to kill a mockingbird creative writing prompts

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.
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• 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 […]
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• 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 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
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• The References That Suggest to Boo Radley and Tom Robinson in Harper Lee’s “To Kill a Mockingbird”
• Tom Robinson and Boo Radley as Mockingbirds in “To Kill a Mockingbird”
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• The Resemblance Between Tom Robinson and Boo Radley in “To Kill a Mockingbird”
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• The Theme of the Loss of Childhood Innocence in “To Kill a Mockingbird” by Harper Lee
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35 To Kill A Mockingbird Essay Topics

Harper Lee’s classic American novel To Kill a Mockingbird is among the most taught books in American literature. The story of young Scout Finch, her brother Jem, and their father Atticus–as told through the eyes of Scout–is one that has captivated readers for generations.

With the reading of the novel also comes an assortment of assignments that require students to analyze and interpret the text. One such assignment is the To Kill a Mockingbird essay.

While understanding the book’s content can be a challenge in and of itself, crafting a well-written essay on the subject can be even more so. However, we’ve created a handy guide detailing everything you need to know about writing a To Kill a Mockingbird essay, including tips on structure and 35 essay topic ideas.

How to Write the Essay

To Kill A Mockingbird essays can be written in many different writing styles depending on the essay prompt and the teacher’s individual preferences. However, there are a few key things that every To Kill A Mockingbird essay should have. Let’s take a look at what those are.

A Strong Thesis Statement

A strong thesis statement is the most crucial element of a good To Kill A Mockingbird essay. This statement is what your entire essay will be based around and should be narrow in focus. Depending on whether your essay is an argumentative, persuasive, comparative statement, or literary analysis essay, your thesis will take on a different form.

An Argumentative Thesis Statement

If you’re writing an argumentative essay, your thesis statement should take a clear position on the issue at hand. For example, if you’re writing about whether or not Atticus Finch is a good father, your thesis statement might look something like this:

“Atticus Finch is a good father because he is patient, teaches his children to be moral people, and is always there for them when they need him.”

A Persuasive Thesis Statement

If you’re writing a persuasive essay, your thesis statement will take on a slightly different form. Instead of simply stating your position, you’ll also need to provide evidence from the text to support your claim. So, for example, if you’re writing about whether or not Atticus Finch is a good father, your thesis statement might look something like this:

“Atticus Finch is a good father because he is patient, teaches his children to be moral people, and is always there for them when they need him. This is evident in how he deals with Scout’s defiance, helps Jem come to terms with Boo Radley, and stands up for Tom Robinson in court.”

A Comparative Thesis Statement

If you’re writing a comparative essay, your thesis statement will need to compare and contrast two or more characters, themes, or elements from the text. For example, if you’re comparing and contrasting the characters of Atticus Finch and Bob Ewell, your thesis statement might look something like this:

“Though both Atticus Finch and Bob Ewell are fathers, they couldn’t be more different in the way they raise their children. Atticus Finch is a patient and level-headed father who instils morality in his children, while Bob Ewell is an abusive and alcoholic father who does nothing but harm his daughter.”

A Literary Analysis Thesis Statement

In this type of essay, you’ll be asked to analyze the themes, symbols, or other literary devices used in the text. So, for example, if you’re writing about the theme of racism in To Kill A Mockingbird, your thesis statement might look something like this:

“The theme of racism is evident in To Kill A Mockingbird through the characters of Tom Robinson, Calpurnia, and Atticus Finch.”

In each of these examples, you’ll notice that the thesis statement is clear, concise, and takes a position on the issue at hand. This is exactly what your thesis statement should do as well.

The Body Paragraphs

Once you have a thesis statement, you can begin to write the body paragraphs of your essay. In each body paragraph, you’ll need to include a topic sentence, supporting evidence from the text, and your own analysis.

The topic sentence is the first sentence of the paragraph and introduces the main idea that will be discussed in the paragraph. The supporting evidence can be quotes, events, or other information from the text that backs up your main idea. And finally, your analysis is your interpretation of the evidence and how it supports your main idea.

For example, if you’re writing about Atticus Finch as a good father, your first body paragraph might look something like this:

Paragraph 1:

• Topic sentence: Atticus is a good father because he is patient.
• Supporting evidence: “Atticus was making a feeble attempt to comfort her, but his hands were shaking as badly as hers.” (Lee 94)
• Analysis: This quote shows that even when Scout is misbehaving, Atticus remains calm and patient with her.

With each new paragraph, you’ll need to include a new topic sentence and supporting evidence.

The Conclusion

The conclusion of your essay is where you’ll need to tie everything together and leave your reader with a clear understanding of your position. To do this, you’ll need to restate your thesis statement and main points from the body of your essay.

You’ll also want to leave the reader with something to think about. Maybe offer a new perspective on the text, or suggest how the themes of the text apply to real life.

For example, your conclusion might look something like this:

“Though Atticus Finch is a fictional character, he serves as an excellent role model for fathers everywhere. His patience, morality, and courage are qualities that all fathers should strive to possess.”

35 To Kill a Mockingbird Essay Topics

Sometimes the most challenging part of essay writing is coming up with a topic. That is where this list of To Kill A Mockingbird essay topics will come in handy.

To Kill A Mockingbird Essay Topics About Racism

• The racist attitudes of the people in Maycomb County
• The impact of racism on the characters in To Kill A Mockingbird
• The trial of Tom Robinson and its role in exploring the issue of racism
• Atticus Finch’s views on race and how they change throughout the novel
• How racism affects the relationships between the characters in To Kill A Mockingbird

To Kill A Mockingbird Essay Topics About Family

• The different types of families represented in To Kill A Mockingbird
• The role of family in shaping the characters in To Kill A Mockingbird
• Atticus Finch as a father figure
• The impact of Scout’s family on her development
• How the absence of a mother figure affects the characters in To Kill A Mockingbird

To Kill A Mockingbird Essay Topics About Courage

• The definition of courage and how it applies to the characters in To Kill A Mockingbird
• Atticus Finch as a model of courage
• Mrs Dubose as an example of courage
• How the characters in To Kill A Mockingbird define and demonstrate courage
• The impact of cowardice on the characters in To Kill A Mockingbird

To Kill A Mockingbird Essay Topics About Morality

• The moral development of the characters in To Kill A Mockingbird
• Atticus Finch as a moral compass for his children
• The importance of morality in To Kill A Mockingbird
• How the characters in To Kill A Mockingbird deal with moral dilemmas
• The impact of immorality on the characters in To Kill A Mockingbird

