7th Grade Common Core: W.7.4

This printable has three projects students can choose from. They can either write a book review, make a book cover with a description of the book, or make their own test with answer key.

This set of questions includes 6 multiple choice questions and 4 short responses for students to complete.

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.

This writing prompt asks students to compare and contrast how Nya and Salva approach survival, as well as the challenges they face and their attitudes toward survival.

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.

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.

This extended response writing prompt asks students to reflect on Salva's experience and the challenges he faces in terms of his resilience and determination to survive.

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.

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.

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.

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.

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.

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.

With this writing prompt, students will explore how Salva's leadership skills and style have changed throughout the novel, along with the experiences and people who may have influenced these changes.

This writing prompt encourages students to think critically about how Nya's life has changed throughout the book and how these changes may impact her future and the other people in her village.

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

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.