Al Capone Does
My Shirts
Book Unit
Created by Gay Miller
zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz ~ Page 1 © Gay Miller ~
Thank you for downloading this
sample of Al Capone Does My
Shirts Book Unit. Other book
units may be found at
http://www.teacherspayteachers.com/Store/Gay-Miller
This packet contains graphic
organizers for an interactive
notebook and game activities
covering
vocabulary,
constructive response writing,
and skill practice. I hope your
students enjoy a book study
using the engaging method of
using interactive notebooks.
Al Capone Does My Shirts
By Gennifer Choldenko
Genre ~ Historical Fiction
Interest Level ~ Grades 6-8
Grade level Equivalent: 4.7
Lexile Measure®: 600L
~ Page 2 © Gay Miller ~
Table of Contents
Materials Needed for Creating the Foldable Graphic Organizers
5
Lesson Plans at a Glance
6
How to Use this Resource for Teaching Vocabulary
7
Vocabulary Teaching Method
8
Vocabulary List
10
Vocabulary Bookmarks
17
Vocabulary Word Cards
19
Vocabulary Storage Pocket
25
Vocabulary Practice Booklet
26
Vocabulary Test
48
Constructive Writing Questions/Alignment to the Common Core State Standards
52
Chapters 1-2 Comprehension
58
Constructive Response - Setting
60
Chapters 3-4 Comprehension
62
Constructive Response – Comparing Characters
64
Chapters 5-6 Comprehension
66
Constructive Response – Point of View
68
Constructive Response – Responding to Text (The Rules)
70
Chapters 7-8 Comprehension
72
Constructive Response – Point of View
74
Chapters 9-11 Comprehension
77
Constructive Response – Summarizing
79
Chapters 12-13 Comprehension
81
Constructive Response – Course of Action
83
Chapters 14-15 Comprehension
85
Constructive Response – Mood
87
Chapters 16-18 Comprehension
89
Constructive Response – Problem and Solution Chain
91
Chapters 19-20 Comprehension
93
Figurative Language Response Cards
95
Constructive Response – Figurative Language + List from Chapters 1-20
101
Chapters 21-23 Comprehension
110
~ Page 3 © Gay Miller ~
Constructive Response – Sequence of Events
112
Chapters 24-26 Comprehension
114
Constructive Response – Acrostic for Character Traits
116
Chapters 27-29 Comprehension
118
Constructive Response – Cause and Effect
120
Constructive Response – Mood
122
Chapters 30-32 Comprehension
124
Constructive Response – Character Traits and Motives
126
Chapters 33-34 Comprehension
128
Constructive Response – Theme
130
Chapters 35-37 Comprehension
132
Constructive Response – Character Change
134
Chapters 38-40 Comprehension
136
Constructive Response – Plot Development
138
Allusions
141
Language Arts Skills
142
Descriptive Narrative Writing and Common Core Alignment
143
Lesson #1- What is Vivid Imagery?
145
Lesson #2 - Evaluating Literature for Vivid Imagery
152
Lesson #3 – How to Write a Narrative
167
Lesson #4 – Writing using Vivid Adjectives
172
Lesson #5 - Writing using Vivid Imagery
187
Lesson #6 - Show, Don’t Tell
189
Lesson #7 – The Hook
193
Lesson #8 – Point of View
204
Lesson #9 - Dialogue
216
Lesson #10 – Figurative Language
219
Lesson #11 – Transition Words
231
Lesson #12 - Proofreading
234
Report Covers
237
Context Clues Organizers
242
Context Clues Task Cards
253
Credits
265
~ Page 4 © Gay Miller ~
Part 3
Part 2
Part 1
Read
Vocabulary
Vocabulary
Practice
Book
Comprehension
Practice
Constructive
Response Question
Skill Practice
Chapters 1-2
embezzle
affliction
Page 1
Chapters 1-2
Setting
Lesson #1
Vivid Imagery
Chapters 3-4
warden
heave
Page 2
Chapters 3-4
Comparing
Characters
Lesson #2
Evaluating
Literature
Chapters 5-6
ledger
heinous
Page 3
Chapters 5-6
Point of View
Responding to Text
Lesson #3
Writing Narrative
Chapters 7-8
stance
antsy
Page 4
Chapters 7-8
Point of View
Chapters 9-11
terrace
replicate
Page 5
Chapters 9-11
Summarizing
Chapters 12-13
solitary
commando
Page 6
Chapters 12-13
Course of Action
Lesson #6
Show, Don’t Tell
Chapters 14-15
redirect
gravelly
Page 7
Chapters 14-15
Mood
Lesson #7
The Hook
Chapters 16-18
bulk
stew
Page 8
Chapters 16-18
Problem and Solution
Chain
Lesson #8
Point of View
Chapters 19-20
shenanigans
culpable
Page 9
Chapters 19-20
Figurative Language
Lesson #9
Dialogue
Chapters 21-23
whit
train
Page 10
Chapters 21-23
Sequence of Events
Lesson #10
Figurative
Language
Chapters 24-26
diligent
helter-skelter
Page 11
Chapters 24-26
Acrostic (Character
Traits)
Lesson #11
Transitions
Chapters 27-29
deficiency
jeopardize
Page 12
Chapters 27-29
Cause and Effect
Mood
Chapters 30-32
rivet
upend
Page 13
Chapters 30-32
Character Traits and
Motives
Chapters 33-34
strained
vulnerable
Page 14
Chapters 33-34
Theme
Context Clues
Organizers
Chapters 35-37
bias
preferential
Page 15
Chapters 35-37
Character Change
Context Clues
Task Cards
Chapters 38-40
stale
censor
Page 16
Chapters 38-40
Plot Development
Roller Coaster
Vocabulary Test
~ Page 5 © Gay Miller ~
Lesson #4
Writing Using
Vivid Adjectives
Lesson #5
Writing Vivid
Imagery
Lesson #12
Editing and
Proofreading
Write final drafts
of narratives.