To Kill A Mockingbird Essay Topics About Prejudice

• The different types of prejudice represented in To Kill A Mockingbird
• The role of prejudice in shaping the events of the novel
• How the characters in To Kill A Mockingbird deal with prejudice
• The impact of prejudice on the relationships between the characters in To Kill A Mockingbird
• Atticus Finch’s views on prejudice and how they change throughout the novel

To Kill A Mockingbird Essay Topics About Injustice

• The injustice of the trial of Tom Robinson
• The role of injustice in To Kill A Mockingbird
• How do the characters in To Kill A Mockingbird deal with injustice
• The impact of injustice on the relationships between the characters in To Kill A Mockingbird
• Atticus Finch’s views on justice and how they change throughout the novel

To Kill a Mockingbird Essay Topics About Gender

• The role of gender in To Kill A Mockingbird
• How characters in To Kill A Mockingbird are impaired or helped by gender roles
• The impact of gender roles on the relationships between the characters in To Kill A Mockingbird
• Atticus Finch’s views on gender and how they change throughout the novel
• The significance of Scout’s development as a tomboy

With any of these 35 To Kill A Mockingbird essay topics, you will have a pretty easy time coming up with an excellent essay. Remember to create a strong thesis and use the guide above when writing your To Kill A Mockingbird essay body and conclusion.

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20 To Kill a Mockingbird Discussion Questions

Harper Lee’s To Kill a Mockingbird is a haunting exploration of innocence lost amidst a society grappling with deep-rooted racial prejudice.

Set in the fictional town of Maycomb, Alabama, during the 1930s, the novel follows young Scout Finch as she navigates the complexities of growing up. Through her innocent eyes, we witness the stark realities of racial injustice and the enduring power of empathy.

Published in 1960, the book rapidly ascended to literary acclaim, culminating in the Pulitzer Prize in 1961. Its subsequent adaptation into an Oscar-winning film solidified its status as a cultural touchstone. Beyond its captivating narrative, To Kill a Mockingbird offers profound insights into themes of morality, courage, and the human condition.

Join us as we dive into the complexities of this timeless classic through a series of thought-provoking discussion questions. Prepare to be challenged, moved, and inspired as we explore the enduring relevance of Harper Lee’s masterpiece.

And if you like this classic, don’t forget that a sequel Go Set a Watchman was released in 2015. We have a set of questions for that as well. 

To Kill a Mockingbird Discussion Questions

• In the novel, the character of Atticus Finch is often considered a symbol of moral integrity and justice. How does Lee depict Atticus as a role model for his children, Jem and Scout, and what impact does his unwavering belief in justice have on the larger community of Maycomb?
• One of the recurring themes in the novel is the exploration of racial prejudice and injustice. Discuss how Harper Lee portrays the racial tensions and discrimination prevalent in 1930s Alabama through various characters, incidents, and the trial of Tom Robinson. How does this depiction resonate with the readers in understanding the historical context and the broader implications of racism?
• The relationship between Scout, Jem, and their enigmatic neighbor Boo Radley undergoes a transformation throughout the book. Analyze the factors that contribute to their changing perceptions of Boo, from initial fear and curiosity to empathy and understanding. How does their interaction with Boo challenge their preconceived notions about outsiders and the nature of courage?
• Harper Lee skillfully employs the symbol of the mockingbird throughout the narrative. Discuss the significance of the mockingbird as a symbol of innocence and its thematic resonance in relation to various characters, including Tom Robinson, Boo Radley, and even Scout herself. How does this symbol shed light on the moral dilemmas faced by the characters and the broader themes of the novel?
• The character of Calpurnia occupies a unique position in Maycomb society as the Finch family’s African American housekeeper. Explore the complexities of Calpurnia’s role, considering her loyalty to the Finch family, her community ties, and her role as a bridge between the white and black communities. How does Calpurnia’s character contribute to the exploration of race and social dynamics in the novel?
• The trial of Tom Robinson is a pivotal event in the novel, bringing issues of racial inequality to the forefront. Discuss the strategies employed by Atticus during the trial to challenge the prosecution’s case and expose the flaws in the Maycomb justice system. How do these courtroom scenes highlight the power dynamics and prejudices that exist within the town?
• Maycomb’s social hierarchy is another important aspect explored in the book. Analyze the divisions within the community, such as the distinctions between the Finch family, the Cunninghams, and the Ewells. How do these class differences shape the characters’ attitudes, behaviors, and interactions? What commentary does Lee offer about the impact of social status on individual lives?
• Aunt Alexandra, Atticus’s sister, is a conservative and traditional Southern woman who strongly believes in the importance of family reputation. Examine Alexandra’s influence on Scout and Jem, considering how her presence affects their upbringing, their understanding of their place in society, and their views on race and class. How does Alexandra’s character contribute to the novel’s exploration of societal expectations and individual growth?
• Scout’s growth and coming-of-age journey is a central narrative thread in To Kill a Mockingbird. Analyze the events and relationships that contribute to Scout’s maturation process, from her interactions with Boo Radley and Calpurnia to her observations of the injustices and prejudices in Maycomb. How does Scout’s perspective on the world evolve throughout the novel, and what lessons does she learn about empathy, understanding, and the complexities of human nature?
• Throughout the book, Lee explores the concept of empathy and its role in combating prejudice and injustice. Discuss the instances in which characters display empathy or lack thereof, such as Atticus, Miss Maudie, and even the children themselves. How does Lee convey the importance of empathy in fostering positive change and challenging societal norms?
• Tom Robinson’s trial takes place during a time of intense racial tension in Maycomb. Investigate the responses of different characters to the trial and their motivations for taking a stance, whether supportive or discriminatory. How does Lee illustrate the consequences of standing up against injustice in a community that is resistant to change?
• The character of Bob Ewell embodies the worst aspects of Maycomb’s society. Analyze the motivations and actions of Bob Ewell, considering his racism, his abusive behavior, and his role in the trial of Tom Robinson. How does Ewell’s character contribute to the exploration of the novel’s themes of prejudice, power, and the destructive nature of ignorance?
• The Radley House serves as a haunting presence throughout the novel, capturing the imagination of Jem, Scout, and Dill. Discuss the symbolic significance of the Radley House, its role as a catalyst for curiosity and fear, and the eventual revelation of Boo Radley’s true nature. How does the Radley House contribute to the novel’s exploration of the power of rumors, gossip, and the fear of the unknown?
• Mayella Ewell, the accuser in Tom Robinson’s trial, is a complex and tragic character. Examine Mayella’s motivations for accusing Tom Robinson, considering her social and familial circumstances. How does Mayella’s character highlight the effects of poverty, racism, and patriarchal oppression on individuals who are marginalized and voiceless?
• Atticus’s famous quote, “You never really understand a person until you consider things from his point of view… until you climb into his skin and walk around in it,” is a recurring theme in the book. Discuss the instances in which characters demonstrate the ability to see beyond their own perspectives and empathize with others. How does Atticus’s philosophy influence the overall narrative and the characters’ development?
• The town of Maycomb itself is almost a character in its own right, with its richly described streets, neighborhoods, and inhabitants. Analyze the significance of Maycomb as a microcosm of Southern society, considering its attitudes towards race, class, and tradition. How does the setting of the town contribute to the novel’s exploration of societal dynamics and the individual struggles faced by its residents?
• The relationship between Scout and her brother Jem is a central aspect of the story. Explore the complexities of their sibling bond, considering their similarities, differences, and the growth they experience together. How does their relationship reflect the larger themes of the novel, such as the loss of innocence, the exploration of moral courage, and the power of childhood friendships?
• Miss Maudie Atkinson, a neighbor and friend of the Finch family, serves as a moral compass for Scout and Jem. Examine Miss Maudie’s character and her role in the novel, considering her wisdom, resilience, and her progressive views on life and justice. How does Miss Maudie’s character contribute to the overall theme of morality and the fight against prejudice?
• Harper Lee uses various narrative techniques, including Scout’s first-person perspective and the use of flashback, to tell the story. Discuss the impact of these narrative choices on the reader’s understanding of the events, the development of the characters, and the exploration of the novel’s themes. How do these techniques enhance the overall reading experience and contribute to the novel’s enduring legacy?
• To Kill a Mockingbird is often praised for its exploration of the complexities of human nature and the duality of good and evil. Analyze the characters of Atticus, Scout, and Boo Radley as representations of these dualities, considering their struggles with moral choices, their capacity for kindness, and their encounters with injustice. How does the exploration of these dualities deepen our understanding of the human condition and the broader messages of the novel?

