1. Reading Actively in order to promote critical inquiry.

2. Essential Question Chapters 1-3 Chapters 1-3: Linking Setting and Characterization. How is Scout a product of her generation—of Maycomb county? What signs are there that Scout is an anomaly to the traditional ways of Maycomb? What are some of the reasons that she differs from others in Maycomb?

3. Essential Question Chapters 1-3 Broken Down How is Scout influenced by Maycomb County? How is Scout growing and developing in a way that makes her different from others in Maycomb county?

4. Teacher Analysis “Before the first morning was over…corner until noon”(16). Scout comments that she was “hauled up to the front…” by her teacher. This sense that she is being isolated from her classmates, reinforces that she is being singled out as an individual almost immediately, and not for a good reason. I’m wondering if this will develop into a pattern (Scout being called out or isolated from her peers).

5. Teacher Analysis “Catching Walter… Jem came by and told me to stop”(22). The fact that Scout is attempting to fight Walter in the play yard is remarkable because in her mind, Walter was the cause of her getting into trouble with the teacher. On the other hand, Scout fails to realize that she volunteered the information about Walter to Miss Caroline, embarrassing the teacher. It is remarkable that Scout both demonstrates her knowledge of “Maycomb’s ways” through the Cunninghams, yet resents being ostracized by the teacher because of her willingness to do so.

6. Student Example “First of all…from his point of view”(30). Scout learns a life lesson about understanding other people and their difficulties. This provides us with insight into Scout’s potential open- mindedness. She may be inconsiderate when considering other people’s points of view. For example—Scout informs the class about Walter Cunningham. She doesn’t consider his point of view or how she may have embarrassed him by talking about his poverty. Atticus says these words to Scout when she declares that she doesn’t want to go to school anymore. She tries to compare herself with Burris Ewell. Atticus reverses her example by explaining the Ewell’s lack of success.

7. Chapters 4-7 Chapters 4-7: Character Development with Maturity. Changing perspectives on Boo Radley. Looking for signs that Scout and the other children are starting to mature. Examining the interactions between the kids and Boo Radley as evidence that the kids are maturing. How are we defining “maturity” in this text? Defining “maturity” in connection to the kid’s relationship with Boo—Maturity becomes about learning compassion, learning to respect the perspectives of others, and not just listening to rumors

8. Chapters 4-7 “But I kept aloof…on pain of being called a girl”(42). – Scout mentions that she is keeping aloof because the boys games involving Boo Radley are making her uncomfortable. – Her realization that she is a girl helps to connect her to Miss Maudie. – It is through Miss Maudie that Scout starts to understand the complexity of Boo Radley’s history.

9. Create your own Analysis! “I was fairly sure Boo Radley…immune to in the daytime”(39).