Speak

Part One:
Reading Dates and Discussion Topics:

5/19- Introduction; pgs- 3-29; Group work
5/20- Work on Projects
5/21- Work on Projects
5.22- pgs. 29-51; Dynamics between high school students

5/25- No School
5/26- pgs. 51-78; How cliques exclude others
5/27- pgs. 79-92; The Power of Peer Pressure
5/28- pgs. 95-116; Withdrawal/ Depression
5/29- pgs. 116-137 The Power of peer pressure

6/1- pgs. 141-170; Rape and its effects
6/2- pgs. 171-198; The value of true friends
6/3- Final Discussion and Review; Healing
6/4- Unit Test
6/5- Watch Speak Movie

6/8- Finish Movie; Portfolio Due
6/9- REVIEW
6/10-REVIEW
6/11- FINAL EXAM
6/12- FINAL EXAM

6/15- Party

Part Two: Study Guide Questions
Comprehension Questions
(These are in no particular dates order. They are instead in order of the type of question. Please look through carefully to see when each question is due!)

What were the first things you learned about Melinda?

How did Melinda find a hideaway at school?

Describe Melinda’s hideout closet at school when she first found it? (What did it look like?)

Explain Melinda’s art project assignment?

Why didn’t Melinda’s parents ask her about the party?

Interpretative Level

Why were students angry at Melinda for calling the police and causing them to come to Kyle’s party?

Why was fitting into a group so important to Heather?

Why didn’t Melinda tell anyone what happened the night of Kyle’s party?

Name three particular images that stand out for you from the book? Why?

Name any two passages that particularly impressed you? Which ones, where can they be found, and why did they impress you?

Critical Level

Why did Andy Evans (IT) continue to torment Melinda?

Why did Melinda help Heather get into the Martha’s even when she realized Heather was using her?

Explain how Mr. Freeman’s frustrations were similar to Melinda’s.

We often talk about helping young people learn to make good decisions. Consider the decisions Melinda and her friends make in this book; what are the consequences of those decisions? Could they have been reasonably accepted?

Think about family relationships here. (Note description of her family’s “communication system,” p. 14) What kind of relationship does Melinda have with her family? (Contrast to Heather’s mom, p. 22) Could a less dysfunctional family (“It’s a shame we can’t just admit we failed family living” p. 70) have helped her to cope better? What does this suggest about the role of family in shaping adolescent live?

Do you think teenagers should read this book? Why or why not? At what level would you see it being appropriate? Why that level?

What do you make of the repeated name changes for the school mascot? How does this reflect the need for adolescents to establish a stable identity (ex. Honor Society petition p. 141)? Is it tied to Melinda’s problems in any way?

How does David’s stand for the First Amendment and freedom of expression reflect on Melinda’s dilemma? In what sense is Mr. Neck’s coercion of his classroom like Andy Beast’s rape of Melinda?

Part Three: Quotes to be Familiar With
Think about the following things while looking at these quotes:
How and why is this quote important to the work?
What does it tell us about the main character?
What does it tell us about her environment?

Each group will be chosen the day of the assignment and will be asked to lead the discussion on the following day. The groups are pre-selected and can be found in the back of this handout.

1. We fall into clans: jocks, Country Clubbers, Idiot Savants, Cheerleaders, Human Waste, Eurotrash, Future Fascists of America, Big Hair Chix, the Marthas, Suffering Artists, Thespians, Goths, Shredders. I am clanless…And I don’t have anyone to sit with. (p.4)

2. I need a new friend. I need a friend period. Not a true friend, nothing close or share clothes or sleepover giggle giggle yak yak. Just a pseudo friend, disposable friend. Friend as accessory. Just so I don’t feel and look so stupid. (p. 22)

3. For nearly a week, ever since the pep rally, I’ve been painting watercolors of trees that have been hit by lightening. I try to paint them so they are nearly dead, but not totally. Mr. Freeman doesn’t say a word to me about them. He just raises his eyebrows. One picture is so dark you can hardly see the tree at all. (p. 30-31)

4. I see IT in the hallway. IT goes to Merryweather. IT is walking with Aubrey Cheerleader. IT is my nightmare and I can’t wake up. IT sees me. IT smiles and winks. Good thing my lips are stitched together or I’d throw up. (p. 45-46)

