To Kill a Mockingbird Ch 15-17


To Kill a Mockingbird

by Harper Lee


Reading assignments are due on these dates, at the start of class, on a piece of paper to turn in:


  • MON 11/27: Ch 1-3 (32 p)
  • MON 12/4: Ch 4-7 (35 p)
  • MON 12/11: Ch 8-10 (41 p)
  • TUES 1/2: Ch 11-14 (49 p)
  • MON 1/8: Ch 15-17 (38 p)
  • TUES 1/16: Ch 18-21 (38 p)
  • MON 1/22: Ch 22-26 (41 p)
  • TUES 1/30: Ch 27-31 (39 p)


For EACH reading assignment, you must have 6 annotations AND 3 questions:


  • SIX ANNOTATIONS: Make 6 entries in a double-entry journal on character, conflict, symbolism, or motif to help you discern themes (messages) of the text. Always cite the page number of your evidence and be sure to make inferences in the right-hand column, not just summarizing or paraphrasing.
  • THREE QUESTIONS: Write 3 strong open-ended level 2 (interpretive) questions for Socratic Seminar discussion.


Annotations and questions should cover each chapter of the reading assignment.


Example of one entry in a double-entry journal (one annotation):

TKAM CH 1-3:



CHARACTER: “I’m Charles Baker Harris. I can read” (7).

Seems overly formal for a 7-year-old to introduce himself with his full name. And he seems pretty proud of his intellectual abilities since this is the first thing he says other than his name. Maybe he feels insecure, like he has to prove himself – maybe because of his delicate appearance and height.


What should I take note of when I annotate?


CHARACTER: Make inferences about the characters from the textual evidence. Note character development and/or lessons that characters appear to be teaching and/or learning. What does the narrator learn from her experiences with the different characters in the story?


CONFLICT: Make inferences about the struggles or problems in the story. These can be internal – when a character struggles between opposing needs or desires or emotions within his or her mind – or external – when a character struggles against an outside force, which could be another character, a societal expectation or issue, or something in the physical world.


SYMBOLISM: Look for symbols – times when the author uses something concrete (person, place, or thing) to represent not only itself, but something abstract (an idea). Be sure not only to identify that which may be a symbol, but also what it might represent. What might different characters symbolize, for example?


MOTIF: Make note of any recurring images, symbols, messages, character types, or subjects that become a unifying feature of the novel. What are these motifs communicating or demonstrating?


How do I write strong open-ended level 2 questions for discussion in Socratic Seminar?



—require you to make inferences from and interpretations of the textual evidence.

—are best answered with a careful analysis of and reference to the textual evidence.

—cause you to dig deeper into the big ideas of the text.

—may involve examining in detail, comparing and contrasting, analyzing motives or causes, drawing conclusions, interpreting symbols or other literary devices.

—do NOT require you to make predictions, judgments on the morality of characters’ actions, or apply the text to one’s own life