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-          use context clues to determine the meanings of words,

-          identify different types of characters,

-          differentiate between direct and indirect methods of characterization,

-          describe characters, their conflict, effect on plot and theme,

-          write using parallel structure,

-          summarize a short story,

-          use text to support details,

-          use text to draw conclusions,

-          identify features of a coherent paragraph: introduction, thesis statement, body, & conclusion.

1.       What do you learn in this chapter about Maycomb, Atticus Finch and his family? 

2.       What do you learn about Dill's character? 

3.      What, briefly, has happened to Arthur “Boo” Radley. 

4.      Why does the Radley place fascinate Scout, Jem and Dill? 

5.      What do you notice about the narrative voice and viewpoint in the novel? 

 

1.       Why is Scout so looking forward to starting school? 

2.       Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child? 

3.      What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job? 

 

1.       Who is Calpurnia? What is her place in the Finch household? 

2.       What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life? 

3.      What do you think of the way Atticus treats Walter? 

4.      Does Scout learn anything from Walter's visit? What do you think this is? 

5.      Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn? 

6.      What do you learn in this chapter about the Ewells? 

 

 

1.       What does Scout think of current fashions in education? 

2.       What superstitions do the children have in connection with the Radley house? 

3.      Why do the children make Boo's story into a game? 

4.      What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home? 

5.      What might be the cause of the laughter from inside the house? 

1.       Describe in detail the setting where the story begins. 

2.       Who is the narrator of the story? 

3.      Describe Marlow’s physical appearance. 

4.      The narrator describes the recent history of the Thames. What are some of the activities of the men who have sailed out, from the mouth of the river? 

5.      What effect does Conrad achieve by alluding to the pirates Francis Drake and John Franklin?

 Chapter 2

1.       On what suspenseful note does this second installment begin? 

2.       What does Marlow learn when he overhears the station manager talking to his uncle? 

3.      What is significant about the image Marlow begins to develop of Kurtz? 

4.      What is the prevailing metaphor Marlow uses to describe traveling up the river? 

5.      How do the cannibals help Marlow? 

1.       The Russian says, “I had gone so far that I don’t know how I’ll ever get back”. What does this mean literally and symbolically? 

2.       When Marlow asks what Kurtz had traded for ivory, what does the Russian reply? 

3.      Why did Kurtz threaten to shoot the young Russian? 

4.      What does the Russian tell Marlow about Kurtz’s recent activities? 

5.      What does Marlow suddenly realize about the knobs on the posts by the building and the symbolic meaning they may have? 

6.      As Marlow talks with the Russian, a group of men suddenly appears with a stretcher. What happens next?

2.Who’s the protagonist of the story?
Scout (Remember that protagonist is the main character)

3.What does her father do for living?
Atticus is a lawyer and defends Tom Robinson who is an innocent man being charged of a crime he did not commit due to the color of his skin.

4.Who/from what does Scout learn from about life?
Scout learns from Atticus and her own experiences that she faces throughout the novel.

5.What is each of the four lessons? Write a point about each.
1. To put yourself in the shoes of others (Scout learns to view life from different perspectives other than her own)
2. To not kill mockingbirds (Mockingbirds are defenseless and should not be killed both literally and figuratively.)
3. To continue to fight even if you will lose (Scout learns this through Tom Robinson who fights to prove his innocence even though he knows he will lose because he is African American and does not have any rights during that time period. 

6.Why is it a sin to kill mockingbirds? And what is it symbolic for?
It is a sin (wrong) to kill mockingbirds because they are weak and defenseless. The mockingbird symbolizes those who are weaker and are taken advantage of in the novel, such as Tom and Boo.

LINK TO VIDEO:

https://www.youtube.com/watch?v=uqkohqLvClI

1.        Aud-: (Latin) to hear/listen: audible, audition.

2.        Cred-: (Latin) to believe: credit, incredible

3.        Archea, arche, archi: (Greek) primitive/ancient: archeologist, archives, archetype.

4.        Belli-: (Latin) war: belligerent, bellicose.

5.        Claim, clam: (Latin) to declare/call out/cry out: claim, exclaim, clamorous.

6.        Crat, cracy: (Greek) rule/strength/power: democrat, autocracy, aristocracy.

7.        luna-: (Latin) moon: lunar, lunatic.

8.        Mar: (Latin) sea: maritime, submarine.

9.        Ped-: (Greek) child: pediatrician.

10.     Urb: (Latin) city: urban, suburban, Exurb (a modern word meaning large cities that directly surround a major city; e.g. Arlington is an exurb of Dallas)

11.     Pop: (Latin) people: population, popular.

12.     Tract: (Latin) to draw/pull: attract, distract, retract.

13.     Form: (Latin) to shape: conform, reform, transform.

14.     Pend: (Latin) to hand/weigh: suspend, pendulum.

1.       Mort: (Latin) Death. – mortality, mortuary, immortal

2.       Path: (Greek) Disease, Feeling – pathology, sympathy, pathos

3.       Pel: (Latin) To Drive/Push – expel, propeller

4.       Struc/Struct: (Latin) To Build – construct, structure, instruct

5.       Vid/Vid: (Latin) To See – vision, evidence

6.       Voc/Voke: (Latin) To Call – advocate, revoke

7.       Cogn: (Latin) To know – cognition, recognize

8.       Loc/Loqu: (Latin) To Speak/Talk/Say – colloquial, ventriloquist

9.       Nate/Nat: (Latin) Born. – native, innate

10.   Neg: (Latin) No, Deny – negative, negate

11.   Neo: (Greek) New – neonatal

12.   Nov: (Latin) New – novice

13.   Phys: (Greek) Nature – physics, physical

14.   Psych: (Greek) Mind, Soul – psychic, psychopath

15.   Reg: (Latin) Guide, Rule – regime, regent  

b.      Identify and define the genres of drama: (comedy; tragedy according to Aristotle)

c.       Differentiate between the elements of narratives (plot; conflict; flashback; foreshadowing; suspense; setting; tone; mood; dialogue; characters; narrative) and the elements of drama.

d.      Read informational texts and highlight main points.

e.       Present main points from the informational texts to the class.

f.        Identify the meaning of the following terms and how they are used in Shakespearean texts: elements of  language such as puns, prose, iambic pentameter, and archaic language

g.       Make subjects and verbs agree – correct

h.      Make pronouns and antecedents agree