5. I almost tell them right then and there. Tears flood my eyes. They noticed I’ve been trying to draw. They noticed. I try to swallow the snowball in my throat. This isn’t going to be easy. I’m sure they suspect that I was at the party. Maybe they even heard about me calling the cops. (p. 72)


Part Four: Presentations
Your Presentation Must Include the Following:

A worksheet/handout including:
You and your partner(s) name
The theme (that’s the theme you’ve been given)
A summary of the events up to the point we’ve read.
This summary will deal with the following questions along with pulling specific examples from the pages read the evening before. That means if you are the 3rd group to present you should be using material from pgs. 75 on, not from the first few pages of the novel. Make sure your summary includes:
i. How does the theme affect Melinda?
ii. How does it affect those around Melinda?
iii. How does it drive or move the plot along?
iv. What would change without this theme?
v. How is this theme relevant to real life here at Southwestern?
3 specific Quotes
i. Page numbers must be included
ii. The quotes must back up or show your theme taking place
iii. Quotes must also be pertinent to your theme. They must show how you understand your theme.

Professional Dress:
No hats, sneakers, t-shirts, revealing tops, short skirts, etc.
Professional attire includes:
i. Nice slacks, button downs, knee length skirts, blouses etc.

A Hook:
Some introductory activity that will get the class thinking about your theme (The hook goes first)
Ten minutes in length
Summary Review:
In this section you will read and go over your handout to the class.

A Mini Assignment:
A closing activity that will encourage students to think about what we’ve discussed (The mini assignment is the last part of your presentation)
Five- Ten minutes in length

Time:
Total time for this project must be no shorter than 20 minutes and no longer than 25.

Choices

After reading the book you will complete two “parts” for the final assessment.
Everyone will take the exam as seen below and then you will have a choice of one of the two other forms of assessment. Choose only one of these two.

Final Exam: The final exam will consist of 10 character matching questions, 10 true false statements, 10 multiple choice statements, 10 author questions, three short essays, and one extended response.

You Must Choose one of the following Two:

Choice One: Continue Melinda’s story. Write the next chapter in her voice. Start with any day after the last day of school. This must be two pages TYPED, double spaced (minimally)! If you choose this, you must write like Melinda. It should be as if Melinda wrote another book.

Choice Two: Write your own story. After reading Speak write a two page, TYPED, double spaced autobiography of a time in your life. It does not have to be a trying or difficult time. Perhaps it is a light and joyous time, but it must be told in first person story format. (Just like what you’ve read.)

Romeo and Juliet Study Guides

Romeo and Juliet
Study Guide

Act One
Scene One

1. Who are the feuding families?

2. Describe Benvolio.

3. Describe Tybalt.

4. Who is Romeo’s obsession when the story first begins?

5. What decree (or decision) does the Prince make after the street brawl?

6. What advice does Benvolio give Romeo about his troubles? (AKA- what should Romeo do about his love interest?)

Act One
Scene Two

1. How old is Juliet?

2. How does Capulet respond to Paris’ proposal to marry Juliet?

3. How do Romeo and Benvolio learn about Capulet’s ball? What do they decide to do?

Act One
Scene Three

1. What does Lady Capulet ask Juliet and how does Juliet respond?

2. (Thinking Question): Using at least TWO specific details answer the following question-To what extent do you believe that Juliet or Romeo is capable of making mature decisions about love and marriage at this point in their lives?

Act One
Scene Four

1. What does Romeo forgetting Rosaline so quickly tells us about his character?

2. Explain Romeo’s speech when he first sees Juliet. What is he basically saying?

Act One
Scene Five

1. Where does this scene take place?

2. Why does Tybalt become so upset, and why won’t Capulet let Tybalt attack Romeo?

3. Find one example of any THREE of the following ten literary terms/devices used ANYWHERE in Act One. (Correct answers after five will be bonus points.)

a. Pun
b. Alliteration
c. Oxymoron
d. Allusion
e. Metaphor
f. Hyperbole
g. Irony
h. Comic Relief
i. Foreshadow
j. Aside

Act Two
Scene One and Two

1. What does Juliet mean when she says, “Deny thy father and refuse thy name?”

2. Why does Juliet tell Romeo not to swear by the moon?

3. What plans do Romeo and Juliet make at the end of these scenes? (Explain what they decide to do and when.)

Act Two
Scene Three
This scene opens with Friar Laurence collecting herbs. He is discussing the properties of the herbs and the purposes, for which they may be used, which can be both beneficial as well as harmful in certain combinations. This demonstrates Friar Laurence’s knowledge of herbs and foreshadows that this knowledge may serve some purpose in future events.

