English 9—To Kill a Mockingbird
TKAM Required Passages to Annotate—Chapters 1-4
Annotation skills we are developing:
KEY DETAILS: note important events, information about characters, patterns, possible symbols, developing themes
VOCAB IN CONTEXT: circle words you do not know and use context clues to make a quick guess in the margin
GIST: read a passage and make a brief note of what it was basically about; this helps with passages you skim/scan
INFERENCES: read between the lines; note what you’ve learned, or your answer to the question, So what?
QUESTIONING THE TEXT: write a question in response to what you read that pushes your thinking deeper
PREDICTIONS: pause and note a quick prediction of what will happen; be as specific as possible.
Chapter 1: Reading purpose—CHARACTERS and SETTINGDUE: ______
Always, as you read—VOCABIN CONTEXT: circle words you don’t know, use context clues, and note a guess
p. 3, first two paragraphs—modeled and completed in class
p. 5, “When my father. . .” to break on p. 6—GIST: note what you learn, overall, about Atticus’s character
p. 6, “Maycomb was an old town,…” three paragraphs—KEY DETAILS: underline words and phrases that help you visualize the setting
p. 6 at bottom, “Calpurnia was something else again” thru two paragraphs—INFERENCE: after reading about Cal and her mother, note an inference about Scout.
p. 8 “Hey, yourself,” to top of page 10—INFERENCE: as you read, note adjectives in the margin to describe Jem’s, Dill’s, and Scout’s characters
p. 10, “The Radley Place fascinated Dill” to top of page 12—KEY DETAILS: draw a box around words that help you visualize the Radley house.
p. 12 thru first half of page 16—GIST: skim this passage and note what it says, overall, about the Radleys; KEY DETAILS: then, mark and note of 1-3 important details you’ve learned about the character, Boo.
P. 16 “Let’s try to make him come out” thru the end of the book—INFERENCE: in your own words, make brief notes describing Scout’s, Jem’s, and Dill’s characters.
Chapter 2: Reading purpose—Scout’s world/life in MaycombDUE: ______
Always, as you read—VOCABIN CONTEXT: circle words you don’t know, use context clues, and note a guess
p. 20-top of page 21: INFERENCE—in your own words, make a brief note about Scout’s and Jem’s relationship
p. 21, “It certainly was” to mid-page 23:
- GIST—what happened on Scout’s first day that upset her? Make a note in your own words
- QUESTION THE TEXT—write a question to push thinking more deeply about this passage
- INFERENCE—what does this passage say about Scout’s character?
p. 24, “Having never questioned,” thru two paragraphs: GIST—write what happens in these two paragraph is your own, brief words
p. 24, “Everybody who goes…” to bottom of page 26: GIST—as you read, note what happens in your own words
p. 26, “My special knowledge of the Cunningham tribe” to top of page 28: GIST—make a brief note of what Scout knows about the Cunningham family that her teacher does not
p. 28, “If I could have explained…” to end of chapter: GIST—note what happens in your own words
In the blank space at the end of the chapter: KEY DETAILS—list 3-5 most important events from this chapter
Chapter 3: Reading purpose—Scout’s world/Characters of MaycombDUE: ______
Always, as you read: VOCABIN CONTEXT—circle words you don’t know, use context clues, and note a guess
p. 30, start to top of page 31, “I wouldn’t be too certain”: INFERENCE—make a note of what Scout does and why; then, note what this tells you about Scout’s character.
p. 31, “Walter stood…” to bottom of page 33: KEY DETAILS—as you read, note what happens at lunch
- INFERENCES— find the moment and note why Scout gets upset. Why does Calpurnia get mad? Note your answers in the margins where these moments occur.
- INFERENCES— in the margins, note what lunch says about Scout, Walter, Atticus, and Cal.
p. 33 “Jem and Walter returned…” thru two paragraphs: INFERENCES—make note of what this passage tells about Atticus’s character
p. 33, “I returned to school and hated…” to bottom of page 34: GIST—briefly note what happens in your words
p. 34 at top to middle of page 37, “He waited until he was sure…”: INFERENCES—make an inference about Burris Ewell/Ewell family
- QUESTION THE TEXT—record a question that shows deeper thinking
- INFERENCES—note what this passage says about the people of Maycomb
p. 38, “Perhaps Calpurnia sensed…” to end of page: INFERENCE—make a note describing Cal’s and Scout’s relationship
p. 39, top to bottom: KEY DETAILS—mark and star the lines from, “First of all…walk around in it.”
- INFERENCE: in your own words, make note of what you think Atticus is trying to teach Scout.
p. 40, “I’ll be dogged” to the end of the chapter: GIST—overall, what happens in this passage
- INFERENCE—what do you learn from Atticus about the Ewells?
At the end, choose ONE: QUESTION THE TEXT—note your deep-thinking questions in response to this chapter
- KEY DETAILS—make a list of the 5 most important events of the chapter
Chapter 4: Reading purpose—Scout’s world/Learning about life in MaycombDUE: ______
Always, as you read: VOCABIN CONTEXT—circle words you don’t know, use context clues, and note a guess
p. 43, first paragraph: INFERENCE—scan and note how Scout feels about school
p. 44, As the year passed…” to mid-page 45: GIST—make a brief notes labeling the events of this passage
- INFERENCE—note what this passage says about Scout’s character
p. 45, “Summer was on the way…” to end of page 50: KEY DETAILS—as you read, note the events that happen
- INFERENCE—make a note explaining why Jem first gets upset with Scout; underline the moment
p. 51 thru second paragraph on page 53: KEY DETAILS/GIST—find, read, and label the Boo Radley Game
p. 53, “One day…” to end of chapter: INFERENCE—make notes on what this passage teaches about Atticus’s and Jem’s characters
Last paragraph of the chapter: PREDICTION—make a prediction based off the last paragraph