(Report Covers)
Chapter 1—Devil’s Island
embezzle (verb) - to steal money that you have been trusted with
embezzler (noun) – a person who embezzles
synonyms:
misappropriate, misuse, cheat, pilfer, skim, commit fraud
Plus there are a ton of murderers, rapists, hit men, con men, stickup men, embezzlers,
connivers, burglars, kidnappers and maybe even an innocent man or two, though I doubt it.
°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤º°
Chapter 2—Errand Boy
affliction (noun) - something (such as a disease) that causes pain or suffering
synonyms:
difficulty, burden, problem, hardship, pain, trouble, misery, misfortune
“Go ahead, rub it in.” He laughs. “But at least I don’t have those big feet either. They’re an
affliction, those feet.” He grabs my head and knocks on it.
°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤º°
Chapter 3—Trick Monkey
warden (noun) - an official who is in charge of a prison
synonyms:
custodian, keeper, superintendent, supervisor
“Dead-criminal checker. Sounds like an important position to me. And who is Piper,
anyway?” I ask.
“Piper? She’s Warden Williams’s daughter. She’s bossy.”
°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤º°
Chapter 3—Trick Monkey
heave (verb) - to breathe in and breathe out (a sigh) in a slow or loud way
synonyms:
puff, gasp, huff, pant, gasp, blow, snort
My mom stops, her chest heaving from the climb.
°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤°º¤ø,¸¸,ø¤º°`°º¤ø,¸,ø¤°º¤ø,¸¸,ø¤º°
~ Page 6 © Gay Miller ~
~ Page 7 © Gay Miller ~
Chapters 38-49 [stale and censor]
Chapters 1-2 [embezzle and affliction]
Read these definitions of stale.
(a)
(b)
1. Circle six words in the box that are synonyms of
not clean, clear, or pure : having an unpleasant taste
or smell
not interesting or new : boring or unoriginal
Write a or b in the blanks to show the correct meaning of the
word stale in each sentence.
1. _______ Their relationship went stale; it was dull and
predictable.
affliction.
difficulty
calmness
trouble
peacefulness
hardship
misfortune
dignity
problem
serenity
cure
contentment
pain
2. _______ The room was filled with stale smoke.
3. _______ The water in the canteen went stale after the
long hike.
4. Complete the word web.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2. Is affliction used correctly in the sentences below?
True or False
_______ She is unable to walk after her affliction with
polio.
censor
_______
He
grandchildren.
5. Sort the following words in the correct locations on the
T-chart.
shows
great
affliction
for
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Complete the word web.
music
animals
news broadcasts
furniture
movies
vegetables
Things that are
Censored
Things that are
not Censored
embezzle
Page 16
Page 1
~ Page 8 © Gay Miller ~
his
Chapters 38-49 [stale and censor]
Chapters 1-2 [embezzle and affliction]
Read these definitions of stale.
(a)
(b)
1. Circle six words in the box that are synonyms of
not clean, clear, or pure : having an unpleasant taste
or smell
not interesting or new : boring or unoriginal
Write a or b in the blanks to show the correct meaning of the
word stale in each sentence.
1. ______b______ Their relationship went stale; it was
dull and predictable.
affliction.
difficulty
calmness
trouble
peacefulness
hardship
misfortune
dignity
problem
serenity
cure
contentment
pain
2. ______a______ The room was filled with stale smoke.
3. ______a______ The water in the canteen went stale
after the long hike.
4. Complete the word web.
2. Is affliction used correctly in the sentences below?
True or False
_____T______ She is unable to walk after her affliction
with polio.
edit
censor
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
remove
_____F______
grandchildren.
control
5. Sort the following words in the correct locations on the
T-chart.