If you liked this set of questions, here are a few other options for you to explore. 

• The Magnolia Palace Book Club Questions
• The Dictionary of Lost Words Book Club Questions
• Atlas of The Heart Book Club Questions
• We Begin at The End Book Club Questions
• The Housemaid Book Club Questions

20 exciting and engaging lessons for To Kill a Mockingbird

by mindroar | Feb 14, 2022 | blog | 0 comments

Are you looking for lessons for To Kill a Mockingbird ?  To Kill a Mockingbird is a classic American novel that is included in many middle school and high school curriculums.

In this blog post, we’re going to take a look at lessons and activities for To Kill a Mockingbird. 

We’ve got you covered for pre-reading activities, while-reading activities, after-reading activities, and whole-unit bundles.

I vividly remember when I was taught To Kill a Mockingbird in Year 11.  The book looked old and tatty, the title was unappealing, and at the time I was obsessed with YA sci-fi.

A realistic novel set in America’s south was pretty far outside of both my interests and experience.

But boy was it a memorable book.  I forced myself to read through the first few chapters, and after that, I was hooked!

With my teacher hat on, I think if the novel was introduced to me in a more exciting way, I would have had way more enthusiasm for tackling the book.  

And as we know, pre-reading activities are a great way to familiarize students with the world of a book, but also to create excitement about what is to come.

To Kill a Mockingbird pre-reading activities

1. carousel discussion.

The first pre-reading activity for To Kill a Mockingbird is this carousel discussion activity by English Bulldog.

This carousel discussion gets students up and moving looking at statements designed to create strong opinions. 

Students read the statements, and in pairs come up with a statement of agreement or disagreement with an explanation.  

After that, you assign students a poster, and students must review the responses and discuss the trend in thinking. 

Finally, students debrief in a class discussion and share their thoughts.  

The activity includes a teacher lesson plan with common core objectives, preparation steps, class agenda, and assessment strategy. 

It also includes a PowerPoint with student-friendly objectives, student directions, and activity time limits.  

2. Agree or disagree activity

The second pre-reading lesson for To Kill a Mockingbird is this lesson by The Lit Guy. 

In the lesson, students view ten statements that they need to either agree or disagree with.  Students are expected to back up their opinion during the following class discussion.

The activity also includes teacher tips for running the lesson. 

3. Bias discussion

The third To Kill a Mockingbird pre-reading activity is this bias discussion activity by Created for Learning. 

Similar to The Lit Guy’s To Kill a Mockingbird teaching materials, this activity asks students to move to an agree or disagree side of the room. 

Then they’re expected to explain their opinions.  

Included in the lesson are a printable handout, a slideshow discussion, and two versions of statements.  One version with a racially controversial question, and one without.

This is a great option for teachers who teach in politically conservative places, where discussion of racial prejudice is akin to . . . 

(insert gif of snake in can https://tenor.com/view/snake-can-pringles-granny-just-for-laugh-gags-gif-13979793 )

But really, you’re not laughing, you’re crying.  On the inside.

4. Teaching vocabulary

Other introductory class activities for To Kill a Mockingbird that are effective are teaching vocabulary words from the novel. 

This pre-reading vocabulary puzzle from Word Wise Language Arts Resources may be just what you’re after if that’s how you’d like to begin.

The crossword is designed to be used with a thesaurus and contains 50 challenging words from the novel. 

It could also serve as a great homework activity.

5. Internet research activities

Another To Kill a Mockingbird introduction activity is to have students research the novel.  This product comes with two internet research activities.

The first research activity is to investigate Harper Lee and other important elements from the novel, such as

• Jim Crow and the Scottsborough Boys
• the Monroe County Courthouse
• the movie version
• and mockingbirds themselves.

The second activity asks students to investigate Southern culture and symbolism more deeply.

This is a student-led way of getting students familiar with the background of the novel.

6. Extension pre-reading kit

The final To Kill a Mockingbird pre-reading activity we have today is from Genre Marie. 

This extension pre-reading kit introduces students to important concepts such as

• the author Harper Lee
• the Jim Crow Laws
• southern women
• lynching and mobs
• Truman Capote
• and The Great Depression.

The activity is designed to be used as a station rotation activity with five stations.  Multiple versions of the stations have been included with varying degrees of higher-order thinking questions.  

The kit includes eight sources on the topics mentioned above and four higher-order thinking questions for each topic. Folder and a two-sided student answer sheet are also included. 

It also has a PowerPoint with times for the activities.

To Kill a Mockingbird while-reading activities

Another great way to keep students engaged is to use To Kill a Mockingbird activities while reading.  We have a bunch of resources and activities for teaching To Kill a Mockingbird .  

These resources include interactive notebooks, a body biography activity, chapter activities and quizzes, a psychiatric report, and a Crash Course Literature video worksheet bundle.

