes are included, as are challenging close reading and vocabulary development activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Apply knowledge of coordinating conjunctions, selecting the most appropriate conjunction to join two sentences in context Discern the most logical interpretation of an excerpt Analyze the author’s word choices and phrasing to determine intent Apply knowledge of literary devices (imagery and theme) to the text Analyze an excerpt to discern its significance Analyze a passage to discern tone in context Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze context clues to articulate how Calpurnia is characterized, citing textual evidence in support of claims Analyze the author’s word choices and phrasing to discern what she means explicitly and implicitly about Aunt Alexandra Draw reasonable inferences about Jem’s thinking in terms of how he perceives Aunt Alexandra Consider synonyms that may replace a given word or phrase without changing the original fundamental meaning Write with clarity, logic, and precision

Challenge high school students to go beyond basic reading comprehension and practice close reading analysis skills while engaging with To Kill a Mockingbird by Harper Lee. Covering chapters eight and nine, this bundle offers a multiple choice, plot-based quiz; a short answer quiz option for re-assessment purposes; a pair of vocabulary games; two close reading worksheets; and answer keys. Materials are delivered in Word Document and PDF formats. Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging in these exercises, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Analyze nuances in words with similar meanings Explore cause-and-effect relationships Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including simile, metaphor, idiom, hyperbole, and situational irony

Challenge high school students to go beyond basic reading comprehension and practice close reading analysis skills while engaging with To Kill a Mockingbird by Harper Lee. Covering chapters six and seven, this bundle offers a multiple choice, plot-based quiz; a short answer quiz option for re-assessment purposes; a pair of vocabulary games; two close reading worksheets; and answer keys. Materials are delivered in Word Document and PDF formats. Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging in these exercises, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Analyze the effect of the author’s phrasing in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including dialect, foreshadowing, slang, simile, and dramatic irony Determine the greater significance of a particular excerpt

Challenge high school students to go beyond basic reading comprehension and practice close reading analysis skills while engaging with To Kill a Mockingbird by Harper Lee. Covering chapters four and five, this bundle offers a multiple choice, plot-based quiz; a short answer quiz option for re-assessment purposes; a pair of vocabulary games; two close reading worksheets; and answer keys. Materials are delivered in Word Document and PDF formats. Materials in this bundle may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using these resources for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By engaging with these materials, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Examine how the author’s language affects the reader Discern the greater significance of given details Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including personification, hyperbole, allusion, situational irony Identify the best textual evidence in support of claims

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

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 21-23). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Demonstrate understanding of Atticus’s feelings about his children attending the trial Analyze Jem’s remarks to Atticus to discern his youthful ignorance of systematic racism Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze Reverend Sykes’ remarks to Jem in order to infer his motivations Identify what the text states both explicitly and implicitly Analyze the importance of Reverend Sykes’ instructions to Scout following the trial’s conclusion Consider the thematic significance of the interaction between Jem and Maudie Atkinson (a belief that there is hope for positive change in the American justice system, although that change will probably happen slowly) Analyze Scout’s dialogue to make a logical inference about Atticus’s parenting Apply knowledge of literary devices including metaphor Identify textual evidence in support of the claim that Jem is a dynamic character Explore the internal conflict that exists within Jem Connect a portion of a given passage to the content of a previous chapter Analyze how complex characters interact

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 27-28). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging with these exercises, students will: Address Scout’s youthful misconception of “two minor changes” in Maycomb Analyze an excerpt to discern its significance to the plot Draw a logical inference about Atticus’s remarks, which allude to the Supreme Court of the United States Conduct brief research on the Great Depression’s influence on common Halloween practices, especially in the South Write with clarity, logic, and precision Analyze the author’s craft to discern her intent Identify what the text states explicitly and implicitly Apply knowledge of foreshadowing to the text, with emphasis on how Miss Tutti and Miss Frutti’s deafness contribute to the plot Analyze an excerpt to discern its tone in context Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze a Dr. Reynolds’s remarks to discern tone in context Analyze the author’s craft to discern the intended effect Apply knowledge of literary devices (hyperbole) to the text Analyze Dr. Reynolds’s comments to Scout to discern and articulate his intent

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 16-18). General comprehension quizzes are included, as are more rigorous close reading activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, students will: Draw logical inferences about Scout’s dynamic nature in context Draw logical inferences about Aunt Alexandra’s concerns for her family’s reputation Apply knowledge of figurative language to the text, identifying the most logical interpretation of a metaphorical phrase Apply knowledge of hyperbole to the text Identify what Aunt Alexandra states explicitly about being a “disgrace to the family” Identify what Maudie Atkinson states explicitly about why she refuses to attend the trial Discern the meaning of complex vocabulary and phrases in context, taking into consideration both denotative definitions and connotative associations Analyze the significance of the kids’ placement on the balcony Analyze the characterization of Jem and Scout to discern the most accurate statement about their internal states Analyze the author’s craft with emphasis on the intended effect of metaphorical language (comparing Bob to “a red little rooster”) Analyze the interactions between Atticus and Mayella to draw logical inferences about Mayella’s personal history Analyze Bob Ewell’s nonverbal communication to draw logical inferences about his intent Analyze Atticus Finch’s language to draw a logical inference about his intent Isolate false statements from factual ones Write with clarity, logic, and precision

Save time and maintain rigor with these printable resources supporting reading comprehension and analysis of To Kill a Mockingbird by Harper Lee (chapters 19-20). General comprehension quizzes are included, as are rigorous close reading and vocabulary reinforcement activities. These materials may be used to facilitate differentiated instruction in the classroom. Answer keys are provided. 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 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 literary works, so the purchaser is responsible for providing students with access to the novel. By engaging in these exercises, 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 Identify the object of Atticus’s pity in context Analyze the author’s phrasing in a cultural context (the “rigid and time-honored code of our society”) Analyze how the author’s phrasing contributes to the characterization of Mayella Identify the object of Atticus’s scrutiny in context Identify what the text states explicitly about Atticus’s beliefs pertaining to U.S. courts