Act Two- Scene three (con’t)
1. Why does Friar Laurence at first question Romeo’s love for Juliet?

2. Why does Friar Laurence consent (agree) to marry Romeo and Juliet although he has some reservations?

Act Two
Scene Four

1. Why is the nurse looking for Romeo and what warning does she give to him?

2. Do you think that the nurse is wise to act as intermediary between Romeo and Juliet? Why or why not?

Act Two Scene Five

1. Why is Juliet so irritated upon the nurse’s return to her bedroom?

Act Two
Scene Six

1. Explain this quote, “Violent passions have violent ends.”

2. Romeo and Juliet are married in Friar Laurence’s cell. How does this scene foreshadow future events?

3. Find one example ANYWHERE in Act Two of THREE of the following ten literary terms. (Correct answers after five will be bonus points.)
a. Conceit
b. Personification
c. Hyperbole
d. Pun
e. Metaphor
f. Simile
g. Dramatic Irony
h. Paradox
i. Apostrophe
j. Allusion

Act Three
Scene One

1. How does Romeo respond to Tybalt’s insults?

2. How does Mercutio get involved, and what happens to him?

3. How does Romeo react to this, and what happens to Tybalt?

4. Does the Prince follow the decree he set forth for the punishment for fighting in Act One? What does he do instead?

5. Explain how this scene serves as the climax of the play?

6. When Mercutio says, “a curse o’ both your houses,” he is really voicing one of the central themes of the play. What is it, and why is it ironic?

Act Three
Scene Two

1. What misunderstanding does Juliet have with the nurse as the nurse tries to tell her about Romeo and Tybalt?

2. What is Juliet’s first response to hearing the news of Tybalt’s death? Her second response?

3. Why does Juliet chastise the nurse?

Act Three
Scene Three and Four

1. Where is Romeo banished to?

2. How does Romeo react to the news of his banishment? What does Friar Laurence say to him in response?

3. What is the Friar’s plan?

4. What agreement does Paris make with Capulet? How does this complicate matters further?

Act Three
Scene Five

Day breaks and the two lovers must part after consummating their wedding vows. Juliet is very reluctant to have Romeo leave her and does not want to admit that it is morning. Finally Romeo leaves and Juliet’s mother comes to her chamber.

1. What news does Lady Capulet give to Juliet?

2. What is Juliet’s response?
3. How does Lord Capulet respond?

4. What advice does the nurse give to Juliet?

5. What does Juliet decide to do?

6. Find one example of any THREE of the following ten literary terms/devices used ANYWHERE in Act Three. (Correct answers after five will be bonus points.)
a. Allusion
b. Apostrophe
c. Conceit
d. Personification
e. Foreshadow
f. Simile
g. Oxymoron
h. Metonymy
i. Pun
j. Irony

Act Four
Scene One

1. Explain, in detail, Friar Laurence’s idea.

Act Four
Scene Two

1. What day is it now?

2. What lie does Juliet tell her father when he asks her where she has been and what she has been doing?

3. Juliet is so convincing in her deception that her father moves the wedding day from Thursday to Wednesday. What complications does this change foreshadow?

Act Four
Scene Three

1. What does Juliet plan to do if the poison doesn’t work?

2. List Juliet’s fears as she is about to drink the potion:
a.
b.
c.
d.
e.

Act Four
Scene Four and Five

1. Who discovers Juliet’s body?

2. What does Friar Laurence encourage Capulet to do after discovering Juliet’s death?

3. Explain this quote said by Capulet, “And with my child my joys are buried?”

4. Do you believe that Capulet is sincere with the above quote? Why or why not?

5. Explain the dramatic irony within the following quote said by Friar Laurence, “The woman is best married who dies a young bride?”

