to kill a mockingbird writing assignment

To Kill a Mockingbird

Literary Analysis

Character analysis, character development.

• AK RL.9-10.1,
• AK RL.9-10.3,
• AK W.9-10.1,
• AK W.9-10.2,
• AK W.9-10.4,
• AK W.9-10.9,
• AL 10.CL.R.4,
• AL 10.CL.W.9,
• AL 10.CL.W.9.b,
• AL 10.CL.W.9.c,
• AL 10.RL.R.21,
• AL 10.RL.W.25,
• AL 10.RL.W.26,
• AL 9.CL.R.4,
• AL 9.CL.W.9,
• AL 9.CL.W.9.b,
• AL 9.CL.W.9.c,
• AL 9.RL.W.25,
• AL 9.RL.W.26,
• AR 10.RC.3.RF,
• AR 10.RC.5.RL,
• AR 10.W.1.S,
• AR 10.W.2.S,
• AR 10.W.4.P,
• AR 9.RC.3.RF,
• AR 9.RC.5.RL,
• AR 9.W.1.S,
• AR 9.W.2.S,
• AR 9.W.4.P,
• AZ 9-10.RL.1,
• AZ 9-10.RL.3,
• AZ 9-10.W.1,
• AZ 9-10.W.2,
• AZ 9-10.W.4,
• AZ 9-10.W.9,
• CA 9-10.RL.1,
• CA 9-10.RL.3,
• CA 9-10.W.1,
• CA 9-10.W.2,
• CA 9-10.W.4,
• CA 9-10.W.9,
• CCSS RL.9-10.1,
• CCSS RL.9-10.3,
• CCSS W.9-10.1,
• CCSS W.9-10.2,
• CCSS W.9-10.4,
• CCSS W.9-10.9,
• CO RL.9-10.1,
• CO RL.9-10.3,
• CO W.9-10.1,
• CO W.9-10.2,
• CO W.9-10.4,
• CO W.9-10.9,
• CT RL.9-10.1,
• CT RL.9-10.3,
• CT W.9-10.1,
• CT W.9-10.2,
• CT W.9-10.4,
• CT W.9-10.9,
• DC RL.9-10.1,
• DC RL.9-10.3,
• DC W.9-10.1,
• DC W.9-10.2,
• DC W.9-10.4,
• DC W.9-10.9,
• DE RL.9-10.1,
• DE RL.9-10.3,
• DE W.9-10.1,
• DE W.9-10.2,
• DE W.9-10.4,
• DE W.9-10.9,
• FL ELA.8.C.1.3,
• FL ELA.8.C.1.4,
• FL ELA.8.C.1.5,
• FL ELA.8.R.1.1,
• FL ELA.8.R.1.3,
• FL ELA.K12.EE.1.1,
• FL ELA.K12.EE.3.1,
• GA ELAGSE9-10RL1,
• GA ELAGSE9-10RL3,
• GA ELAGSE9-10W1,
• GA ELAGSE9-10W2,
• GA ELAGSE9-10W4,
• GA ELAGSE9-10W9,
• HI 9-10.RL.1,
• HI 9-10.RL.3,
• HI 9-10.W.1,
• HI 9-10.W.2,
• HI 9-10.W.4,
• HI 9-10.W.9,
• IA RL.9-10.1,
• IA RL.9-10.3,
• IA W.9-10.1,
• IA W.9-10.2,
• IA W.9-10.4,
• IA W.9-10.9,
• ID 9/10.RC.L.5,
• ID 9/10.RC.L.5.b,
• ID 9/10.RC.TE.3,
• ID 9/10.W.RW.1,
• IL RL.9-10.1,
• IL RL.9-10.3,
• IL W.9-10.1,
• IL W.9-10.2,
• IL W.9-10.4,
• IL W.9-10.9,
• IN 9-10.RC.1,
• IN 9-10.RC.3,
• IN 9-10.W.2,
• KS RL.9-10.1,
• KS RL.9-10.3,
• KS W.9-10.1,
• KS W.9-10.2,
• KS W.9-10.4,
• KS W.9-10.9,
• KY C.9-10.1,
• KY C.9-10.1.a,
• KY C.9-10.2,
• KY C.9-10.2.a,
• KY C.9-10.3.a,
• KY C.9-10.6,
• KY RL.9-10.1,
• KY RL.9-10.3,
• LA RL.9-10.1,
• LA RL.9-10.3,
• LA W.9-10.1,
• LA W.9-10.2,
• LA W.9-10.4,
• LA W.9-10.9,
• MA RL.9-10.1,
• MA RL.9-10.3,
• MA W.9-10.1,
• MA W.9-10.2,
• MA W.9-10.4,
• MA W.9-10.9,
• MD RL.9-10.1,
• MD RL.9-10.3,
• MD W.9-10.1,
• MD W.9-10.2,
• MD W.9-10.4,
• MD W.9-10.9,
• ME R.4.9-D,
• ME R.6.9-D,
• ME R.6.9-D.a,
• ME W.1.9-D,
• ME W.3.9-D,
• MI RL.9-10.1,
• MI RL.9-10.3,
• MI W.9-10.1,
• MI W.9-10.2,
• MI W.9-10.4,
• MI W.9-10.9,
• MN 9.4.1.1,
• MN 9.4.3.3,
• MN 9.7.1.1,
• MN 9.7.2.2,
• MN 9.7.4.4,
• MN 9.7.9.9,
• MO 9-10.RL.1.A,
• MO 9-10.RL.2.B,
• MO 9-10.RL.2.D,
• MO 9-10.W.2.A,
• MO 9-10.W.3.A.a,
• MO 9-10.W.3.A.b,
• MO 9-10.W.3.A.d,
• MS RL.10.1,
• MS RL.10.3,
• MT RL.9-10.1,
• MT RL.9-10.3,
• MT W.9-10.1,
• MT W.9-10.2,
• MT W.9-10.4,
• MT W.9-10.9,
• NC RL.9-10.1,
• NC RL.9-10.3,
• NC W.9-10.1,
• NC W.9-10.1.g,
• NC W.9-10.2,
• NC W.9-10.2.h,
• NC W.9-10.3.g,
• NC W.9-10.6,
• ND 9-10.R.2,
• ND 9-10.R.8.a,
• ND 9-10.W.1,
• ND 9-10.W.3,
• ND 9-10.W.4.a,
• NE LA.10.RP.2,
• NE LA.10.W.2,
• NE LA.10.W.4,
• NE LA.10.W.5,
• NH RL.9-10.1,
• NH RL.9-10.3,
• NH W.9-10.1,
• NH W.9-10.2,
• NH W.9-10.4,
• NH W.9-10.9,
• NJ RL.9-10.1,
• NJ RL.9-10.3,
• NJ W.9-10.1,
• NJ W.9-10.2,