7. Interactive notebook

To start off the while-reading To Kill a Mockingbird activities, we have these interactive notebook activities by Tracee Orman.  

The bundle includes over 90 activities for before, during, and after reading. 

All of the activities are aligned to at least one Common Core State Standard for reading literature, language (vocabulary), speaking and listening, and writing.

There is also a teacher’s guide for how to do each of the activities.

This teacher-author also has a digital workbook version that includes the same activities but doesn’t require cutting out the different bits and pieces.  

8. Chapter activities for To Kill a Mockingbird

The second set of while-reading activities are these To Kill a Mockingbird chapter activities, also by Tracee Orman. 

The activity bundle includes activities and questions by chapter for To Kill a Mockingbird . Activities cover themes, the author, a review of Part One, and the end of the novel.

In total there are 37 different activities.  Some of the activities can also be adapted to other novels or short stories.

9. Psychiatric assessment of Boo

An interesting lesson for To Kill a Mockingbird is this lesson by Presto Plans.  Students complete the lesson after they have read the first six chapters of the novel.  

In the activity, students have to take on the role of a psychiatrist and use the information from the text to write up a ‘psychiatric report’ for Boo. They must use evidence from the novel to support their conclusions about Boo.

Students can also revisit the activity after reading the entire novel, as they often realize that many of their conclusions about Boo are based on town gossip.

The activity includes the students’ assignment worksheet, as well as an ‘answer key’ of quotes from chapters 1-6 that students could use to support their conclusions.

10. Body biographies

Another great set of activities to use are these body biography projects by Danielle Knight.  

Created as To Kill a Mockingbird group activities, these collaborative projects are posters that students work on together. 

There are 9 characters to choose from, and students need to use the skills of citing textual evidence, describing character traits, researching, and making inferences.  

Students (or you) can choose groups and the character they create a poster about.  Then students must answer reflection questions.

The project includes student handouts that explain each part of the project. Also included are teacher set-up directions, learning objectives/outcomes, background information, tips, and Common Core State Standards.  

11. Crash Course Literature video for To Kill a Mockingbird

Other great tools for teaching To Kill a Mockingbird are these worksheets (by me) to accompany the Crash Course Literature videos about the novel. (See here for the part one video and here for the part two video ).

I love using Crash Course videos in my lessons because they are fast-paced, interesting, rigorous, and funny. 

The presenter John Green (of The Fault in Their Stars fame) intersperses speaking with animation, quotes, and illustration to discuss To Kill a Mockingbird in an analytical way.

The videos (and worksheets) cover

• major plot points of the text
• the critical reception of the text
• biographical information about the author
• genre conventions the text uses
• themes such as what it means to be a woman. 

The To Kill a Mockingbird worksheets also cover

• the historical contexts of the text
• the protagonist’s viewpoint
• the characters Calpurnia and Atticus
• and the significance of the title.

These worksheets are a great way to help students by ‘guiding’ their notetaking, but also allowing them to take notes in their own way.  

Each worksheet has room for notes to be written or drawn, and students are encouraged to write a summary at the end.

There are also teacher notes for the Crash Course To Kill a Mockingbird videos included to help you identify content you may wish to cover in more detail with your class.

12. Chapter quizzes

Finally, the last while-reading activities for To Kill a Mockingbird are these chapter quizzes by Simply Novel.

These lessons for To Kill a Mockingbird chapter activities are quizzes including multiple-choice, short response, and true/false questions.  

The quizzes can either be printed or used as self-grading forms on Google Forms.  There is also an answer key supplied.

To Kill a Mockingbird after-reading activities

So, you’ve made it.  Wooh!  Your students have read To Kill a Mockingbird , and now you have to revise and assess their learning.

To help you out, we have a few after-reading activities for the novel , including

• a final test
• figurative language activities
• an essay writing To Kill a Mockingbird culminating activity
• a book vs movie sort
• a character analysis
• and chapter quizzes (which you could also do while reading, or use as a question bank for a final test).

13. Final test for To Kill a Mockingbird

The first after-reading activity we have is this final test from The Daring English Teacher. 

The final test includes questions about identifying characters and quotes, as well as multiple-choice, true or false, figurative language, and short response questions.   

14. Figurative language activity

Another lesson for To Kill a Mockingbird that would be fantastic after reading the novel is this figurative language activity by Creating for Learning. 

While it’s not a test, this activity is a great way to review figurative language in the context of the novel.

Students will need to analyze examples of figurative language from the novel. Then students decide if they are similes, metaphors, idioms, hyperbole, analogies, personification, puns, allusions, or symbols.  

In doing so, students will analyze idioms and compare their literal vs figurative meanings.  Students will also analyze quotes to decide whether they are similes or metaphors. 

Finally, students will analyze quotes, identify which figurative device is used, and explain its meaning.

This would be a great way to both review the novel and reinforce figurative language with your students.

15. To Kill a Mockingbird culminating activity – essay writing

A To Kill a Mockingbird culminating activity you might like to use is this essay writing task by Captivate Motivate Educate.

This culminating activity requires students to make connections among characters, main ideas, and concepts using a hexagonal thinking activity.  

After this, students write an essay explaining the main connections they have made.  

The activity includes a hexagonal template, detailed teacher and student directions, charts and templates, sample responses, sample essays, and a grading rubric.  

The hexagonal template that students use encourages students to make connections between the characters, motivations, events, conflicts, and themes in To Kill a Mockingbird .

16. Book vs movie sort

Another great after-reading lesson for To Kill a Mockingbird is this book vs movie sort activity from Clare’s Clapboard.

In the activity, students are given 20 cards with a statement.  However, the statements are true only for the book, only for the movie, or true for both.  

Students have to sort the cards into the correct category (true for the movie, true for the book, or true for both).  

This activity is great for those students who *may have not* read the whole book.  (Let’s be real, there’ll be a couple in every class!). 

And this activity will help those students differentiate the movie they *may have* watched from what actually happened in the book.

An answer key is provided.  

To Kill a Mockingbird whole-unit activities

Now, if you’ve made it this far, you might be after whole-unit bundles. 

Maybe you’ve run out of To Kill a Mockingbird teaching ideas after having it on your curriculum for years on end or maybe it’s your first time teaching it.

Perhaps you just don’t have the time.  (We all know that the planning and preparation time teachers are given is *not enough*).

With that in mind, here are four whole-unit bundles for Harper Lee’s classic novel.

These bundles filled with To Kill a Mockingbird activities and worksheets offer so much value because they give you back your time! 

17. To Kill a Mockingbird teaching unit by The Daring English Teacher

This bundle has in-unit differentiation and includes vocabulary, To Kill a Mockingbird writing activities and prompts, questions, quizzes, and much more.  