Act Five
Scene One

1. What news does Balthasar bring to Romeo?

2. How does Romeo convince the apothecary to sell him poison?

3. What does he plan to do with the poison?

Act Five
Scene Two

1. What does Friar Laurence discover has happened in this scene? What does he now plan to do?

Act Five
Scene Three

1. Why does Paris come to Juliet’s burial place?

2. What does Paris think Romeo is at the tomb to do?

3. What happens to Paris when he and Romeo meet?

4. What does Juliet discover when she awakens?

5. Juliet tries to kill herself in two different ways. Name both ways and indicate which she succeeds at.
6. What is Romeo and Juliet’s tragic flaw? How does it lead to their destruction?

7. Who does the Prince say is to blame?

8. What is the one positive that comes from the death of Romeo and Juliet?

Romeo and Juliet- Creative Assignment

Please choose ONE of the following:

One: Create a replica of the Globe Theatre. You may use any medium (sticks, stones, clay, etc.) to create a realistic representation of the original Globe Theatre. Include a typed essay (1/2 page minimum) on the history of the Globe.

Two: Elizabethan Weapons were very different than what we use/have today. Create a model(s) of an Elizabethan weapon. There is a stipulation however! Your weapon may be made out of any material but it may not be sharp or useable as a weapon. Use common sense here. You must also include a typed essay (1/2 page minimum) on the weapon itself. What kind of weapon it is, what it would have looked like exactly, who would have used it…etc.

Three: Clothing was very important to the wealthy during this time period (1500-1600). Create a piece(s) of clothing that represent Elizabethan clothing of that time. You may make it from doll sized to person sized but it must include a ½ page write up detailing what colors, materials, stitching, etc. would have been used and who would have made it.

Four: Create a newspaper in which you report on life and action within Romeo and Juliet. It must include (at least) the following items: Title page- name of your paper and a major headline, an advice column, an obituary page (marking and discussing those who died in the story, an editorial, and at least one article about the time and place itself. Any other creative addition will score you more points. Look at a real newspaper for help.

Five: Rewrite a scene in Romeo and Juliet from a modern perspective. Pretend that you are writing for a new TV series. Rename characters, places, and times where needed but stick to the same plot and events. Write that language in a modern voice (aka- how would you and your friends speak).

BONUS: You may choose either of these as a bonus projects that will score you up to 25 additional points.

Movie Magic: Make a modern movie of Romeo and Juliet by either picking a scene and redoing it or a new play based on the themes and issues found within Romeo and Juliet. This must be at least five minutes in length and portray clear and evident themes but with a modern update.

Create a Scrapbook: Pretend to be EITHER Romeo or Juliet and create a scrapbook of important items they might have kept. The scrapbook must contain at least 10 items and a one paragraph write up for each detailing what it is and why it would have been kept.

The Score: Make a modern day musical score to accompany Romeo and Juliet. You must choose at least one scene per Act (that’s five total) and either write your own or find music on-line (or in your own files) that would best fit that scene. Along with this assignment, you must show all of the lyrics to each song you choose, what scene they would best fit and most importantly why (minimum 2 paragraphs for each song), as well as create a CD that we can listen to in class of each of the musical choices.

Shakespeare's Life and Times: PP directions

Shakespeare's Life and Times:

Goal :
Your task is to create a Power Point Presentation of 10 minutes in length (in groups of two) researching one of the following topics: The Globe, Crime and Punishment, Elizabethan Clothing, Elizabethan Weapons, Elizabethan Homes, Elizabethan Education, William Shakespeare, The Bubonic Plague, and Romeo and Juliet

Role:
Your job is to create ten slides (with a title page and works cited page not counted), use at least two different websites (go to track star to help you) ten pictures (about your topic!), and 25 specific pieces of information that will help us better understand your topic. You must also include a title- with the group members’ names and your topic. You must use your best standard written English, and creative input (including background) as well. This must make sense and be entertaining. You must also provide notes (use the outline form and print) as this info. will appear on your exam. You must focus on the years of 1500 to 1650 only!

You must also create a three-five minute intro activity that directly relates to your topic and a three-five minute closing activity that shows me- the teacher- that your classmates listened and understood your material!

Audience:
The target audience is your classmates. They need this information to better understand the work we are about to read as well as for the final test. Be specific and accurate.