• NJ W.9-10.4,
• NJ W.9-10.9,
• NM RL.9-10.1,
• NM RL.9-10.3,
• NM W.9-10.1,
• NM W.9-10.2,
• NM W.9-10.4,
• NM W.9-10.9,
• NV RL.9-10.1,
• NV RL.9-10.3,
• NV W.9-10.1,
• NV W.9-10.2,
• NV W.9-10.4,
• NV W.9-10.9,
• NY 9-10 R.1,
• NY 9-10 R.3,
• NY 9-10 W.1,
• NY 9-10 W.2,
• NY 9-10 W.5,
• OH RL.9-10.1,
• OH RL.9-10.3,
• OH W.9-10.1,
• OH W.9-10.2,
• OH W.9-10.4,
• OH W.9-10.9,
• OK 10.3.R.3,
• OK 10.3.W.2,
• OK 10.3.W.3,
• OK 9.3.R.3,
• OK 9.3.W.2,
• OK 9.3.W.3,
• OR RL.9-10.1,
• OR RL.9-10.3,
• OR W.9-10.1,
• OR W.9-10.2,
• OR W.9-10.4,
• OR W.9-10.9,
• PA CC.1.3.9–10.B,
• PA CC.1.3.9–10.C,
• PA CC.1.4.9–10.A,
• PA CC.1.4.9–10.B,
• PA CC.1.4.9–10.G,
• PA CC.1.4.9–10.H,
• PA CC.1.4.9–10.S,
• Pre-AP EK 1.1A1,
• Pre-AP EK 1.1A3,
• Pre-AP EK 1.3A1,
• Pre-AP EK 1.3A2,
• Pre-AP EK 2.1A1,
• Pre-AP EK 2.1A2,
• Pre-AP EK 2.1A3,
• Pre-AP EK 2.1C2,
• Pre-AP EK 2.2A1,
• Pre-AP EK 2.2A2,
• Pre-AP EK 2.2A3,
• Pre-AP EK 2.2B1,
• Pre-AP EK 2.2B2,
• Pre-AP EK 2.2B3,
• Pre-AP EK 2.2C1,
• Pre-AP EK 2.2C2,
• Pre-AP EK 2.2D1,
• Pre-AP EK 2.2D2,
• Pre-AP EK 2.2E2,
• Pre-AP EK 2.3A1,
• Pre-AP EK 2.3A3,
• Pre-AP EK 2.3B2,
• Pre-AP EK 2.3C1,
• Pre-AP EK 2.3C2,
• Pre-AP EK 2.3C3,
• Pre-AP EK 2.3C4,
• Pre-AP EK 2.3D1,
• Pre-AP EK 2.3D2,
• Pre-AP EK 2.3D3,
• Pre-AP LO 1.1A,
• Pre-AP LO 1.3A,
• Pre-AP LO 2.1A,
• Pre-AP LO 2.1C,
• Pre-AP LO 2.2A,
• Pre-AP LO 2.2B,
• Pre-AP LO 2.2C,
• Pre-AP LO 2.2D,
• Pre-AP LO 2.2E,
• Pre-AP LO 2.3A,
• Pre-AP LO 2.3B,
• Pre-AP LO 2.3C,
• Pre-AP LO 2.3D,
• Pre-AP LO 4.2C,
• RI RL.9-10.1,
• RI RL.9-10.3,
• RI W.9-10.1,
• RI W.9-10.2,
• RI W.9-10.4,
• RI W.9-10.9,
• SC E1.RL.11,
• SC E1.RL.11.1,
• SC E1.RL.5.1,
• SC E1.RL.8,
• SC E1.RL.8.1,
• SC E2.RL.11,
• SC E2.RL.5.1,
• SC E2.RL.8,
• SC E2.RL.8.1,
• SC ELA.E1.AOR.1.1,
• SC ELA.E1.C.1.1,
• SC ELA.E1.C.2.1,
• SC ELA.E2.AOR.1.1,
• SC ELA.E2.C.1.1,
• SC ELA.E2.C.2.1,
• SD 9-10.RL.1,
• SD 9-10.RL.3,
• SD 9-10.W.1,
• SD 9-10.W.2,
• SD 9-10.W.4,
• SD 9-10.W.9,
• TN 9-10.RL.KID.1,
• TN 9-10.RL.KID.3,
• TN 9-10.W.PDW.4,
• TN 9-10.W.RBPK.9,
• TN 9-10.W.TTP.1,
• TN 9-10.W.TTP.2,
• TX TEKS E1.10,
• TX TEKS E1.10.B,
• TX TEKS E1.10.C,
• TX TEKS E1.4,
• TX TEKS E1.4.F,
• TX TEKS E1.5.B,
• TX TEKS E1.5.C,
• TX TEKS E1.6,
• TX TEKS E1.6.A,
• TX TEKS E1.6.B,
• TX TEKS E1.7,
• TX TEKS E1.7.A,
• TX TEKS E1.8.F,
• TX TEKS E1.9.B,
• TX TEKS E1.9.B.i,
• TX TEKS E2.10,
• TX TEKS E2.10B,
• TX TEKS E2.4,
• TX TEKS E2.4.F,
• TX TEKS E2.5.B,
• TX TEKS E2.5.C,
• TX TEKS E2.6,
• TX TEKS E2.6.A,
• TX TEKS E2.6.B,
• TX TEKS E2.7,
• TX TEKS E2.8.F,
• TX TEKS E2.9.B,
• TX TEKS E2.9.B.i,
• UT 9-10.R.5,
• UT 9-10.R.8,
• UT 9-10.W.1,
• UT 9-10.W.1.d,
• UT 9-10.W.2,
• UT 9-10.W.2.e,
• UT 9-10.W.3.e,
• VT RL.9-10.1,
• VT RL.9-10.3,
• VT W.9-10.1,
• VT W.9-10.2,
• VT W.9-10.4,
• VT W.9-10.9,
• WA RL.9-10.1,
• WA RL.9-10.3,
• WA W.9-10.1,
• WA W.9-10.2,
• WA W.9-10.4,
• WA W.9-10.9,
• WI R.9-10.1,
• WI R.9-10.3,
• WI W.9-10.2,
• WI W.9-10.2.a,
• WI W.9-10.2.b,
• WI W.9-10.3,
• WI W.9-10.3.a,
• WI W.9-10.3.b,
• WI W.9-10.3.c,
• WI W.9-10.4,
• WI W.9-10.9,
• WV ELA.10.1,
• WV ELA.10.20,
• WV ELA.10.21,
• WV ELA.10.23,
• WV ELA.10.28,
• WV ELA.10.3,
• WV ELA.9.1,
• WV ELA.9.20,
• WV ELA.9.21,
• WV ELA.9.23,
• WV ELA.9.28,
• WV ELA.9.3,
• WY RL.9-10.1,
• WY RL.9-10.3,
• WY W.9-10.1,
• WY W.9-10.2,
• WY W.9-10.4,
• WY W.9-10.9

