7th Grade Common Core: W.7.9

With this worksheet, students are prompted to write an extended response to a question about Nya's journey and survival in regard to the challenges she faces in chapters 1 through 3.

Using this printable, students will be prompted to write about the main character from the book Hatchet. Students must identify at least two character traits Brian has shown and support them with evidence 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.

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

This writing prompt asks students to reflect on Brian's determination, as well as the general theme of determination in this section of the book.

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 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.

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

Students will flex their imagination with this writing prompt. They are challenged to think of three items they would bring with them if they were in Brian's situation. In their responses, they will have provide clear reasoning for each item.

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.

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.

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 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.

In this section of the book, Brian finally succeeds in making a fire. Students will reflect on this achievement, including how Brian himself describes it, with this writing prompt.

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 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.

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 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.

Students will respond to this prompt with evidence from the text explaining how Salva has evolved so far throughout the text, specifically in regard to how he reacted to seeing the nine people collapsed on the sand.

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.

Students can use this full page of lines, along with the blank back side of the page or an extra sheet of loose-leaf paper if needed, to reflect on Salva's internal versus external experience in chapters 1 through 3.