The bundle includes two historical context activities for To Kill a Mockingbird , with a choice between a group research project or a research paper with ESL support.

The vocabulary elements include 140 vocabulary words, six quizzes, and two activities for each quiz. They also include built-in differentiation for ESL students and struggling or younger readers.  

There are nine different Common Core State Standards-aligned writing assignments with two levels of differentiation, as well as reading comprehension quizzes.

Also included are review activities, character analysis graphic organizers, and a final test. There is also a choice of two Common Core State Standard-aligned essays with included outlines, graphic organizers, and ESL differentiation.

18. Whole unit bundle by Simply Novel

The second whole-unit bundle of lessons for To Kill a Mockingbird is this one by Simply Novel. 

The Google Classroom-friendly bundle includes a comprehensive study guide and covers many standards through reading and analysis of the novel and its themes.

The bundle includes informational texts about the history, social and political environment in which the story was written and set. 

They include an author study of Harper Lee, real-life connections to the novel, and discussion ideas and articles for approaching the “N-Word” in classic literature.

Informational texts also include topics such as:

• The Great Depression
• Plessy vs Ferguson and the Jim Crow Laws
• Thurgood Marshall’s “Equity Speech”
• the genre of realistic fiction
• the true story of Emmett Till
• the Civil Rights Movement of the 1960s
• violence in the South
• Jim Crow Laws and legal segregation
• Hugo Black’s appointment to the Supreme Court in 1937
• African-American stereotypes in literature
• anticipation/reaction theme discussion
• Hey, Boo documentary analysis
• and The Central Park Five.

Also included are two vocabulary lists with and without definitions and a glossary of over 300 allusions and terms from the novel.

Similarly, it has a list of idioms/expressions from the novel and an article about dealing with grief and loss.

Students use literary analysis activities to . . .

Practice in-text analysis and close reading, focusing specifically on:

• flashback and plot
• dialect and slang
• characterization
• foreshadowing and prediction
• figurative language
• analyzing poetry
• informational text analysis
• analyzing rhetoric
• author’s style
• context clues
• connotation and word choice
• and theme in context.

The bundle also includes writing skills practice that helps students practice standards-based skills such as:

• writing vignettes
• writing with vivid language
• argument writing
• writing with objective styles
• mini-research project
• analyzing tone in writing
• informational text report
• shared writing project (blogging)
• and writing a literary analysis essay.

The bundle covers vocabulary standards skills including word analysis, context clues, word origins, word roots, and vocabulary in context.

It also covers punctuation and grammar topics such as semicolons and colons, hyphenation, independent and dependent clauses.

In the bundle, students practice using a thesaurus, differentiating between denotation and connotation, and try using context clues in complex writing.

Students also practice defining by contrast, identifying parallel structure, and interpreting figures of speech.

The bundle includes over 300 comprehension and analysis questions, reading quizzes for the whole novel, and vocabulary quizzes for the whole text.

There is a 35-question final test including multiple-choice and short-response questions, as well as a 50-question multiple-choice final test, and a sample pacing guide.

With an abundance of activities, the unit can be used both in-class and through digital platforms for distance learning.

19. To Kill a Mockingbird bundle by Stacey Lloyd

The To Kill a Mockingbird teaching unit is this one by Stacey Llyod.  This bundle includes five weeks of resources including lesson plans, chapter questions and answer keys, worksheets, graphic organizers, and more.

The bundle includes student workbooks with over 50 pages of activities, figurative language task cards, quotes posters, and revision task cards. 

It also comes with answer recording sheets and a full answer key.

20. To Kill a Mockingbird unit plan by Laura Randazzo

The final bundle is this one by Laura Randazzo.  It includes a day-by-day calendar with helpful details and nightly homework assignments and information for how to address the novel’s use of the n-word.

It also has a research organizer to help students research Harper Lee. You could do this to begin your study of To Kill a Mockingbird .

Or, you could begin teaching To Kill a Mockingbird with a dynamic lecture to introduce the important character, historical, and thematic elements of the novel. You could then follow it up with a quickwrite topic/discussion starter.

One-question quizzers encourage students to do the nightly reading assignments and questions for each chapter of the novel.

Close reading worksheets use sections of text from chapters 2, 9, 15, and 23.  Each chapter excerpt includes detailed examples of finished worksheets to show models of proper annotation and discussion starters.

The bundle also includes fun To Kill a Mockingbird activities such as a character cell phone activity, police report writing and sketch activity, a creative writing blackout poetry lesson, and a flyswatter review game.

Other activities include:

• a math/problem-solving lesson about a day in the life of the working poor
• a word worksheet vocabulary-building activity
• a non-fiction reading and writing activity connecting the case of the Scottsboro Boys to Tom Robinson
• a timeline review game/worksheet plotting 22 events from the text along a 1933-1935 timeline.

Assessment options included in the bundle are a 50-question end-of-unit exam and an essay topic sheet with five choices.

Want more English Language Arts resources and lessons?

Check out these blog posts for more resources, activities, and lessons for ELA topics

• Teaching Lord of the Flies: 12 awesome activities & wonderful worksheets
• Fun, engaging, and easy Shakespearean insults lesson you have to try
• 13 easy, engaging lessons for Romeo and Juliet
• 12 excellent teaching resources for Macbeth – make Macbeth easy
• 19 activities for teaching The Odyssey: a comprehensive list
• Teaching Oedipus Rex: 14 fun and engaging activities
• Teaching Pride and Prejudice: 10 easy resources
• 9 quick and easy study skills lesson plans for high school

To Kill a Mockingbird

Literary Analysis

Character analysis, character development.

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• 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,

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To Kill a Mockingbird Post-Reading Creative Writing Prompts Bundle

Last updated

26 July 2024

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Resources included (14)

To Kill a Mockingbird Chapter 31 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 28, 29 30 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 26 and 27 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 23, 24 and 25 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 20, 21, and 22 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 18 and 19 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 16 and 17 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 14 and 15 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 12 and 13 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 9, 10 and 11 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 7 and 8 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 4, 5 and 6 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapters 2 and 3 Post-Reading Creative Writing Prompts

To Kill a Mockingbird Chapter 1 Post-Reading Creative Writing Prompts

Immerse your students in Harper Lee’s timeless novel To Kill a Mockingbird with our comprehensive post-reading creative prompts bundle. Delve into the intricacies of this thought-provoking tale with meticulously crafted prompts, designed to ignite creativity, deepen literary exploration, and enhance language learning through classic literature.