Literary Devices

• AK RL.9-10.4,
• AL 10.CL.R.5,
• AL 9.CL.R.5,
• AZ 9-10.RL.4,
• CA 9-10.RL.4,
• CCSS RL.9-10.4,
• CO RL.9-10.4,
• CT RL.9-10.4,
• DC RL.9-10.4,
• DE RL.9-10.4,
• FL ELA.8.R.3.1,
• FL ELA.8.V.1.3,
• GA ELAGSE9-10RL4,
• HI 9-10.RL.4,
• IA RL.9-10.4,
• ID 9/10.VD.WB.1,
• ID 9/10.VD.WB.2.d,
• IL RL.9-10.4,
• IN 9-10.RC.12,
• IN 9-10.RC.9,
• KS RL.9-10.4,
• KY RL.9-10.4,
• LA RL.9-10.4,
• MA RL.9-10.4,
• MD RL.9-10.4,
• ME R.7.9-D.a,
• MI RL.9-10.4,
• MN 9.4.4.4,
• MO 9-10.RL.1.B,
• MO 9-10.RL.2.C,
• MS RL.10.4,
• MT RL.9-10.4,
• NC RL.9-10.4,
• ND 9-10.R.5,
• NE LA.10.V.2,
• NH RL.9-10.4,
• NJ RL.9-10.4,
• NM RL.9-10.4,
• NV RL.9-10.4,
• NY 9-10 R.4,
• OH RL.9-10.4,
• OK 10.3.R.4,
• OK 10.4.R.2,
• OK 9.3.R.4,
• OK 9.4.R.2,
• OR RL.9-10.4,
• PA CC.1.3.9–10.F,
• Pre-AP EK 1.3B1,
• Pre-AP EK 3.1A1,
• Pre-AP EK 3.1A2,
• Pre-AP EK 3.1A3,
• Pre-AP LO 1.3B,
• Pre-AP LO 3.1A,
• RI RL.9-10.4,
• SC E1.RL.10,
• SC E1.RL.10.1,
• SC E1.RL.9,
• SC E1.RL.9.1,
• SC E2.RL.10,
• SC E2.RL.10.1,
• SC E2.RL.9,
• SC E2.RL.9.1,
• SC ELA.E1.AOR.1.2,
• SC ELA.E1.AOR.7.1,
• SC ELA.E2.AOR.1.2,
• SC ELA.E2.AOR.7.1,
• SD 9-10.RL.4,
• TN 9-10.RL.CS.4,
• TX TEKS E1.8.E,
• TX TEKS E2.8.E,
• VT RL.9-10.4,
• WA RL.9-10.4,
• WI R.9-10.4,
• WV ELA.10.7,
• WV ELA.9.7,
• WY RL.9-10.4,