He
shows
great
affliction
for
his
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
3. Complete the word web.
music
animals
news broadcasts
furniture
movies
vegetables
Things that are
Censored
Things that are
not Censored
music
animals
movies
vegetables
news broadcasts
furniture
misuse
commit fraud
embezzle
to steal money
that you have
been trusted
with
misappropriate
Page 16
Page 1
~ Page 9 © Gay Miller ~
Option 1
Have students use the graphic organizer for notes. Notice the notes are not in complete
sentences. Glue the organizer to the left side of the notebook page. On the right side of
the notebook, students use the notes to write the details in paragraph form.
Option 2
Students complete the
organizer by writing
complete sentences.
~ Page 10 © Gay Miller ~
Comprehension
This section contains one page printable comprehension practice for each reading
selection. The chart below is the key to the types of questions for the comprehension
questions. The section also contains constructive responses exercises. The constructive
response pages that are chapter specific list the chapters they should be used with. If
chapter numbers are not listed the questions are flexible and may be used at different
points in the story.
Types of Questions Key
detail / inference
main idea /
summarizing / theme
character/ setting /
plot / events
word meaning /
figurative language
text structure
point of view
different forms of the
same story
compare and contrast
~ Page 11 © Gay Miller ~
Setting
Comparing Characters
Point of View
Responding to Text (The Rules)
Point of View
Summarizing
Course of Action
Mood
Problem and Solution Chain
Figurative Language
Sequence of Events
Acrostic for Character Traits
Cause and Effect
Mood
Character Traits and Motives
Theme
Character Change
Plot Development
CCSS.ELALiteracy.RL.5.10
CCSS.ELALiteracy.RL.5.9
CCSS.ELALiteracy.RL.5.7
CCSS.ELALiteracy.RL.5.6
CCSS.ELALiteracy.RL.5.5
CCSS.ELALiteracy.RL.5.4
CCSS.ELALiteracy.RL.5.3
5 Grade
CCSS.ELALiteracy.RL.5.2
th
CCSS.ELALiteracy.RL.5.1
Common Core State Standards Reading: Literature
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~ Page 12 © Gay Miller ~
Setting
Comparing Characters
Point of View
Responding to Text (The Rules)
Point of View
Summarizing
Course of Action
Mood
Problem and Solution Chain
Figurative Language
Sequence of Events
Acrostic for Character Traits
Cause and Effect
Mood
Character Traits and Motives
Theme
Character Change
Plot Development
CCSS.ELALiteracy.RL.6.10
CCSS.ELALiteracy.RL.6.9
CCSS.ELALiteracy.RL.6.7
CCSS.ELALiteracy.RL.6.6
CCSS.ELALiteracy.RL.6.5
CCSS.ELALiteracy.RL.6.4
CCSS.ELALiteracy.RL.6.3
6 Grade
CCSS.ELALiteracy.RL.6.2
th
CCSS.ELALiteracy.RL.6.1
Common Core State Standards Reading: Literature
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~ Page 13 © Gay Miller ~
Setting
Comparing Characters
Point of View
Responding to Text (The Rules)
Point of View
Summarizing
Course of Action
Mood
Problem and Solution Chain
Figurative Language
Sequence of Events
Acrostic for Character Traits
Cause and Effect
Mood
Character Traits and Motives
Theme
Character Change
Plot Development
CCSS.ELALiteracy.RL.7.10
CCSS.ELALiteracy.RL.7.9
CCSS.ELALiteracy.RL.7.7
CCSS.ELALiteracy.RL.7.6
CCSS.ELALiteracy.RL.7.5
CCSS.ELALiteracy.RL.7.4
CCSS.ELALiteracy.RL.7.3
7 Grade
CCSS.ELALiteracy.RL.7.2
th
CCSS.ELALiteracy.RL.7.1
Common Core State Standards Reading: Literature
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~ Page 14 © Gay Miller ~
Al Capone Does My Shirts ~ Chapters 1-2
1. The story is told from which point of view?
a.
b.
c.
d.
1st through Natalie
1st through Matthew “Moose”
3rd through Natalie
3rd through Matthew “Moose”
a.
b.
c.
d.
3. Which genre is Al Capone Does My Shirts?
Check one from each row.
____ historical fiction
____
young adult lit
____ fantasy
____ detective
2. Which word best describes Moose?
friendly
bully
responsible
dare devil
4. Read this passage from Chapter 1.
Now I’m five foot eleven and a half inches—as tall
as my mom and a good two inches taller than my
dad. My father tells people I’ve grown so much,
OR ____ personal narrative he’s going to put my supper into pickle jars and
sell it under the name Incredible Growth Formula.
OR ___ realistic
I think about going in my room now, but it smells
like the inside of an old lunch bag in there. My
OR ____ journal
bed’s a squeaky old army cot. When I sit down, it
sounds like dozens of mice are dying an ugly
death.