Situation:
The challenge involves:
-Finding specific pieces of information
-Wading through the vast amounts of information on the internet to find important, documented, key facts to use in your project
-Working with group members and getting along both creatively as well as intellectually
-Being creative without forgetting that the information is the key

Product or Performance:
You will need to design a creative yet thought provoking and insightful PowerPoint in order to educate your classmates (as well as yourselves) about the life and times of Shakespeare and how that would have change his writing from what we might see today.

Standards – See your rubric

TrackStar

This site will really help you during your Romeo and Juliet presentations. Please use it as you need!

Type in- or copy and paste- the following web address.
http://trackstar.4teachers.org/trackstar/;jsessionid=7516904527C1ACEEA5D1CCDB6DCCB8E6

This will take you to trackStar.

Type in the following number in the "view track #" area on the right hand side.
341191

View the track as text (right hand side).

Good luck!

Vocabulary Words

Vocabulary Words and Definitions

Quiz One- 2/20
Apothecary- medicine man or healer
Modest- humble
Imprudent- reckless
Profound- thoughtful or intense
Optimism- positive outlook
Detachment- lack of involvement
Tyrannical- cruel or strong willed
Eccentric- strange
Repertoire- a list
Vapid- light; breezy; spacey
Ambidextrous- able to use both hands equally well
Furtive- secretive or sneaky

Quiz Two-2/27
Malevolent- spiteful
Morbid- gloomy
Predilection- fondness
Transition- change
Nebulous- vague
Intimidation- coercion generally by threats
Concessions- compromise
Foray- a gathering
Squalid- dirty/filthy
adjourned- to postpone; to put off; to call off
Mollified- appeased
Absorbed- captivated

Quiz Three-3/6
Vague- unclear
Apprehension- anxiety; nervousness
Oppressed- put down; subjugated
Conception- an idea
Hypocrites- frauds or pretenders
Persecuting- harass
Obscure- difficult to understand
Philippic- large and impressive
Interdict- a court order
Reverent- respectful
Demurred- to be reluctant or to raise doubts
Infantile- juvenile

Quiz Four-3/13
Inaudible- unable to be heard
Elucidate- to make clear
Gala- a festival
Sundry- various
Probate- proving a bill
Inhabitants- population of a place
Multitudes- great numbers
Unobtrusive- unremarkable
Litigants- those persons involved in a court case
Crêpe- wrinkled and thin looking material
Tranquil- peaceful

Study Guide To Kill a Mockingbird

Study Guide-To Kill a Mockingbird

Chapter One

1. What was the name of Simon’s homestead?
2. When Atticus went to Montgomery to read law, what tradition was broken?
3. Did Aunt Alexandra marry an ambitious man? Describe him.
4. How many people lived in the narrator’s (Scout) house?
5. How did Jem and Scout’s mother die?
6. How many houses separated Atticus’ residence from the Radley place?
7. What was Dill’s full name?
8. Scout was taller than Dill, true or false?
9. The Radley’s were new to Maycomb County, true or false?
10. Arthur Radley is nicknamed Boo, true or false?
11. Who took Mr. Radley’s place when “he went under”?
12. Who wanted to try and make Boo come out of his house?
13. Did all three children touch the Radley place with their palms? If not, who did?
14. In what year does this story take place?

Chapter Two
1. Did Scout want to go to school? Why or why not?
2. Jem was looking forward to taking Scout to school, true or false?
3. Miss Fisher accused Scout of being illiterate, true or false?
4. How did Scout learn to read?
5. Walter’s father was one of Atticus’ clients, true or false?
6. Miss Caroline resorted to corporal punishment on the first day of class, true or false?
7. What is Scout’s real name?

Chapter Three
1. Scout promised not to jump on Walter again, true or false?
2. Why hasn’t Walter Cunningham passed the first grade?
3. Why did Calpurnia request Scout’s presence in the kitchen?
4. Where did Scout finish her dinner?
5. Does Atticus fire Calpurnia on Scout’s advice? What does he do?
6. What crawled out of Burris Ewell’s hair?
7. Who else besides Miss Caroline told Burris to go home? Explain the incident.
8. How did Calpurnia “make-up” with Scout?
9. According to Atticus, when does one understand a person?
10. Name two favors that Maycomb County “cuts” the Ewell family.
11. State the bargain that Atticus struck with Scout?