Social-Historical Context

• AK RL.9-10.5,
• AR 10.RC.6.RL,
• AR 9.RC.6.RL,
• AZ 9-10.RL.5,
• CA 9-10.RL.5,
• CCSS RL.9-10.5,
• CO RL.9-10.5,
• CT RL.9-10.5,
• DC RL.9-10.5,
• DE RL.9-10.5,
• FL ELA.8.R.2.1,
• GA ELAGSE9-10RL5,
• HI 9-10.RL.5,
• IA RL.9-10.5,
• ID 9/10.RC.L.5.c,
• IL RL.9-10.5,
• KS RL.9-10.5,
• KY RL.9-10.5,
• LA RL.9-10.5,
• MA RL.9-10.5,
• MD RL.9-10.5,
• ME R.8.9-D,
• MI RL.9-10.5,
• MN 9.4.5.5,
• MO 9-10.RL.2.A,
• MS RL.10.5,
• MT RL.9-10.5,
• NC RL.9-10.5,
• ND 9-10.R.6,
• NE LA.10.RP.4,
• NH RL.9-10.5,
• NJ RL.9-10.5,
• NM RL.9-10.5,
• NV RL.9-10.5,
• NY 9-10 R.5,
• OH RL.9-10.5,
• OR RL.9-10.5,
• PA CC.1.3.9–10.E,
• Pre-AP EK 1.1B1,
• Pre-AP EK 1.3B3,
• Pre-AP LO 1.1B,
• RI RL.9-10.5,
• SC E1.RL.12.1,
• SC E1.RL.12.2,
• SC E2.RL.12,
• SC E2.RL.12.1,
• SC E2.RL.12.2,
• SC E4.RL.12.2,
• SC ELA.E1.AOR.5.1,
• SC ELA.E2.AOR.5.1,
• SD 9-10.RL.5,
• TN 9-10.RL.CS.5,
• TX TEKS E1.4.C,
• TX TEKS E1.6.C,
• TX TEKS E2.4.C,
• TX TEKS E2.6.C,
• UT 9-10.R.10,
• VT RL.9-10.5,
• WA RL.9-10.5,
• WI R.9-10.5,
• WV ELA.10.8,
• WV ELA.9.8,
• WY RL.9-10.5,

Themes and Motifs

Central theme.

• AK RL.9-10.2,
• AR 10.RC.1.RF,
• AR 10.RC.2.RF,
• AR 9.RC.1.RF,
• AR 9.RC.2.RF,
• AZ 9-10.RL.2,
• CA 9-10.RL.2,
• CCSS RL.9-10.2,
• CO RL.9-10.2,
• CT RL.9-10.2,
• DC RL.9-10.2,
• DE RL.9-10.2,
• FL ELA.8.R.1.2,
• FL ELA.8.R.2.2,
• GA ELAGSE9-10RL2,
• HI 9-10.RL.2,
• IA RL.9-10.2,
• ID 9/10.RC.L.5.a,
• IL RL.9-10.2,
• IN 9-10.RC.2,
• IN 9-10.RC.4,
• KS RL.9-10.2,
• KY RL.9-10.2,
• LA RL.9-10.2,
• MA RL.9-10.2,
• MD RL.9-10.2,
• ME R.5.9-D,
• ME R.5.9-D.a,
• ME R.5.9-D.b,
• MI RL.9-10.2,
• MN 9.4.2.2,
• MO 9-10.RL.1.D,
• MS RL.10.2,
• MT RL.9-10.2,
• NC RL.9-10.2,
• ND 11-12.R.3.b,
• ND 9-10.R.4,
• NE LA.10.RP.1,
• NE LA.10.RP.6,
• NH RL.9-10.2,
• NJ RL.9-10.2,
• NM RL.9-10.2,
• NV RL.9-10.2,
• NY 9-10 R.2,
• OH RL.9-10.2,
• OH RL.9-10.2.a,
• OH RL.9-10.2.b,
• OK 10.2.R.1,
• OK 9.2.R.1,
• OR RL.9-10.2,
• PA CC.1.3.9–10.A,
• RI RL.9-10.2,
• SC E1.RL.6,
• SC E1.RL.6.1,
• SC E2.RL.6,
• SC E2.RL.6.1,
• SC ELA.E1.AOR.2.1,
• SC ELA.E2.AOR.2.1,
• SD 9-10.RL.2,
• TN 9-10.RL.KID.2,
• TX TEKS E1.4.G,
• TX TEKS E1.6.D,
• TX TEKS E2.4.G,
• TX TEKS E2.6.D,
• UT 9-10.R.6,
• VT RL.9-10.2,
• WA RL.9-10.2,
• WI R.9-10.2,
• WV ELA.10.2,
• WV ELA.9.2,
• WY RL.9-10.2,

Creating Psychological Profiles of Characters in To Kill a Mockingbird

• Resources & Preparation
• Instructional Plan
• Related Resources

This lesson asks students to explore the motivation behind characters' actions in To Kill a Mockingbird . Students first engage in a freewrite activity. They then do research and creative thinking to design a poster and plan a presentation representing a psychological profile for a selected character, while determining what specific factors (such as family, career, environment, and so forth) have the greatest influence on the characters' decision making throughout the novel.  The groups present their findings to the class by assuming the persona of their character and explaining the psychological factors influencing their behavior in the novel.

