7th Grade Common Core: RL.7.10

Use context clues and your understanding of words to answer questions about the vocabulary terms from these chapters in To Kill a Mockingbird by Harper Lee.

Review the events, themes, and other key details from chapters 7 and 8 of the novel. Delve deeper into your understanding of these things with this printable packet of reading comprehension questions.

Use the clues and optional word bank in this file to complete the crossword puzzle using vocabulary terms from the novel.

Use this graphic organizer to track the sequential progression of gifts left for Jem and Scout in the knot-hole. You may wish to give this to students at the beginning of chapter 4 so they can track as they read, or at the end of chapter 8 as a review activity.

Students can use this graphic organizer to compare how Atticus and Aunt Alexandra view different issues. They will summarize each character's perspective and point of view.

Analyze the political cartoon discussed by Scout and Jem at the beginning of chapter 12. Explain its meaning and symbolism, how it portrays Atticus, and more using at least two pieces of textual evidence.

Make sure your students understand the definitions of this section of the book's vocabulary words with this matching activity.

Have your students answer questions about the vocabulary terms from this section of the book to test or reinforce their understandings of the words and their definitions.

In chapter 6, Jem loses his pants on the Radley property but decides to retrieve them even though he knows Nathan Radley shoots at trespassers. This writing prompt asks students to think about what motivates Jem to do this despite the possible danger, as well as what it says about Jem’s character.

This packet helps students gain a deeper understanding of what they read in this section of the book. A mix of multiple choice and short answer questions help them recall important details and think critically about the content of the chapters.

With this writing prompt, students will compare and contrast the positions and viewpoints of Mrs. Dubose in chapter 11 with those of Aunt Alexandra in chapter 9, using evidence from the text to support their responses.

The vocab words for this part of the book are dainty, squalid, unrouged, commenced, devout, brevity, martyred, recluse, profound, and notoriety. Use these cards as flashcards to practice, a memory game, or any other way you can think of to review these words.

This writing prompt focuses on the characterization of Bob and Mayella Ewell that occurs in chapters 17 and 18. Students will explain and reflect on the differing characterizations with details from the text.

With this worksheet, reflect on the attitudes of the townspeople toward the Radleys and the children's curiosity about their house. Use evidence from the novel to describe a scenario that displays the children's curiosity and speculate about how it might make Boo and the rest of the family feel.

With this writing prompt, students respond to the ways Walter Cunningham's and Burris Ewell's family backgrounds are portrayed and reacted to in the novel. They'll write about what they think this shows about the Maycomb County community using evidence from the text.

Students will use evidence from the text to write a detailed response about Atticus's statements and feelings about defending Tom Robinson and how they compare to the reactions of some townspeople.

Review key events and details from chapters 18 through 20 of To Kill a Mockingbird with this worksheet.

With this writing prompt, students will react to Tom Robinson's testimony and cross-examination and how it was complicated by race relations at the time. They'll discuss the roles race relations and public perception played and use evidence from the text to support their responses.

Make sure your students understand what is happening in the first three chapters of the novel To Kill a Mockingbird by having them answer the comprehension questions in this printable packet.

Use these vocabulary cards to review key terms from this section of the book and their definitions. The words are: verdict, relenting, acquit, conviction, cynical, fatalistic, ruefully, wryly, furtive, circumstantial, adamant, and inevitable.

These short answer and multiple choice questions will help students develop a deeper comprehension of the text from chapters nine through eleven of To Kill a Mockingbird.

Encourage students to think critically about several quotes from Atticus's closing statements and summarize their meaning.

Review key events from chapters 28 through 31 of To Kill a Mockingbird with this set of reading comprehension questions.

Use this writing prompt to encourage your students to think about how Heck Tate accommodates Boo Radley and shows him compassion. Have them be sure to use evidence from the text to support their responses.

Use imagery from chapter 17 to draw conclusions about Bob and Mayella Ewell, their values, and their ways of life. This printout makes it easy organize descriptions of the imagery and larger conclusions.

Review key elements and details from these chapters of To Kill a Mockingbird with this set of multiple choice and short response questions.

Use this writing prompt to help students analyze Jem's confession to Atticus about Boo Radley, as well as how Jem feels and what it shows about his characterization.

Assign this packet to help students digest and understand chapters twelve through fourteen of To Kill a Mockingbird. Short answer questions, multiple choice questions, and a chart are all included.

Review key events and details from chapters 15 through 17 of the novel with this printable packet. Students will respond to quotes, complete a chart, answer multiple choice questions, and more.

With this writing prompt, students are directed to describe Miss Maudie and Scout's relationship and compare and contrast it to that of Aunt Alexandra and Scout.

Study the vocabulary words from this section of the book and their definitions with these word cards. The words are: haint, solitary, gait, alleged, mortification, staccato, untrammeled, spasm, stolidly, connived, and acquiescence.

With this writing prompt, students will explain Jem's view of Maycomb and how it changes after the verdict of Tom Robinson's trial.

Answer the questions from this section of the book using critical thinking, inference, and other reading comprehension skills.

Use details from the text to describe the conflict in chapter 15 that Scout plays a role in resolving.

With this writing prompt, students will identify two ways in which Maycomb's African American community shows respect toward Atticus and reflect upon why the community still demonstrates appreciation for him even after the trial is lost.

This writing prompt focuses on the discussion in Scout's class in chapter 26. Students will reflect on the irony of the discussion using direct quotations from the book and addressing particular points.

With this writing prompt, students will analyze Jem's reaction to the knot-hole being filled with cement and Scout's lack of understanding and awareness about why Jem is reacting the way he is. Students will use inference skills, as well as evidence from the text to write their responses.

This writing exercise asks students to consider Scout's tone and choice of words when she describes Aunt Alexandra in chapter 13. They will write about why she uses this tone and how it contributes to Aunt Alexandra's characterization.

Use this writing prompt to reflect on how Mr. Dolphus Raymond is described in the novel. Analyze the author's use of perspective, dialogue, word choice, and other literary elements and devices in developing the scene and revealing the community's attitudes about race and belonging.

Unscramble the vocabulary words from chapters 21 through 23 of the novel with this engaging worksheet.