OR ____ drama
Highlight the figurative language in this passage
using this guide:
metaphor – green
hyperbole - yellow
5. Sequence the following events in order.
Natalie sits on the floor playing with her
buttons.
_____ Moose sees his dad for only a few minutes
before he goes back to work.
_____ Moose eats manicotti.
______ Theresa comes over and offers to show
Moose around the island.
_____ Moose moves to Alcatraz.
_____ Mom leaves to run some errands.
6. Complete the chart.
Moose
_____
7. Which passage shows the special connection
between Moose and Natalie?
Natalie
demeanor
role in the
family
8. Read this passage from Chapter 2.
I had gone to take a leak, and when I came back,
a. All so my sister can go to the Esther P. Nat was kicking and screaming. She pulled a
Marinoff School.
curtain off the rod and sent her button box flying
down the aisle. My mom had her arms around Nat,
b. I've never been good at fooling Natalie. She
trying to keep her from hurting anyone. The
knows me too well.
conductor and the motorman were yelling. People
c. Natalie was the first person to call me were staring. One lady was taking pictures.
“Moose.” I swear I started growing to fit the
This can best be described as a---.
name that very day.
a. flash forward
d. It’s impossible to know what will set her off.
b. flashback
She looks pretty peaceful now, though.
c. flash sideways
d. foreshadowing
~ Page 15 © Gay Miller ~
Al Capone Does My Shirts ~ Chapters 1-2
1. The story is told from which point of view?
a.
b.
c.
d.
1st through Natalie
1st through Matthew “Moose”
3rd through Natalie
3rd through Matthew “Moose”
2. Which word best describes Moose?
a.
b.
c.
d.
3. Which genre is Al Capone Does My Shirts?
Check one from each row.
___ historical fiction OR ____ drama
___ young adult lit
OR ____ personal narrative
____ fantasy
OR ____ realistic
____ detective
OR ____ journal
friendly
bully
responsible
dare devil
4. Read this passage from Chapter 1.
Now I’m five foot eleven and a half inches—as tall
as my mom and a good two inches taller than my
dad. My father tells people I’ve grown so much,
he’s going to put my supper into pickle jars and
sell it under the name Incredible Growth Formula.
I think about going in my room now, but it smells
like the inside of an old lunch bag in there. My
bed’s a squeaky old army cot. When I sit down, it
sounds like dozens of mice are dying an ugly
death.
Highlight the figurative language in this passage
using this guide:
metaphor – green
hyperbole - yellow
5. Sequence the following events in order.
__2____ Natalie sits on the floor playing with her
buttons.
__3____Moose sees his dad for only a few minutes
before he goes back to work.
__5____ Moose eats manicotti.
__6____ Theresa comes over and offers to show
Moose around the island.
__1____ Moose moves to Alcatraz.
__4____ Mom leaves to run some errands.
6. Complete the chart.
Moose
demeanor
good natured
caring brother
role in the
family
younger brother
but must take
care of his older
sister
Natalie
easily upset for
no reason
needs looking
after
7. Which passage shows the special connection 8. Read this passage from Chapter 2.
between Moose and Natalie?
I had gone to take a leak, and when I came back,
a. All so my sister can go to the Esther P. Nat was kicking and screaming. She pulled a
Marinoff School.
curtain off the rod and sent her button box flying
down the aisle. My mom had her arms around Nat,
b. I've never been good at fooling Natalie. She
trying to keep her from hurting anyone. The
knows me too well.
conductor and the motorman were yelling. People
c. Natalie was the first person to call me were staring. One lady was taking pictures.
“Moose.” I swear I started growing to fit the
This can best be described as a---.
name that very day.
a. flash forward
d. It’s impossible to know what will set her off.
b. flashback
She looks pretty peaceful now, though.
c. flash sideways
d. foreshadowing
~ Page 16 © Gay Miller ~
Constructive Response – Setting
Place Where the Story Takes Place
Time the Story Takes Place
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Importance of the Setting
Setting
_____________________
Mood - Atmosphere of the Setting
__________________________________________________
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CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
~ Page 17 © Gay Miller ~
Constructive Response – Setting (Answer Key)
Time the Story Takes Place
January 1935
Place Where the Story Takes Place
This is during the Great Depression.
(Moose's dad is an electrician. During the Great Depression,
electrian jobs were scarce. This is most likely why he took the
guard/electrician job on the island.)
Alcatraz Island
Setting
Importance of the Setting
Mood - Atmosphere of the Setting
In the 1930s, Alcatraz Island was a high security prison for the
worst criminals. It is located in the middle of the San Francisco
Bay in California.
Moose mentions that the prison houses the worst of the worst
criminals such as Al Capone and Machine Gun Kelly.
Moose is worried about living near a prison. He sleeps fully
clothed with a baseball bat.
He also mentions that the island is eerily quiet. It is isolated
from people.
The setting is extremely important to the storyline.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
~ Page 18 © Gay Miller ~
Descriptive Narrative Writing
This section provides a series of activities/lessons to help students learn how to
incorporate descriptions in their narrative writing.