Engage your students with 140 stimulating prompts in total, covering various themes and pivotal moments in the novel. Whether used for writing assessments, homework tasks, extension activities, cover lessons, or differentiated learning, these prompts are perfect for inspiring insightful reflections and enriching comprehension of the book’s themes and characters.

Tailored for English classrooms, this bundle provides a versatile toolkit for educators eager to captivate their students with Lee’s compelling narrative. Don’t miss out on this essential resource to elevate your teaching of To Kill a Mockingbird.

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21 To Kill a Mockingbird Final Task Ideas

Many teachers use backwards planning and other teachers let student choice and spontaneity take over.  Whatever approach you follow, here are some To Kill a Mockingbird final task ideas for you to consider.

Post preview: To Kill a Mockingbird Final Tasks

• Scout’s Point of View Essay
• Theme Presentation
• Lee’s Word Choice Essay
• The Moods of Mockingbird Essay
• Symbolism Presentation
• Hypocrisy in Maycomb (point of view and irony)
• To Kill a Mockingbird  Plot Timelines (cooperative groups)
• Structure in To Kill a Mockingbird Essay
• Writing the Lost Chapter
• Symbolism Narrative
• Opinion article: Is To Kill a Mockingbird  Overrated?
• Opinion article: Hypocrisy Today
• Report: Feminism and To Kill a Mockingbird
• Research: The Fake Science of Racism (especially in the 1930’s)
• Report: Criminal Justice
• Research: To Kill a Mockingbird and the Scottsboro Affair
• Debate: Should To Kill a Mockingbird  Be in the Curriculum?
• Debate: Trial by Jury (Does it work?)
• Performance: Adapting a Plot Event for the Stage or Screen
• Multimedia: Free Robinson Campaign

1) Scout’s Point of View Essay

Common Core standards: Reading Literature 1 (citing textual evidence), Reading Literature 6 (point of view), and Writing 2A (organizing information)

Write a response to literature essay analyzing how Lee uses point of view in To Kill a Mockingbird .  Make sure to compare Scout’s point of view at the beginning of the novel, her point of view at the end of the novel, and her point of view as an adult looking back on the events.  Cite textual evidence (MLA format) and explain how the point of view impacts other elements (like themes).

Paragraph / section ideas (You can ignore these options if you know how you want to organize your essay.)

• Introduction (Your general thesis on how Lee uses the point of view and a summary of your essay body)
• Scout’s point of view at the beginning of the novel
• Why Lee decided to tell the story from this point of view  (Why not the point of view of Atticus, Tom Robinson, or Calpurnia?)
• Scout’s point of view compared to the other children in the novel
• One key event that shows how her point of view is changing
• Scout’s point of view by the end of the novel
• Scout’s point of view as an adult
• Comparing Scout’s three points of view (beginning of novel, end of novel, and as an adult)
• How this point of view develops the theme on understanding others
• How this point of view develops the theme on growing up

You will be assessed on how well you cite textual evidence (MLA format), organize your ideas and information, and analyze Lee’s use of point of view.

2) Theme Presentation

Common Core standards: Reading Literature 1 (citing the text), Reading Literature 2 (theme development), Speaking and Listening 4 (presenting information clearly)

Lee offers many themes (messages about life) in To Kill a Mockingbird .  Choose one theme from the list below and create a presentation on how Lee develops this theme.  Your presentation should express a theme statement (putting a theme topic from the list into a complete sentence), organize your support topically, and use key citations from the text.

Theme topics:

• Perceptions
• Lineage and family
• Religion / morality
• Tolerance and understanding

Remember that a presentation is organized like an essay (each slide is like a paragraph with a main idea and supporting details), but should not look like an essay.  There should be no paragraphs on the slides and few complete sentences.  The presenter’s role is to explain the key words and phrases in greater detail.  You need not write out what you are going to say in advance as long as you remember why the key words and phrases are important.

Slide ideas : (You do not need to all of these sections.)

• Introduction (the theme statement and a summary of your presentation body)
• Symbols related to the theme (Each symbol could be its own slide.)
• Plot events related to the theme (Each event can be its own slide.)
• Key dialogue related to the theme.
• Key character related to the theme.
• Connection to another theme in To Kill a Mockingbird .
• How the theme is impacted by the point of view . (How does Scout’s point of view help the development of the theme?)
• Structure and the theme (how the theme develops over the course of the plot)
• Lee’s word choice and the theme (figurative language, connotations, mood, allusions/references, etc.)

You will be graded on how well you analyze the development of one theme, include textual evidence, and organize your presentation.

3) Lee’s Word Choice Essay

Common Core standards: Reading Literature 4 (word choice), Writing 2B (selecting details), Writing 2D (domain specific vocabulary)

We know how to describe a designer’s fashion style or a singer’s musical style, but what do we mean when we say an author’s style?  An author’s style means how they use words to craft the desired effect on the reader.  For example, the author might use silly words and an irreverent or sarcastic tone to make fun of a subject.

Write an essay analyzing Lee’s style regarding her style and word choice.  Compose a thesis statement about Lee’s word choice in To Kill a Mockingbird .  Support your thesis by selecting relevant examples from To Kill a Mockingbird and analyzing them with word choice vocabulary.

In your essay body, choose three or more excerpts from the novel that are telling in demonstrating Lee’s word choice.  In analyzing each, make sure that you are using a variety of word choice terms:

• Figurative language (metaphor, personification, simile, hyperbole, understatement, idiom, etc..)
• Connotations (the feelings and thoughts associated with particular words, for example, father has a different feeling than daddy)
• Sound devices (rhythm, rhyme, onomatopoeia, etc. [You should probably not focus on sound devices for this text.])
• Sense of time and place (dialogue, dialect, allusions, and references)
• Tone (the narrator’s attitude toward the subject – including the level of formality)
• Mood (how the words create feelings of suspense, tension, mystery, joy, etc. for the reader)

NOTE: You could also have students organize their essay by focusing on three or more of the topics above and writing a section or paragraph for each.

You will be graded on how well you select key examples of word choice, analyze the word choice, and use word choice terms.

4) The Moods of Mockingbird Essay

Common Core standards: Reading Literature 1 (citing textual evidence), Reading Literature 4 (word choice), and Reading Literature 5 (structure)

Harper Lee decided to split To Kill a Mockingbird into two parts.  Why did she do this? One reason is because the moods of the two parts are different.

Write an essay comparing the mood of the first part of the novel to the mood of the second part of the novel.  Authors create mood through their use of word choice and structure . Make sure to include textual evidence in each of your body paragraphs to support your ideas.