Featured Resources

Graphic Organizer For Psychological Character Profile : This handout can be used to analyze characters from a variety of literary works.

From Theory to Practice

Many students feel as if literature written in the past, near or distant, is irrelevant. The differences in time and place create a gap too significant between them and the characters in the novel. Students can be guided to overcome this resistance and more fully engage in a text when they recognize the relatable human qualities of a text's characters. Louel Gibbons acknowledges the importance of relating past literary works to the current students' experiences in To Kill a Mockingbird in the Classroom: Walking in Someone Else's Shoes . Gibbons states, "As teachers, we understand that the appeal of timeless, classic literature lies in its ability to tap into the universality of the human experience and convey feelings and situations to which readers of all ages and eras can relate" Our discussions [in the classroom] remind us that no matter how different our backgrounds, the shared similarities in our life experiences provide a common thread connecting us all." (13) Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Poster board, scissors, and glue for each group
• Copy of To Kill A Mockingbird for each student
• Example of A Factor Contributing To A Character's Psychological Profile
• To Kill a Mockingbird Psychological Character Profile Assignment
• Graphic Organizer For Psychological Character Profile
• Psychological Character Sketch Assignment Rubric: Poster and Presentation
• Psychological Profile Reflection Questions

Preparation

• Students need to have finished reading To Kill a Mockingbird before starting work on this cumulative project.
• Make copies of necessary handouts.
• Consider individual strengths to determine which students would work best together in groups of three.
• Consider your own responses to the opening writing and discussion questions.
• Arrange for access to internet-connected computers for Sessions Two, Three, and Four .
• Bookmark and test the Character Trading Cards interactive, ReadWriteThink Printing Press tool, and Literary Graffiti tool on your computers to familiarize yourself with them and to ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
• Bookmark and explore the Social Psychology Website to familiarize yourself with various social issues and their impact on human behavior.
• Bookmark the Symbols in Literature Website .
• Create a schedule for when the groups will present their presentations so that each student has adequate time to prepare.

Student Objectives

Students will

• analyze the psychological background of a character from To Kill a Mockingbird .
• identify the factors that most significantly impact a character to create a psychological profile for a character in To Kill a Mockingbird.
• apply what they have read in To Kill a Mockingbird and communicate their understanding of the work by assuming the persona of their character.

Session One

• Begin the lesson by asking students to respond to this question about the novel that they just finished, To Kill a Mockingbird : "Why does Boo save Jem and Scout at the end of the novel?" Have students write continuously for about five minutes on this topic independently at their seats.
• After giving students time to respond to the question, students should discuss their various answers to the question in pairs or small groups, then as a full class.
• Introduce the concept of a psychological profile.  For the purposes of this assignment, a psychological profile of a character is a list and explanation of the various factors that affect a character's motivation and decision making throughout the course of the novel. 
• What specific factors influenced Boo throughout the novel?
• What specific factors must a reader look at to understand why characters act specific ways?
• Record responses on the board, overhead, or chart paper as the class collaborates to determine the factors that can make up a character's psychological profile.  Possible answers may include: family, emotions, historical events, interactions with a specific environment, physical traits, social influences, and religion, and so forth.
• Now demonstrate how one of these factors is evident in the characterization of Boo Radley.  One such example would be the influence of family on Boo's decision making.  See the Example of Psychological Character Profile Factor .
• Inform students that they will soon begin work in groups to create a psychological profile for a character from To Kill a Mockingbird .  Distribute and  explain the Psychological Character Profile Assignment handout to the class.   Answer any questions students might have, and making reference to the sample to clarify the expectations of the assignment.
• After explaining the project, arrange the students into groups of three, in which there will be an evidence finder, a quote finder, and a symbol selector. Group will self-assign roles (evidence finder, quote finder,and symbol selector) and select a character from To Kill a Mockingbird to use for the psychological profile.

Sessions Two and Three

• Enable the students to start thinking critically about their group's character and the way in which this character behaves by directing students to the Character Trading Cards interactive.  Ask each student to create his or her own card for the character that their group selected.
• Have students print their cards and meet in their groups to share their different interpretations of the character.
• Clarify expectations for the project by reviewing the Psychological Character Profile Assignment handout and sharing the Psychological Character Profile Rubric with the class.
• Students will use the remainder of Session Two and all of Session Three to explore the Social Psychology Website .  This Website offers information on "social psychology topics such as prejudice and discrimination, gender, culture, social influence, interpersonal relations, group behavior, aggression, and more."
• After researching on this Website, each group should determine the five factors (from both the list that the class created the previous session or any other factors found on this Website) that they feel most influence their character's behavior.  Ask students to print any relevant research found on this Website and highlight the important part of the articles that link to their character.