Lesson #1 – Goes over terms/vocabulary needed.
Lesson #2 – Students look at professional writings to evaluate them for the elements
discussed in Lesson #1. I looked for great descriptive pieces from a variety of wellknown authors of upper elementary literature. Not all the excerpts will contain all the
elements discussed in Lesson #1. This will provide students will a more realistic
approach to writing their own pieces, instead of cramming them with elements just for
the sake of “getting everything in.”
~~~~~~~~~~~~~~~~~~~~~~~~~~~
Beginning with Lesson #3, students will begin planning their stories. The
printables that are provided will be used to help students write their stories.
Because of this, students need to start thinking about the plots of their
stories beginning with Lesson #3 so that everything will tie together. [Note:
I recommend that you read through the lessons before beginning. In Lesson
#4, materials are provided for setting the story on Alcatraz. Decide if you
want students to use the Alcatraz setting pages or the optional setting page
provided before beginning Lesson #3.]
Lesson #3 – Writing a Narrative – Roller Coaster Plot Diagram
Lesson #4 – Writing Using Vivid Adjectives – Students will plan their setting and two
main characters by listing adjectives of each. Students will use some of these adjectives
when writing their stories.
Lesson #5 – Writing Using Imagery
Lesson #6 – Writing Using Show, Don’t Tell
Lesson #7 – The Hook
Lesson #8 – Point of View
Lesson #9 - Dialogue
Lesson #10 – Figurative Language
Lesson #11 – Transition Words
Lesson #12 - Proofreading
Page | 19 Unit Created by Gay Miller
Narrative Writing Common Core Standards
5th Grade
6th Grade
7th Grade
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real
or imagined experiences or
events using effective
technique, descriptive details,
and clear event sequences.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real
or imagined experiences or
events using effective
technique, relevant descriptive
details, and well-structured
event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by
establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such
as dialogue, pacing, and
description, to develop
experiences, events, and/or
characters.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real
or imagined experiences or
events using effective
technique, relevant descriptive
details, and well-structured
event sequences.
CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by
establishing a context and point
of view and introducing a
narrator and/or characters;
organize an event sequence that
unfolds naturally and logically.
CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such
as dialogue, pacing, and
description, to develop
experiences, events, and/or
characters.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences
and events.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows
from the narrated experiences
or events.
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows
from the narrated experiences
or events.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent
writing in which the
development and organization
are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards
1-3 above.)
CCSS.ELA-LITERACY.W.5.5
With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing,
rewriting, or trying a new
approach. (Editing for
conventions should demonstrate
command of Language
standards 1-3 up to and
including grade 5 here.)
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards
1-3 above.)
CCSS.ELA-LITERACY.W.6.5
With some guidance and
support from peers and adults,
develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a
new approach. (Editing for
conventions should demonstrate
command of Language
standards 1-3 up to and
including grade 6 here.)
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement
or section that follows from and
supports the argument
presented.
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
types are defined in standards
1-3 above.)
CCSS.ELA-LITERACY.W.7.5
With some guidance and
support from peers and adults,
develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a
new approach, focusing on how
well purpose and audience have
been addressed. (Editing for
conventions should demonstrate
command of Language
standards 1-3 up to and
including grade 7 here.)
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such
as dialogue, description, and
pacing, to develop experiences
and events or show the
responses of characters to
situations.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases
and sensory details to convey
experiences and events
precisely.
Page | 20 Unit Created by Gay Miller
Lesson #1 – Foldable Graphic Organizers
The organizers come in three versions:
 The first has lines where students write definitions and sample sentences.
 The second copy of the organizer contains the definitions with key words
missing for students to add. Students must also write sample sentences.
 The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for
students who were absent.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
3) Fold on the dotted lines and cut on the solid lines to form flaps.
4) Complete the missing information and label the outside of each flap.
Page | 21 Unit Created by Gay Miller
Lesson #2 – Evaluating Literature
On the next pages, you will find twelve cards with excerpts from children’s literature:












Woods Runner by Gary Paulsen
Charlie and the Chocolate Factory by Roald Dahl
Esperanza Rising by Pam Muñoz Ryan
Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien
The Giver by Lois Lowry
Paintbrushes and Arrows by M.C. Finotti
The BFG by Roald Dahl
The Lightning Thief by Rick Riordan
The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis
Where the Red Fern Grows by Wilson Rawls
The Cay by Theodore Taylor
The Great Fire by Jim Murphy
Following the cards are four printables for students to use to evaluate the imagery:




Imagery Chart (In the practice, have students write phrases that use vivid
imagery on the chart from one of the story excerpts. This is a good activity to do
with partners because individual answers will vary. Once the phrases are written
have partners move into small group to discuss their answers. Students can
debate which phrases are the best to write in the chart.)
