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To Kill a Mockingbird: Character Analysis and Plot Development, Lecture notes of Poetry

Faculté Polytechnique de Mons Poetry

Reproducible Student Worksheet. Student's Page. To Kill A Mockingbird ... you think Jem possesses and using your answers, answer the questions that follow.

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Name: ________________________________ Date:_________________

S - 35 Reproducible Student Worksheet

Student’s Page To Kill A Mockingbird

Chapters 1 – 3

Character Traits

Objective: Inferring character traits

Activity

JEM’S CHARACTER TRAITS

Identify the adjectives that you think Jem possesses and using your answers, answer the questions that follow

_____ 1. aloof _____ 11. difficult _____ 21. wise

_____ 2. conventional _____ 12. practical _____ 22. compassionate

_____ 3. courageous _____ 13. reliable _____ 23. understanding

_____ 4. energetic _____ 14. resourceful _____ 24. thoughtful

_____ 5. honest _____ 15. intelligent _____ 25. simple

_____ 6. insensitive _____ 16. sensitive _____ 26. imaginative

_____ 7. methodical _____ 17. diligent _____ 27. persistent

_____ 8. confident _____ 18. conscientious _____ 28. stubborn

_____ 9. coarse _____ 19. tender _____ 29. reasonable

____ 10. cautious _____ 20. callous _____ 30. impudent

Of the traits you identified for Jem, consider:

1. Which of the traits did you infer from the character’s actions?

____________________________________________________________________________________

2. Which of the traits did you learn of because the narrator or another character told you of them?

____________________________________________________________________________________

3. Which of the traits did you learn of because the character told you?

____________________________________________________________________________________

4. Of the three possibilities above, which is the most reliable way to judge Jem’s character and which is

the least reliable?

____________________________________________________________________________________

Discover Lecture notes of Poetry Faculté Polytechnique de Mons

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Name: ________________ Date:_

Chapters 1 – 3

Character Traits

Objective: Inferring character traits Activity JEM’S CHARACTER TRAITS Identify the adjectives that you think Jem possesses and using your answers, answer the questions that follow _____ 1. aloof _____ 11. difficult _____ 21. wise _____ 2. conventional _____ 12. practical _____ 22. compassionate _____ 3. courageous _____ 13. reliable _____ 23. understanding _____ 4. energetic _____ 14. resourceful _____ 24. thoughtful _____ 5. honest _____ 15. intelligent _____ 25. simple _____ 6. insensitive _____ 16. sensitive _____ 26. imaginative _____ 7. methodical _____ 17. diligent _____ 27. persistent _____ 8. confident _____ 18. conscientious _____ 28. stubborn _____ 9. coarse _____ 19. tender _____ 29. reasonable ____ 10. cautious _____ 20. callous _____ 30. impudent Of the traits you identified for Jem, consider:

Which of the traits did you infer from the character’s actions?
Which of the traits did you learn of because the narrator or another character told you of them?
Which of the traits did you learn of because the character told you?
Of the three possibilities above, which is the most reliable way to judge Jem’s character and which is the least reliable?

Name: ________________ Date:_

CALPURNIA’S CHARACTER TRAITS

Identify the adjectives that you think Calpurnia possesses. _____ 1. aloof _____ 11. difficult _____ 21. wise _____ 2. conventional _____ 12. practical _____ 22. compassionate _____ 3. courageous _____ 13. reliable _____ 23. understanding _____ 4. energetic _____ 14. resourceful _____ 24. thoughtful _____ 5. honest _____ 15. intelligent _____ 25. simple _____ 6. insensitive _____ 16. sensitive _____ 26. imaginative _____ 7. methodical _____ 17. diligent _____ 27. persistent _____ 8. confident _____ 18. conscientious _____ 28. stubborn _____ 9. coarse _____ 19. tender _____ 29. reasonable ____ 10. cautious _____ 20. callous _____ 30. impudent Of the traits you identified for Calpurnia, consider:

Which of the traits did you infer from the character’s actions?
Which of the traits did you learn of because the narrator or another character told you of them?
Which of the traits did you learn of because the character told you?