If you are organizing your essay by sub-topics, here are some ideas for sections and/or paragraphs:

• Introduction (main idea about how the mood is different in the two parts and a brief summary of how this is accomplished)
• Word choice in the first part of the novel (word connotations, figurative language, allusions and references, dialogue and dialect)
• Word choice in the second part of the novel (word connotations, figurative language, allusions and references, dialogue and dialect)
• Structure in the first part (The ordering of plot events, manipulation of time [foreshadowing and flashback], and pacing can create feelings like tension or mystery.)
• Structure in the second part  (The ordering of plot events, manipulation of time [foreshadowing and flashback], and pacing can create feelings like tension or mystery.)
• Conclusion (main idea and a brief summary of your essay body)

You will be graded on how well you explain mood by analyzing word choice, structure, and textual evidence .

5) Symbolism Presentation

Note: This To Kill a Mockingbird final task idea is a great example of why having the students take notes for an identified task while reading is helpful.

Common Core standards: Reading Literature 2 (theme development), Speaking and Listening 4 (organize findings), and Speaking and Listening 6 (formal presentation)

Harper Lee uses literary symbols to develop her themes.  Choose one symbolic element from the list and create a presentation analyzing its use.

• Birds and other animals
• The Radley tree
• The Radley house

Review the textual evidence from To Kill a Mockingbird regarding your selected symbol and reach a conclusion about which theme is being developed and how Lee uses the symbol.

Make sure that you organize your findings into clear and informative slides.  Include visuals and citations (quotes) to aid understanding.

Practice delivering your presentation in a professional manner:

• Posture (standing up straight and not fidgeting)
• Movement (engaging eye contact and gestures)
• Voice (clear, paced, and with inflection)
• Tone (formal vocabulary and phrasing)
• Explanation (Do not read off the screen.  The information on the screen is simply a list of concepts that you plan to explain. Expand on the key terms, phrases, and visuals with expert knowledge.)

You will be graded on how well to explain the development of the theme, organize your information into informative slides, and present with a formal tone and voice.

READY-TO-PRINT ASSIGNMENT PAGES

6) hypocrisy in maycomb (point of view and irony).

Common Core standards: Reading literature 6 (point of view), Reading Literature 2 (theme development), and Writing 2C (transitions).

Harper Lee uses Scout’s point of view to enable the reader to see the ironies of Maycomb.  Hypocrisy is ironic by definition:

Hypocrisy:  When the behavior of a person or group is contrary to their supposed or stated principals.

Irony: When the reality is the opposite of what is expected or appropriate.

Use examples of irony from To Kill a Mockingbird and identify how Lee uses the different points of view to make a point (theme).  Choose three or more examples and use each to examine the different  points of view, the irony, and what Lee is expressing.  (E.g. Scout’s point of view is that reading with her father is educational, but the teacher feels that it is counter-productive.)

Here are some examples of irony/hypocrisy that you might choose to write about in your essay body:

• The celebration of Africa (Egypt) in a segregated, all-white school.
• The justice system (that knowingly condemns an innocent man)
• The teacher who disapproves of Scout’s reading
• The Missionary Society (that supports persecution in their own community)
• White people feeling threatened during/after the trial
• Dill the clown (who laughs at the audience)
• Atticus’ reelection (despite popular disapproval)
• Treatment of the Ewells (respected in court but not in life)
• Criticism of racism in Europe
• Atticus the sexist
• Dolphus Raymond (the supposed drunk degenerate)

In writing this informative/explanatory essay, make sure that you employ transition words and phrases (Writing standard 2C) to create cohesion between your ideas.

You will be graded on how well you explain the irony shown through point of view, make connections to themes, and use transitions in your writing.

7) To Kill a Mockingbird  Plot Timelines (cooperative groups)

Note: This task requires some material preparation. The teacher should provide blank plot maps and a lot of different colored papers.

Common Core standards: Reading Literature 5 (structure), Reading Literature 3 (interacting elements), and Writing 2D (precise language and vocabulary)

Your group will create a plot diagram for one plot within To Kill a Mockingbird .

• Tom Robinson’s trial
• Boo Radley’s story
• The attempted lynching
• Mrs. Dubose flowers
• The confessions of Dolphus Raymond
• Shooting the dog
• Tom Robinson’s testimony of the event
• Jem loses his pants
• Miss Caroline’s bad day
• Visiting Calpurnia’s church
• Dill runs away
• Scout becomes a lady
• Bob Ewell’s revenge
• Uncle Jack’s visit
• The Snowman
• Scout’s bad day at school

Note: It is likely that many plots will not be assigned in this To Kill a Mockingbird final task;  decide which you consider essential for the class display.

In addition to your diagram, you will write a summary of the events of this plot (conflict, inciting incident, rising action, climax, falling action, and resolution) and an explanation of how this particular plot relates to the rest of structure  and impacts the story.

Make sure to explain how this plot…

• Impacts the reader (creates mystery, tension, or surprise)
• Manipulates time (pacing, flashbacks, foreshadowing or parallel events)
• Relates to the rest of the structure (other plots)

After completing your work, your teacher will assign your group one color of paper.  Decide which chapters of the novel include your assigned plot and write each chapter number on one colored paper.  (For example, if your plot shows up in chapters 3-5, 8, and 10-11, you will need six purple papers.)

On one wall of the classroom, your teacher will have columns 1-31 (the chapters).  Each group will have one row for their assigned plot.  Attach your pages, diagram, and analysis to your row.  The final result will be a color coded chart of the To Kill a Mockingbird ‘s structure.

Note: Students should reflect on this To Kill a Mockingbird final task display to draw conclusions on how Lee structures the novel and why.  They should conclude that the structure is many plots of varying importance that build on and relate to one another.

8) Structure in To Kill a Mockingbird Essay

Write an essay explaining how Harper Lee organizes the telling of To Kill a Mockingbird . Focus on the effects of her structure (how the way she builds the story creates emotional and intellectual responses).

She has a main plot, two parts, many sub-plots (stories within the story), and parallel plots (different plots happening concurrently).  Explain how the different parts of the structure work in concert.

Organizing your essay:

• Introduction (general statement about how Lee structures the book and why and a brief summary of your essay body)
• Main plots (Is the main plot the story about Tom Robinson or the story about Boo Radley? Is it both at the same time?  How does Lee make these parallel plots work together?)
• The two parts (Why does Lee separate the novel into two parts? How does this work if the stories overlap from one part to the next?  How do the two parts relate to the main plots and/or sub-plots?)
• Sub-plots (How does Lee use the little stories that fit into the larger stories [like the episode with Jem and Mrs. Dubose]? Choose one sub-plot to explain in depth in terms of how it works with the rest of the novel.)

Use key language arts terms regarding narrative structure in your analysis:

Plot (conflict, inciting incident, rising action, climax, falling action, and resolution)

Effects (mystery, tension, surprise, etc.)