Descriptive Words (Your students must have a good understanding of verbs,
adjectives, and adverbs to complete this page.)
Evaluating the Excerpt
Comparing Two Excerpts
I do not recommend using all four printables for each reading selection as several of the
questions repeat. The printables are intended to be used separately. Select the one(s)
that will work best for your class depending on the level and needs of your students. If
your students need a lot of practice, there is enough material to stretch this lesson over
several days. You can use one printable for one reading selection and a different
printable of a different reading selection. Using different printables in the same lesson is
also a great way to differentiate instruction.
I have provided answer keys using the first card, Woods Runner. You can use this as an
example for students.
This makes a great small group or partner activity.
Page | 22 Unit Created by Gay Miller
Lesson #3 – How to Write a Narrative
Having students draw and color notes (a left brain activity) while learning facts (a
right brain activity) promotes active learning since both sides of the brain are active.
The improved communication helps students focus and retain information. In several
of my units, I have created resource pages based on this idea. I call these resource
pages “Graffiti Notes.” If you have students cut away the borders, these will fit nicely
into an interactive notebook for reference. [NOTE: Graffiti Notes will be used for other
lessons in this unit including” Lesson 9 “Dialogue” and Lesson 11 “Transition Words.”]
On the next pages I have included two
versions of the “Roller Coaster Plot
Development Diagram.” Select the
version that will appeal to your
students. The first works best for
younger students.
Have students write definitions for
each part of the “Plot Development
Roller Coaster.” Following the printables
a discussion guide and answer key are
provided.
As with the foldable organizers the
answer keys may be used as a sample
for students to follow, for differentiated
instructions, or for students who were
absent.
After students complete the graffiti notes, have them write an
outline for their stories. This is a simple plot outline using the five
parts. Having a basic story in mind will help students as they go
through the following lessons.
Page | 23 Unit Created by Gay Miller
Lesson #4 – Writing using Vivid Adjectives
Beginning with this lesson, students will begin planning their stories. The printables
that are provided will be used to help students write their stories. Because of this,
students need to start thinking about the plots of their stories so that everything
will tie together.
Two different printables are provided for the setting. The first printable is intended
to go with the photographs provided. Ten photographs of Alcatraz are included on
the next ten pages. [These photographs are original photographs taken by me.]
Place one or more photo on the SmartBoard for students to observe when
completing the “Setting Adjectives” printable.
The photos include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Alcatraz Island from San Francisco
Watch Tower
Gardens
Gardens
San Francisco from Alcatraz
San Francisco and Bay Bridge from Alcatraz
Cell
Cell Block
Laundry
Walkway
If you prefer your students not use Alcatraz as their setting, a second printable is
provided. On this printable students draw their setting, and then list adjectives to
describe it.
An additional printable is provided for students to plan and describe the two main
characters of their stories.
Page | 24 Unit Created by Gay Miller
Lesson #5 ~ Writing using Vivid Imagery
You may use the “Imagery Chart” printable provided in Lesson #2 or the one on the
following page.
Remind students that they are going to complete their own imagery charts just like
they did in Lesson #2 only this time they will complete the chart based on the
setting they selected in Lesson #3. Remind students that they need phrases (not
single words) to describe their setting. These phrases will actually become part of
their stories, so they need to really try to “paint a picture” of the setting.
When working with younger students, you may wish to go with the printable on the
next page. Students will draw their main setting in the middle of the page and then
describe it in the surrounding spaces.
You can also use the two printables as a way to differentiate instruction.
Page | 25 Unit Created by Gay Miller
Lesson #6 – Show, Don’t Tell
Activity #1 - On the next pages are cards with short passages. Have students match
the two that go together and then determine which of the two use the “Show, Don’t Tell”
method of writing.
Example
I raced down the road, wildly waving my
hands, and yelling, “Stop, stop,” but the
bus traveled on down the road without
stopping.
Answer Key
Show
Pacing back and forth and wringing my
hands, I drew in a shaky voice.
I missed the bus.
Tell
I was feeling extremely nervous.
Deleted on Sample
Activity #2 – Have students think about an emotion that their characters are going to
be feeling in their stories: sad, happy, tired, hungry, etc. Use the printable provided to
guide them into writing a “Show, Don’t Tell” paragraph that will become part of the
story.
Page | 26 Unit Created by Gay Miller
Lesson #7 ~ The Hook
Instructions for Assembly




Print the pockets, hook definition, and story beginning strips on colored paper.
(Two sizes of pockets are provided. The larger pockets work great for a file folder
activity for a learning center. The smaller pockets work best for an interactive
notebook.)
Have students cut out the definition of hook and glue it onto a page in an
interactive notebook as pictured below.
Have the students cut out the pockets on the bold lines. Next fold the left and
right sides toward the back of the pocket on the dotted lines. Then fold the bottom
flap up toward the back. Glue the flaps in place. Finally glue the pockets onto
interactive notebook.