Session Four

• Have groups review and refine the five most influential factors they determined in the previous session.
• The evidence finder will write the paragraph explaining why the group chose the specific factor and how this factor was influential for the character during the course of the novel.
• The quote finder must find a quote for each factor that best exemplifies this factor's influence on the life of a character and then link the quotation to research found on Social Psychology Website in a paragraph. 
• The symbol selector is responsible for selecting a symbol for each factor and finding a means of depicting this symbol on the final project; the symbol selector must write a paragraph regarding the significance of the symbol and its relation to the factor.  The students may wish to utilize the Symbols in Literature Website to aid with this part of the final project. Students may wish to use free online clip art or pictures from magazines for the visual component.
• Give students the remainder of this session, and time in additional sessions as necessary, to complete their research and interpretation.

Session Five

• After gathering and writing all of the necessary information and interpretations, each group will create a poster that contains all of the information for each factor. Students should begin thinking about how they will organize and visually present their findings.   
• Familiarize students with the ReadWriteThink Printing Press tool, which students may use to design the layout of each factor. They can decide whether they wish to present their paragraphs using a flyer, booklet, brochure, or newspaper format. 
• Remind students that they should then print their ReadWriteThink Printing Press product and attach it to the poster.
• Students can also use the Literary Graffiti tool to create the visual representation of their symbol.  This must also be attached to their poster.
• Give students time to complete work on their research and poster.

Session Six (and additional sessions as necessary)

• Each group will present its findings to the class.  In the spirit of Atticus' profession, each group will act as if the character that it selected for the profile is testifying in a trial.  Each group member will take turns acting as the character that the group selected. 
• Each member will have to explain one of the factors that influenced the characters actions, speaking as if he/she is the character.  Each student will have to testify for approximately 5 minutes, with each group participating for 15 minutes. At the end of the presentation, the other students in the class will be able to "cross examine" the group by asking any questions.
• Give students time to select which factors they will present.  They should also collaborate on how the character would present this information. 
• After all groups have presented and answered questions from their classmates, have students complete the Psychological Profile Reflection Questions . These questions may be begun in class and finished as homework.
• As another reflection activity, the teacher may ask the students to create a psychological profile for themselves.  The students will select the factors that affect their own decision making.
• If the teacher would like to create groups of four instead of groups of three, the teacher may add the role of "characterization classifier."  It will be this person's responsibility to examine whether direct characterization or indirect characterization is more closely associated with each specific factor. He or she should offer several examples to support and illustrate the classification.

Student Assessment / Reflections

• Students should answer the Psychological Profile Reflection Questions as a way of synthesizing their learning from the lesson.
• Student performance should be evaluated based on the poster, presentation, and reflection aspects of the project.  Use the  Psychological Character Profile Rubric to provide individual feedback to students.
• Student Interactives
• Professional Library

This tool provides a fun and useful way to explore a variety of topics such as a character in a book, a person or place from history, or even a physical object. An excellent tool to for summarizing or as a prewriting exercise for original stories.

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

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101 To Kill a Mockingbird Essay Titles & Examples

If you struggle to find “To Kill a Mockingbird” essay topics on prejudice, race, the characters’ courage, or any other issue, look no further. Our team has prepared a list of titles and essay writing tips for this book.

🏆 Best To Kill a Mockingbird Essay Topics & Examples

📌 most interesting to kill a mockingbird essay titles, 👍 good to kill a mockingbird research topics, ❓ to kill a mockingbird essay questions.

Before we will talk about the do’s and don’ts in essay writing, let’s clarify the types of essay.

When working on “To Kill a Mockingbird” essay thesis, you can focus on the facts of the book or concentrate on your attitude towards its key issues and characters. According to your approach, we can divide essays into two main areas:

• Objective essay: you set out your personal thoughts on a chosen issue and provide supporting arguments and evidence;
• Subjective essay: you express your point of view on a specific topic without claiming the truth and strengthening it with facts.

For example, when you choose a “To Kill a Mockingbird” essay topics on goodness, you will state that Atticus is a kind and fearless. No doubt that this character has a positive role.

On the other hand, when you describe Mayella, you will have to choose: will you condemn her or express pity.

As for the essay content, it can be divided into many subcategories:

• Philosophical essay
• Critical essay
• Literary analysis
• Historical essay, etc.

There are also a few key literary types:

• Feature article, etc.

Do’s & Don’ts When Writing To Kill a Mockingbird Essays

Now, it’s time to talk about what you should write and what to avoid in your paper. First of all, you have to remember that all “To Kill a Mockingbird” essay titles should reveal the essence of the issue.

Recommendations for essay writing:

• Do mark your essay subject at the beginning of the text. “To Kill a Mockingbird” essay hooks will help you to catch the reader’s attention. Don’t forget to emphasize the central issue in the conclusion.
• Do support the style of presentation by your emotions, vision, and opinion. Use the “question-answer” in paragraphs. Make the transitions between paragraphs harmonious and smooth.
• Do use quotes, historical facts, and observations to argue the thesis statement, solve the main issue, and describe the key subject of the paper.
• Do stick to the central thesis of your essay. Avoid deepen into philosophical reflections — tell about concrete facts and examples. Here’s an example: don’t include the facts from the author’s biography if you focus on the events of the book and factors that affect discrimination.
• Do proofread the paper. Read carefully your essay several times and think if your readers will understand your expressions.
• Do not use specific terminology in “To Kill a Mockingbird” essay. For example, when you write about discrimination, you don’t necessarily have to provide its dictionary definition or use complex law, historical and psychological literature, and samples. Just your own language. However, it doesn’t mean that your opinion should seem ungrounded.
• Do add your emotions to the paper. Let your readers feel that you believe in your ideas when defending the essay thesis.
• Don’t choose the header before you write an essay. First, you should write an essay, and only then compile the title of your paper.