Chapter Four
1. Scout was impressed with the Maycomb County school system, true or false?
2. What did Jem and Scout find in the knothole in one of the oak trees?
3. Who was the meanest old woman who ever lived?
4. Who played the part of Boo in the children’s play?
5. Who had the most to say concerning the Radley family?
6. What was Scout’s FIRST reason for wanting to quit the Boo Radley game?

Chapter Five
1. Who is Miss Maudie Atkinson? Describe her.
2. What happens to the children’s plan to stick a note through Boo’s window?

Chapter Six
1. Why did Jem, Scout, and Dill “spit themselves dry”?
2. What sound shatters the neighborhood in this chapter?
3. How did Dill explain the loss of Jem’s pants to the crowd in front of the Radley place?
4. Did Scout want Jem to go after his pants? What was her argument?
5. Was Jem’s mission to retrieve his pants successful? Why?

Chapter Seven
1. What did Jem find unusual about his pants?
2. True or false, after a three-day period, Jem and Scout considered everything they found in the knot hole their property?
3. Jem and Scout write a letter. Why wasn’t it delivered?
4. What was Nathan Radley’s ulterior motive for cementing the knothole?
5. Name all of the objects found in the knothole of the tree?

Chapter Eight
1. Why was school closed?
2. What was the “slushy operation”?
3. The snowman was a charicature of which neighbor?
4. With whom did Miss Maudie stay once the fire trucks had left?
5. Who put the brown woolen blanket around Scout?

Chapter Nine
1. What did Atticus say about Scout’s temper? What did he tell her to do?
2. Who is Atticus defending?
3. What did Scout do when Cecil began to “name-call”? How did she feel afterwards?
4. What kind of words did Uncle Jack not want to hear from Scout?
5. What did Jem and Scout get for Christmas?
6. Talking to Francis gave Scout what kind of sensation?
7. Why did Scout split her knuckles “to the bone” on Francis’ front teeth?
8. Did Uncle Jack listen to Scout’s side of the story? What did he do?
9. Do you think Atticus knew that Scout was eavesdropping when he spoke of the prejudices in Maycomb? Why did he want her to hear? Explain.

Chapter Ten
1. Why was it a sin to kill a mockingbird? (This is the most important question you will answer!) Explain.
2. Which neighbor spoke highly of Atticus’ legal talents?
3. Who informed Atticus about Mr. Harry Johnson’s mad dog?
4. Who informed Miss Rachel and Miss Stephanie Crawford about the mad dog?
5. Who was the first to address Atticus by his old nickname?
6. What does Atticus do with the mad dog?
7. Why do Jem and Scout have renewed respect for their father?
8. Why didn’t Atticus want Scout to brag about his marksmanship?

Chapter Eleven
1. Why did the Finch children dislike passing by Mrs. Henry Lafayette Dubose’s house?
2. Atticus advised Jem to act like a gentleman to whom?
3. What did Atticus do that made Scout think he was “the bravest man who ever lived”?
4. What did Jem buy Scout?
5. What did Jem do to show his wrath to Mrs. Dubose?
6. What did Jem have to do for one month because of it?
7. As a reward for completing their first day’s session with Mrs. Dubose, what did Atticus bring Jem and Scout?
8. What was Mrs. Dubose’s addiction? Did she beat it? How?
9. What did Atticus want Jem to see about Mrs. Dubose?

Chapter Twelve
1. Why did Scout gravitate toward Calpurnia?
2. Who tried to intimidate Calpurnia at her church?
3. Who is the person the collection at First Purchase is being taken up for?
4. Why were Jem and Scout so impressed with Zeebo’s singing ability?
5. Reverend Sykes would only let the congregation leave for what amount of money?
6. Why does Calpurnia “adjust” her language

Chapter Thirteen
1. Who shows up to stay with the children?
2. What changes does this individual try to impose on Jem and Scout?

Chapter Fourteen
1. Where does Dill show up?
2. Why has he run away from home?

Chapter Fifteen
1. Where did Mr. Heck Tate want to move Tom Robinson to avoid trouble from the “Old Sarum Bunch”?
2. Who were the group of men who visited Atticus’ house on Saturday? Were they his friend or enemies?
3. What did Scout sense around her father?
4. What did Atticus do after supper that Jem and Scout thought peculiar?
5. Why did Atticus need the extension cord?
6. From amongst the semi-circle, whom did Scout recognize?
7. How did Scout help to disperse the crowd?
8. Who would have fired from above had the gang of men not shuffled off?