Manipulation of time (pacing, foreshadowing, flashback, and parallel events)

You will be graded on how well you explain the structure, your analysis of how the structural elements interact, and your use of structure terminology.

Creative writing  To Kill a Mockingbird final task ideas

One way that students can demonstrate mastery of the standards in a  To Kill a Mockingbird final task is by applying knowledge creatively.  The two ideas offered focus on structure and symbol, but you could have students write narratives or dramas demonstrating mastery of any of the elements studied.

9) Writing the Lost Chapter

Common Core standards: Writing 3 (narrative), Writing 3C (structure), and Writing 3D (word choice)

The class will be perpetrating an elaborate hoax.  Everyone will be writing a “missing chapter” for To Kill a Mockingbird.   The best forgery (selected by a class vote) will be published online along with lies about how Harper Lee wrote the chapter but decided not to include it in the novel.

Your “missing chapter” must be a sub-plot that fits thematically in the novel.  The sub-plot must demonstrate the elements of a plot (conflict, inciting incident, rising action, climax, falling action and resolution).  The point of view must match the narration of the novel.  Your word choice should imitate Lee’s style in To Kill a Mockingbird .

You will be graded on writing a complete narrative, clearly structuring a sub-plot, and your attempt to imitate Lee’s style (word choice).

10) Symbolism Narrative

Common Core standards: Reading Literature 2 (theme development), Writing 3A (point of view), and Writing 3E (conclusion/reflection)

Write an original narrative that includes a literary symbol that helps to develop the theme.  You might choose to use the symbol in the story’s title (e.g. “The Last Fudgsicle”).  The story could be a true event, totally fictional, or somewhere in between.

Your story should have all the narrative elements (setting, characters, plot, etc.), but give extra attention to establishing and maintaining a point of view (the narrator and the narrator’s tone) and using a literary symbol to develop the theme.  At the end of the story, the narrator should give a final reflection on the story and its theme.

Note: Sometimes it helps student creativity to give additional, arbitrary requirements.  I will often have students brainstorm a class chart of random characters, lines of dialogue, objects, and events and require them to use three elements from the chart.

You will be graded on how well you use the symbol to develop the theme, create a clear point of view, and include a final reflection by the narrator.

11) Final exam

Related post:  To Kill a Mockingbird Unit Test (PDF)

To kill a mockingbird extension tasks.

After students complete the To Kill a Mockingbird final task and demonstrate mastery, you may want to build on the learning with extension tasks.  Here are a few ideas:

12) Opinion article: Is To Kill a Mockingbird  Overrated?

Use your critical thinking to determine if To Kill a Mockingbird ‘s positive influence and/or literary merits have been overstated.

13) Opinion article: Hypocrisy Today

Research and analyze an issue in our world today that demonstrates hypocrisy.  You may even suggest a change to help eliminate this hypocrisy.

14) Report: Feminism and To Kill a Mockingbird

Review TKM from a feminist point of view.  What does Lee’s portrayal say about womanhood in Maycomb?  What is Lee saying about women generally? Is her work affirming or undermining gender equality?

15) Research: The Fake Science of Racism (focus on the 1930’s)

During the 1930’s, racists (like Adolf Hitler) tried to use science to support their racist views.  Aunt Alexandra also uses ancestry as a means of assigning value to individuals.  Research eugenics and scientific racism and explain the erroneous theories.

16) Report: Criminal Justice

How does the criminal justice system work in America?  How is it supposed to work and what are its failings?  Use case studies to aid your explanation.

17) Research: To Kill a Mockingbird and the Scottsboro Affair

Lee used real-life cases to inspire the fictional trial in  To  Kill a Mockingbird .  Research the events of the Scottsboro Affair and highlight any connections to the novel.

18) Debate: Should To Kill a Mockingbird  Be in the Curriculum?

Work with your debate team to argue whether or not the novel should be included in the curriculum.  Think about student engagement, themes, controversy, and literary merit.

19) Debate: Trial by Jury (Does it work?)

Work with your debate team to reach conclusions about the jury system as it exists in America.  Is this system the best way to seek justice or should a different method be employed?

20) Performance: Adapting a Plot Event for the Stage or Screen

Adapt one plot event from To Kill a Mockingbird for the stage or screen.  Include detailed stage directions and keep track of your creative decisions. Include an explanation of what elements you chose to emphasize and why.  As the directors, you can add, omit, or manipulate elements, just be prepared to explain your decisions.

21) Multimedia: Free Robinson Campaign

Take on the role of an activist and work to free Tom Robinson.  You have access to modern technology and media as you attempt to raise awareness and battle injustice.

Related post:  To Kill a Mockingbird Writing Prompts: Creative, Persuasive, and Informative

Downloads: To Kill a Mockingbird resources

Thanks for checking out To Kill a Mockingbird Final Projects Ideas!

I hope that you have found at least one idea from these To Kill a Mockingbird final tasks that you can use that will help you in your teaching.

TIP: If you know what the final project will be, prepare students for the assessment task before they start the novel.  For example, you might recommend taking notes whenever the book mentions birds or animals to prepare for an essay on symbolism.

Featured image by theunquietlibrarian

Teaching To Kill a Mockingbird

Lessons, Activities, Ideas, Tips, and More.

10 Discussion Questions for To Kill a Mockingbird

These ten questions for To Kill a Mockingbird can be used to help facilitate class discussion, or as writing prompts for your students.

To Kill a Mockingbird Discussion Questions

• What is the significance of the novel’s title, To Kill a Mockingbird ?
• How does the town of Maycomb and its inhabitants reflect the broader issues of racism and prejudice in the novel?
• Discuss the theme of innocence and coming of age in the novel. How do Scout, Jem, and Dill change and grow throughout To Kill a Mockingbird ?
• How does Atticus Finch serve as a moral compass for his children and the town of Maycomb?
• How does the trial of Tom Robinson illustrate the themes of racism and injustice in To Kill a Mockingbird ?
• Discuss the relationship between Boo Radley and the Finch children. What does Boo represent and how does he influence the children’s perceptions of the world?
• How does the character of Calpurnia serve as a link between the white and black communities in Maycomb?
• Discuss the role of women in the novel. How do Scout, Jem, and Dill’s relationships with their mother and other female characters shape their understanding of the world?
• How does the novel portray the effects of prejudice on individuals and society as a whole?
• Discuss the use of symbolism in the novel, such as the mockingbird and the Radley place. What do these symbols represent and how do they contribute to the novel’s themes?

If you want to get everything you need to teach To Kill a Mockingbird without having to do any prep work, check out this comprehensive unit plan .

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