Well, now you know about the essay types, what to do, and what to avoid in your essay. Of course, you may ask: “What to write in my own essay?”

The key to success is to start. Check “To Kill a Mockingbird” essay examples on our website to get inspiration. Even the topic seems to you too complicated, start your research, and then you will be able to express new and original thoughts.

• Slavery in To Kill a Mockingbird Novel The introduction of Tom by the author is a plot device to represent the plight of the slaves in the state.
• “To Kill a Mockingbird”: Book and Movie Differences It is important to note that the film, To Kill a Mockingbird entails most of the aspects depicted in the novel.
• Novel Appreciation: To Kill a Mockingbird by Harper Lee The contemporary discussion of this novel is often tied to the question of racism; nevertheless, I am convinced that this book can be of great interest to modern readers, and I would like to discuss […]
• “To Kill a Mockingbird” (1962) by Robert Mulligan This movie presented a timely reflection of the extent of deep racial problems and social injustices existing in the southern part of the US in the early 60s.
• To Kill a Mockingbird Main Themes The main themes of Harper Lee’s To Kill a Mockingbird cover both adult and children’s concerns, including the dignity of human life, the importance of truth, the rights of people to be different, the need […]
• Nelle Harper Lee and Her Reflection in “To Kill a Mockingbird” The author perfectly reflects her life in the novel To Kill a Mockingbird as her father played an essential role in creating the story.
• Analysis of Harper Lee’s To Kill a Mockingbird Although the innocent black man is killed while attempting to break out of prison when he might have gone free had the case proceeded to a higher court, Atticus and the town’s sheriff conjure a […]
• Themes in “To Kill a Mockingbird” by Harper Lee To Kill a Mockingbird, in its imperfection, is a testament to the march of progress in social justice and racial equality.
• The Problem of Racism and Injustice in To Kill a Mockingbird by Harper Lee In the novel, Harper Lee demonstrates her vision of the question of the social inequality with references to the problem of racism in the society based on prejudice and absence of actual principles of tolerance […]
• Moral Principles in Harper Lee’s Novel To Kill a Mockingbird Harper Lee explores a great number of themes in the first chapters of the novel, for example, integrity of a person and his/her ability contradict the norms, adopted in the community.
• The Title of Lee’s “How to Kill a Mockingbird” Book The novel’s core topic is the disappearance of innocence and the influence of bias on the lives of the novel’s characters.
• Empathy and Racism in Stockett’s The Help and Li’s To Kill a Mockingbird To start with, the first approach to racism and promoting empathy is to confront prevalent discrimination and racism, which was often shown in The Help. Another solution to racism and the possibility of promoting empathy […]
• Systemic Racism in Lee’s “To Kill a Mockingbird” & Whitehead’s “The Nickel Boys” Racism in the novel To Kill a Mockingbird is pronounced and presented as the natural habitat of the town of Maycomb.
• Lift a Ban on “To Kill a Mockingbird” by Lee Understanding different activities have remained vital in society.”To Kill a Mockingbird” is a book that explains the problems of the United States and promotes people to be just and respect human rights.
• “To Kill a Mockingbird” Drama Film The plot proves to be logical and consistent throughout the movie, motivating the audience to watch till the end of the film.
• Understanding Other Perspective: To Kill a Mockingbird The literature portrays the actual happenings in the society in an educative and corrective manner that is acceptable to both sides of the victim and perpetrator of injustices.
• “To Kill a Mockingbird”: The Novel by Harper Lee Scout does not realize the severity of many of the events of the book as they are taking place, and as such she is an innocent.
• American History in “To Kill a Mockingbird” Book & Film Racial attitudes and the dominance of white men over the black ones in the USA are the central ideas of the movie and the novel.
• Racist Trial in the Novel “To Kill a Mockingbird” by Harper Lee For the purpose, evaluation would be made in the context of utilization of events, time and culture of the book and compare it to today’s society, culture and racial attitudes.
• Racial Prejudice in Lee’s “To Kill a Mockingbird” Paul Lawrence Dunbar in his poem, “Sympathy” has vividly portrayed the pangs of a caged bird and likens it to the collective pain that colored people have felt like victims of racial prejudices.”And a pain […]
• “To Kill a Mockingbird” Novel by Harper Lee It is one of the main characteristics of the mockingbird includes its innocence and imitation of the songs of other birds in a loud voice.
• “To Kill a Mockingbird” by Harper Lee In consequence, the book became a model source of reading that inspired people to further take on the issues of race in the USA and throughout the world.
• American Novel: “To Kill a Mockingbird” by Harper Lee It is also worth to mention that the novel is indeed relevant to its readership because it mirrors the nature of society affected by racism and inequality. Through the act of inclusiveness, I am in […]
• What It Takes to Kill a Mockingbird: In Search for the Differences Between the Novel and a Movie The characters both in the novel and in the movie were often pushed to the breaking point; however, one of such moments described in the book was left out of the movie.
• Social Issues in the “To Kill a Mockingbird” by Harper Lee The phrase ‘to kill a mocking bird’ stands out as a metaphor in the book To kill a Mockingbird by Harper Lee.
• To Kill a Mockingbird: Movie Analysis Speaking of the movements which convey the essence of the film without any speech “intrusion”, it would be a good idea to drive the example of Boo Radley standing in the darker corner of the […]
• To Kill a Mockingbird The author, in the novel To Kill a Mocking Bird presents a deeper understanding in relation to events occurring in her novel. To enhance understanding of the novel, the author has widely embraced symbolism in […]
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• The Racist Attitudes of the People in Maycomb County in “To Kill a Mockingbird” by Harper Lee
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• The Significance of the Title of “To Kill a Mockingbird” by Harper Lee
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• “To Kill a Mockingbird”: The Importance of Understanding Individual Differences
• True Courage in “To Kill a Mockingbird” by Harper Lee
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• Tom Robinson and Boo Radley as Mockingbirds in “To Kill a Mockingbird”
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• How Has “To Kill a Mockingbird” Changed the World?
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• How Does “To Kill a Mockingbird” Connect to the World?
• What Does the Reader Learn About the Social Setting in “To Kill a Mockingbird”?
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• Who Is the Protagonist in “To Kill a Mockingbird”?
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• What Does the Mad Dog Represent in “To Kill a Mockingbird”?
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To Kill a Mockingbird Assignment