Have students cut out the story beginning strips.
Instructions for Use
Students will sort the story beginnings into the appropriate pocket based on which type
of hook is used.
Page | 27 Unit Created by Gay Miller
Point of View Common Core Alignment
5th Grade
6th Grade
7th Grade
8th Grade
CCSS.ELALITERACY.RL.5.6
Describe how a narrator's
or speaker's point of view
influences how events are
described.
CCSS.ELALITERACY.RL.6.6
Explain how an author
develops the point of
view of the narrator or
speaker in a text.
CCSS.ELALITERACY.RL.7.6
Analyze how an
author develops and
contrasts the points of
view of different
characters or
narrators in a text.
CCSS.ELALITERACY.RL.8.6
Analyze how
differences in the
points of view of the
characters and the
audience or reader
(e.g., created through
the use of dramatic
irony) create such
effects as suspense or
humor.
Page | 28 Unit Created by Gay Miller
Lesson #8 ~ Point of View Organizers
The organizers come in three versions:
 The first has lines where students write definitions and sample sentences.
 The second copy of the organizer contains the definitions for the different
types of point of view with key words missing for students to add.
Students must also write sample sentences.
 The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for
students who were absent.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
Fold on the dotted lines and cut on the solid lines to form three flaps.
4) Complete the missing information inside the organizer and label the flaps.
3)
Activity
Following the organizer is a printable to use with the story excerpts from Lesson #3.
Have students determine if the story beginnings are written in first, second, or third
person point of view.
For additional practice with point of view, you may like to take a look at this free item on
Teachers Pay Teacher Point of View Activity using Advertising Slogans
Page | 29 Unit Created by Gay Miller
Lesson #9~ Dialogue
The following “Graffiti Notes” will help your students remember these rules.
I have found that students are much more likely to write quotations correctly when given
a specific set of rules to follow. With source phrases coming at the beginning, end, and
middle of the quote the rules vary. Here are five rules that will work with all types of
quotations:
Rule 1 Find the direct quotation. Place quotation marks around (" ") the quote.
Rule 2 Separate the source phrase from the direct quotation. Remember when the
source phrase interrupts, or divides the quotation, it is set off by two commas from the
words actually said.
Rule 3 Capitalize the first word of the direct quotation. Most of the time the first word of
the second part of the direct quotation is not capitalized because it is not the first word
of the sentence. Exceptions to this are words that are always capitalized such as the
word I, special nouns, etc.
Rule 4 Place a period (.), question mark (?), or exclamation mark (!) at the end of the
sentence before the ending quotation mark.
Rule 5 Remember all other capitalization and punctuation rules.
The Five Rules for Writing Direct Quotations
Rule 1
Rule 2
Rule 3
Add
quotation
marks.
Separate source Capitalize the
phrase from
first word of the
quote.
direct
quotation.
Rule 4
Rule 5
Add end marks.
Add needed
capitalization
and
punctuation.
Page | 30 Unit Created by Gay Miller
Figurative Language Common Core Alignment
6th Grade
Figurative Language
Similes, Metaphors, Personification, Hyperbole
Adages, Idioms, and Proverbs
Sound Devices
Onomatopoeia, Repetition,
Alliteration, and Rhyming Words
5th Grade
CCSS.ELA-Literacy.RL.5.4
Determine the meaning of
words and phrases as
they are used in a text,
including figurative
language such as
metaphors and similes.
CCSS.ELALiteracy.RL.6.4
Determine the
meaning of words
and phrases as they
are used in a text,
including figurative
and connotative
meanings; analyze
the impact of a
specific word choice
on meaning and tone.
CCSS.ELA-Literacy.L.5.5
Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings.
CCSS.ELALiteracy.L.6.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
CCSS.ELA-Literacy.L.5.5a
Interpret figurative
language, including
similes and metaphors, in
context.
CCSS.ELALiteracy.L.6.5a
Interpret figures of
speech (e.g.,
personification) in
context.
7th Grade
CCSS.ELALiteracy.RL.7.4
Determine the
meaning of words
and phrases as they
are used in a text,
including figurative
and connotative
meanings; analyze
the impact of rhymes
and other repetitions
of sounds (e.g.,
alliteration) on a
specific verse or
stanza of a poem or
section of a story or
drama.
CCSS.ELALiteracy.RL.7.4
Determine the
meaning of words
and phrases as they
are used in a text,
including figurative
and connotative
meanings; analyze
the impact of rhymes
and other repetitions
of sounds (e.g.,
alliteration) on a
specific verse or
stanza of a poem or
section of a story or
drama.
CCSS.ELALiteracy.L.7.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
CCSS.ELA-Literacy.L.5.5.b
Recognize and explain the
meaning of common
idioms, adages, and
proverbs.