Name: ________________ Date:_

DILL’S CHARACTER TRAITS

Identify the adjectives that you think Dill possesses. _____ 1. aloof _____ 11. difficult _____ 21. wise _____ 2. conventional _____ 12. practical _____ 22. compassionate _____ 3. courageous _____ 13. reliable _____ 23. understanding _____ 4. energetic _____ 14. resourceful _____ 24. thoughtful _____ 5. honest _____ 15. intelligent _____ 25. simple _____ 6. insensitive _____ 16. sensitive _____ 26. imaginative _____ 7. methodical _____ 17. diligent _____ 27. persistent _____ 8. confident _____ 18. conscientious _____ 28. stubborn _____ 9. coarse _____ 19. tender _____ 29. reasonable ____ 10. cautious _____ 20. callous _____ 30. impudent Of the traits you identified for Dill, consider:

Which of the traits did you infer from the character’s actions?
Which of the traits did you learn of because the narrator or another character told you of them?
Which of the traits did you learn of because the character told you?

Name: ________________ Date:_

Chapters 1 – 3

Compare and Contrast

Objective: Recognizing the similarities and differences between important characters and how they relate to the story line Activity Complete the Comparison/Contrast Chart for the Ewells and Cunninghams. COMPARE/CONTRAST CHART Burris Ewell and Family Walter Cunningham and Family Similar Different

Name: ________________ Date:_

Chapters 4 – 6

Inferred Meaning

Objective: Inferring meaning and identifying where and how plot, characterization, and theme come together Activity

What meaning is there behind Jem’s words that are in italics? What thematic idea does this selection suggest? I was desperate: “Look, it ain’t worth it, Jem. A lickin’ hurts but it doesn’t last. You’ll get your head shot off, Jem. Please…” He blew out his breath patiently. “I—it’s like this, Scout,” he muttered. “Atticus ain’t never whipped me since I can remember. I wanta keep it that way.”
What is Scout’s meaning in the following? This was a thought. It seemed that Atticus threatened us every other day. “You mean he’s never caught you at anything.” “Maybe so, but—I just wanta keep it that way, Scout. We shouldn’a done that tonight, Scout.” It was then, I suppose, that Jem and I first began to part company. Sometimes I did not understand him, but my periods of bewilderment were short lived.
The chapter ends as follows: “There he was, returning to me. His white shirt bobbed over the back fence and slowly grew larger. He came up the back steps, latched the door behind him, and sat on his cot. Wordlessly, he held up his pants. He lay down. And for a while I heard his cot trembling. Soon he was still, I did not hear him stir again.” What do you suppose the author wants the reader to conclude or infer?

Name: ________________ Date:_

Note any changes in the three characters during the course of this chapter. Character Beginning of Chapter 6 End of Chapter 6 Dill Jem Scout
Which one of the three children would you say is the major character in this chapter? Cite incidents from the chapter to support your answer.

Name: ________________ Date:_

Chapters 1 – 11

Poetry

Objective: Writing a found poem Activity

In the poem below, If We Must Die, the tone of the piece is clearly one of a willingness to fight until the last breath against any odds or any enemy. Identify those words and phrases that indicate the poem’s tone by circling them. IF WE MUST DIE If we must die, let it not be like hogs Hunted and penned in an unglorious spot, While round us bark the mad and hungry dogs, Making their mock at our accursed lot. If we must die—oh, let us nobly die, So that our precious blood may not be shed In vain; then even the monsters we defy Shall be constrained to honor us though dead! Oh, Kinsmen! we must meet the common foe; Though far outnumbered, let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the murderous, cowardly pack, Pressed to the wall, dying, but fighting back!

Name: ________________ Date:_

Part I: Chapters 1 – 11

Plot

Objective: Recognizing incidents to support the three plot lines Activity

Review the list that follows and decide which incidents support plot line #1, “The Mystery of Boo Radley,” which incidents support plot line #2, “Jem Grows Up,” and which incidents support plot line #3, “The Trial.”
Study the Plot Chart. Record the incidents on the Plot Chart in the appropriate categories. Note: Some events may seem to fit in more than one category because plot lines frequently intertwine. Select the plot line that seems the best fit to you and be able to support your decision.
We have listed five universal concepts that are frequently present in literature. Based on your answers for Question B, identify the emerging theme for plot line #1 and enter it in the appropriate space on the chart. Then, do the same for the other plot lines as you come to them.
- Loss of Innocence
- Coming of Age
- The Commonality of People
- Man’s Inhumanity to Man
- The Nature of Evil Work in cooperative groups to discuss the themes you see as emerging from each of the three plot lines. Some incidents may not fit into any category of plot, but may later; Keep the chart and fill in the plot as it develops. Each group should present an explanation of the themes it recognizes. Make sure your group answers the question, “What are your reasons for identifying this as a theme?”