To kill a mockingbird assignment lyrics.

How to Format Lyrics:

• Type out all lyrics, even repeating song parts like the chorus
• Lyrics should be broken down into individual lines
• Use section headers above different song parts like [Verse], [Chorus], etc.
• Use italics ( <i>lyric</i> ) and bold ( <b>lyric</b> ) to distinguish between different vocalists in the same song part
• If you don’t understand a lyric, use [?]

To learn more, check out our transcription guide or visit our transcribers forum

Year 10 English

This is a task responding to Harper Lee’s classic novel. The students began a unit looking at several texts exploring similar themes and contexts (the protest song by https://genius.com/Abel-meeropol-strange-fruit-annotated ; the short story by https://genius.com/Alice-walker-the-flowers-annotated ) and then shared a reading of the novel and viewing of Robert Mulligan’s film adaptation.

Find answers to frequently asked questions about the song and explore its deeper meaning

• 1. To Kill a Mockingbird Assignment
• 2. Class Roster Y10 English 2015
• 3. Harper Lee’s “To Kill a Mockingbird - Chapter 3a”
• 4. Harper Lee’s “To Kill a Mockingbird - Chapter 4a”
• 5. Harper Lee’s “To Kill a Mockingbird - Chapter 8a”
• 6. Harper Lee’s “To Kill a Mockingbird - Chapter 9a”
• 7. Harper Lee’s “To Kill a Mockingbird - Chapter 10”
• 8. Harper Lee’s “To Kill a Mockingbird - Chapter 11”
• 9. Harper Lee’s “To Kill a Mockingbird - Chapter 12”
• 10. Harper Lee’s “To Kill a Mockingbird - Chapter 13”
• 11. Harper Lee’s “To Kill a Mockingbird - Chapter 14”
• 12. Harper Lee’s “To Kill a Mockingbird - Chapter 15”
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• 14. Harper Lee’s “To Kill a Mockingbird - Chapter 30”
• 15. Harper Lee’s “To Kill a Mockingbird - Chapter 31”

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To Kill a Mockingbird Projects & Assignments

Resource preview (pdf).

28 To Kill a Mockingbird assignments addressing point of view, historical context, symbolism, theme, writing craft, and more. This resource is included in the complete unit .

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• Description
• 3 focus standards on each project
• Each assignment ready-to-print
• PDF and MS Word formats
• Helpful graphic organizers and connections
• A variety of tasks: creative writing, art, essays, debate, presentation, performance, etc.
• This resource is included in the TeachNovels unit.

To Kill a Mockingbird Projects and Assignments

Culminating tasks.

• Beyond the Mockingbird: Symbol Presentations
• Scout’s Point of View
• It’s Complicated (plot diagrams)
• Themes of  To Kill a Mockingbird
• Truth and Fiction
• Analyze Symbolism in an Unfamiliar Text
• Lee’s Style (word choice)
• Parts, Plots, and Episodes (structure essay)
• Hypocrisy in Maycomb: Point of View and Irony
• Foreshadowing in  To Kill a Mockingbird

Creative Writing

• The Lost Chapter
• Symbolism Narrative
• Writing Dialogue
• Point of View Shift
• Imagery in Writing

Performance / Exhibition

• Primary Source Gallery
• Free Robinson Campaign
• Free Robinson Speech
• To Kill a Monologue
• TKM Artwork (exhibition)
• Is  To Kill a Mockingbird  Overrated? (debate)
• Hypocrisy Editorial
• Does the Jury System Work?

Research / Informative

• To Kill a Mockingbird  in Context (research report)
• Comparing  Mockingbirds
• Studies of Courage
• Famous Court Cases (presentation)
• Growing Up (personal essay)

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