Page | 31 Unit Created by Gay Miller
8th Grade
CCSS.ELALiteracy.RL.8.4
Determine the
meaning of words
and phrases as they
are used in a text,
including figurative
and connotative
meanings; analyze
the impact of specific
word choices on
meaning and tone,
including analogies or
allusions to other
texts.
CCSS.ELALiteracy.L.8.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
Lesson #10 Figurative Language
Three Door Flip

Print the organizer onto colored paper.

Students will fill in the missing information in the blank spaces.

To make the organizer, trim around the four edges on the lines indicated. Fold the
page in half vertically on the dotted lines. Cut on the lines indicated on the inside
of the organizer, up to the fold so that the organizer opens with three flaps.
Page | 32 Unit Created by Gay Miller
Lesson #11 ~ Transition Words
The following “Graffiti Notes” will give your students
a resource to use when writing.
Page | 33 Unit Created by Gay Miller
Lesson #12 ~ Proofreading
A checklist and a rubrics are provided.
Report Covers
Following the rubric are five report covers that work well if students use Alcatraz as the
setting of their stories.
Page | 34 Unit Created by Gay Miller
Context Clues Common Core Alignment
5th Grade
6th Grade
7th Grade
8th Grade
CCSS.ELALiteracy.L.5.4.a
Use context
(e.g.,
cause/effect
relationships
and
comparisons in
text) as a clue
to the meaning
of a word or
phrase.
CCSS.ELALiteracy.L.6.4.a
Use context (e.g.,
the overall meaning
of a sentence or
paragraph; a word's
position or function
in a sentence) as a
clue to the meaning
of a word or phrase.
CCSS.ELALiteracy.L.7.4.a
Use context (e.g.,
the overall meaning
of a sentence or
paragraph; a word's
position or function
in a sentence) as a
clue to the meaning
of a word or phrase.
CCSS.ELALiteracy.L.8.4.a
Use context (e.g., the
overall meaning of a
sentence or
paragraph; a word's
position or function in
a sentence) as a clue
to the meaning of a
word or phrase.
CCSS.ELALiteracy.L.5.5.c
Use the
relationship
between
particular words
(e.g.,
synonyms,
antonyms,
homographs) to
better
understand
each of the
words.
CCSS.ELALiteracy.L.6.4.d
Verify the
preliminary
determination of the
meaning of a word
or phrase (e.g., by
checking the
inferred meaning in
context or in a
dictionary).
CCSS.ELALiteracy.L.7.4.d
Verify the
preliminary
determination of the
meaning of a word
or phrase (e.g., by
checking the
inferred meaning in
context or in a
dictionary).
CCSS.ELALiteracy.L.8.4.d
Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by
checking the inferred
meaning in context or
in a dictionary).
~ Page 35 © Gay Miller ~
Context Clues Organizer
Three organizers are offered. The first contains 4 context clue
types, the second contains 6 context clue types, and the third
contains 8 context clues types.
The organizers come in three versions:
 The first has lines where students write definitions and sample sentences.
 The second copy of the organizer includes the definitions with key words
missing for students to fill in. Students must also write definitions and
sample sentences.
 The third copy is completed. It may be used as an answer key, as a
sample for students to follow, for differentiated instructions, or for
students who were absent.
Instructions for Making the Organizer
1) Print the organizer on colored paper.
2) Have students trim around the four sides of the organizer on the bold lines.
Fold on the dotted lines and cut on the solid lines to form six flaps.
4) After discussing the types of context clues, have students write a definition and a sample sentence
for each type on the lines provided.
3)
Page | 36 Unit Created by Gay Miller
This is the dock guard tower, a popcorn
stand on stilts where somebody’s dad
sits with enough firepower to blow us all
to smithereens.
Maybe she’ll meet other kids like her.
Maybe they’ll recognize each other and
communicate in their own peculiar way.
What does peculiar mean?
a) regular
b) typical
c) unusual
d) natural
What does smithereens mean?
a) resting
b) cowering
c) pieces
d) whining
#2
#1
She packed every pair of underwear I
owned and she made it all seem like a
big treat. When we got there, my gram
had an awful scowl on her face. She
gave me a big hug and glared at my
mother like I’d never seen her do.
What does glared mean?
a) frowned
b) smirked
c) grinned
d) laughed
“Put her in an asylum, Helen. It’s the
humane thing to do,” Mrs. McCraw said
between bites of cinnamon nut cake.
What does humane mean?
a) fast
b) painful
c) harsh
d) kind
#3
Page
| 37 Unit Created by Gay Miller
#4
Font
Walk in the Park Dotty Font
Clipart
Microsoft
Office
Clipart
Gallery
Page | 38 Unit Created by Gay Miller
Teachers Pay
Teachers
http://www.teacherspayteac
hers.com/Store/Gay-Miller
Visit my
website at
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her.com/
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Pinterest at
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~ Page 39 © Gay Miller ~