Name: ________________ Date:_

PLOT CHART (PART I)

Plot line #1 – The Mystery of Boo Radley Emerging Theme Plot line #2 – Jem grows up Plot line #3 – The trial

Name: ________________ Date:_

Chapters 7 – 11

Plot

Objective: Recognizing the emergence of plot lines and their relationship to other plot lines Activity In small groups, discuss what these four incidents have in common. Point out what they might predict about future plot action.

Atticus’ explanation to Scout about why he is defending Tom Robinson
Scout’s confrontation with Cecil Jacobs
Scout’s fight with Francis
Atticus’ conversation with Uncle Jack

Name: ________________ Date:_

Reasons for not believing a character.

_- __________________________________________________________________________________

Reasons for believing a character. _- __________________________________________________________________________________

Probing Deeper A person who argues against a point simply for the sake of argument or to determine the validity of the argument is called “a devil’s advocate.” As a devil’s advocate, in a dialogue, present a contrary view to Miss Maudie’s assertion. Miss Maudie: People in their right minds never take pride in their talents. You: ____________________________________________________________________________________ Miss Maudie: _____________________________________________________________________________ You: ____________________________________________________________________________________ Miss Maudie: _____________________________________________________________________________ You: ____________________________________________________________________________________

Name: ________________ Date:_

Mark statements that deal with chapter 10 as either True or False. T F Jem is proud of his father’s talent as a marksman. T F Jem is more proud of the fact that his father had never mentioned being able to shoot well. T F Scout is proud of her father’s talent as a marksman. T F Scout is more proud of the fact that her father never mentioned being able to shoot well. After considering your answers, draw a generalization about Scout and Jem that reflects their similarities and differences in the way they perceive Atticus.

Name: ________________ Date:_

Chapters 16 – 18

Stereotypes I

Objective: Examining the use of stereotypical thinking and language in literature and life Activity Over the years, some popular stereotypes, or stock characters, have been the absent-minded professor, the country bumpkin, the nagging wife, and the submissive husband. While we may laugh at these figures in a comedy, some people, unfortunately, believe that these one-dimensional figures represent real people, and this mistaken notion may lead to faulty judgments about actual individuals.

What stereotypical judgment about Tom Robinson does Mr. Tate seem to be making while testifying?
What stereotypical judgment about Atticus does Mr. Ewell seem to be making during his testimony?
The jury is described as follows: “Sunburned, lanky, they seemed to be all farmers, but this was natural: townsfolk rarely sat on juries, they were either struck or excused. One or two of the jury looked vaguely like dressed-up Cunninghams.” This passage describes the jury as one whole unit. What stereotypical judgment does it suggest to the reader about the men who are on the jury and those who are not?

Name: ________________ Date:_

Chapters 16 – 18

Stereotypes II

Objective: Recognizing the extent to which a character in fiction may be a stereotype, rather than a fully rounded person Activity

Characters on television are frequently stereotypes. Identify four television characters and complete the following chart. Character Name and Show Group Stereotypical of What Group Character Traits Demonstrated by this Group

To Kill a Mockingbird: Character Analysis and Plot Development, Lecture notes of Poetry

Related documents

Partial preview of the text

Download To Kill a Mockingbird: Character Analysis and Plot Development and more Lecture notes Poetry in PDF only on Docsity!

Name: ________________________________ Date:_________________

Chapters 1 – 3

Character Traits

Name: ________________________________ Date:_________________

CALPURNIA’S CHARACTER TRAITS

Name: ________________________________ Date:_________________

DILL’S CHARACTER TRAITS

Name: ________________________________ Date:_________________

Chapters 1 – 3

Compare and Contrast

Name: ________________________________ Date:_________________

Chapters 4 – 6

Inferred Meaning

Name: ________________________________ Date:_________________

Name: ________________________________ Date:_________________

Chapters 1 – 11

Poetry

Name: ________________________________ Date:_________________

Part I: Chapters 1 – 11

Plot

Name: ________________________________ Date:_________________

PLOT CHART (PART I)

Name: ________________________________ Date:_________________

Chapters 7 – 11

Plot

Name: ________________________________ Date:_________________

Name: ________________________________ Date:_________________

Name: ________________________________ Date:_________________

Chapters 16 – 18

Stereotypes I

Name: ________________________________ Date:_________________

Chapters 16 – 18

Stereotypes II

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