Chapter Sixteen
1. Where does the white majority of the town sit in the courthouse? Where does the African-American section of the community sit in the courthouse?
2. Where do Jem, Scout, and Dill sit in the courthouse?
3. Who is presiding over the trial?

Chapter Seventeen
1. What two major points did Atticus score in his favor during Heck Tate’s testimony?
2. Describe the Sheriff’s testimony?
3. Where did the Ewell’s live? Explain their home in as many details as you can.
4. What was Mr. Gilmer’s trademark? (What did he always say?)
5. How did Bob Ewell describe his daughter’s screaming?
6. True or false: Bob Ewell’s crass language causes quite a stir in the courthouse?
7. Why does Atticus ask Bob Ewell the same questions as he asks Heck Tate?
8. Why does Atticus put so much emphasis on the fact that Bob Ewell is left handed?

Chapter Nineteen
1. What slipped off the bible?
2. Why did Tom have to serve thirty days for disorderly conduct?
3. Scout felt Mayella was lonelier than whom?
4. Why did Scout believe Tom after listening to his speech?
5. Who initiated the kiss between Tom and Mayella?
6. Why did Dill start crying?
7. Why did Tom run? (What reason does he use in the book?)
8. What does “thin-hided” mean?

Chapter Twenty
1. Why did Mr. Raymond Dolphus entrust the reason for his behavior with the children?
2. Did Jem believe that the defense would win the trial? Why?
3. What is the “time-honored code” Mayella breaks?
4. What institution theoretically assures Thomas Jefferson’s dictate that all men are created equally?

Chapter Twenty-one
1. Calpurnia’s note was from whom? What was it announcing?
2. Did Rev. Sykes feel the judge was inclined towards the defense? Why? Give examples.
3. What instinct told Scout what the outcome of the trial would be?
4. Why did Jem “jerk” repeatedly?
5. How did the upper balcony show reverence for Atticus as he walked out?

Chapter Twenty-two
1. How does Jem feel about the verdict? Explain your answer.
2. How does Bob Ewell threaten Atticus?

Chapter Twenty-three
1. Does Atticus begin to carry his gun after Bob Ewell’s threats? What does he tell the children?
2. Atticus reminds Jem about what ugly facts of life?
3. According to Atticus, what constitutes “white-trash”?
4. What makes Scout indignant?
5. How can serving on a jury be unpleasant?
6. From Jem’s perspective, why does Boo Radley want to stay inside?

Chapter Twenty-four
1. Why couldn’t Scout go to Barker’s Eddy, the swimming creek, with Jem and Dill?
2. Why was Atticus’ face white?

Chapter Twenty-five
1. Why doesn’t Jem want Scout to kill the bug in their bedroom?
2. What does Atticus tell Helen?
3. What does Mr. Underwood write in the newspaper?

Chapter Twenty-six
1. Jem is in the _________ grade at the beginning of this chapter and Scout is in ________ grade.
2. What is ironic about the way Scout’s teacher talks about Hitler and then race in general?

Chapter Twenty-seven
1. How does Bob Ewell harass Judge Taylor?
2. How does Bob Ewell harass Helen?
3. Who came to Helen Robinson’s rescue? How?
4. What does Scout dress up as in the play?

Chapter Twenty-eight
1. Who jumped in glee as he scared Jem and Scout?
2. What sounds do Scout and Jem detect in the night?
3. What characteristics do we hear about the attacker?
4. Who carried Jem to the safety of his house?

Chapter Twenty-nine
1. What caused the “shiny clean line” on the dull wire of the remains of Scout’s costume?
2. How did Heck Tate describe a man like Bob Ewell?
3. What blurred Scout’s image of Arthur Radley?

Chapter Thirty
1. True or false, Scout noted her father’s plain introduction of Arthur (Boo) Radley?
2. How was Aunt Alexandra’s influence seen on Scout?
3. Why are Heck Tate and Atticus arguing? What does Atticus believe?
4. How exactly did Bob Ewell die? Be sure to give an account of both knives and all relevant parties.

Chapter Thirty-one
1. How does Scout show signs of becoming a lady?
2. While standing at the Radley place, what does Scout realize?
3. “The Gray Ghost”- Stoner’s boy symbolically represented whom?