Al Capone Does My Shirts Pre-Reading Activity

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Name: ___________________

Date: ____________________
Period: __________________
Al Capone Does My Shirts Pre-Reading Activity
Directions: Research and answer the questions below.
1. What was happening in the world in 1935?

Use the internet to search what each of these countries was doing during 1935. What were some highlights? Write your answers in the space below.

Germany:

U.S.A.:


England:
2. Describe a typical American family during this time.


  1. What types of jobs were common to the middle class?


  1. What was America’s favorite sport?


  1. What is the difference between White Collar workers and Blue Collar workers?


ACDMS Comprehension Questions

Chapters 1-2

Chapter 1
Does the main character want to be on Alcatraz? What kind of metaphor does he make?

What type of school does his sister attend?


Does he approve of this school? Why or why not?
What adjectives would you use to describe a Moose? After reading about Moose, does the name fit?
Why would Moose and his friend Pete call it the “Devil Island?”
Do you think Moose is scared of the island?


Chapter 2
What does “affliction” mean?

How does Natalie know the exact answer? Do you think there is anything wrong with Natalie? How can you tell?

What does “haze” mean?

Can you smell weakness? Explain in terms of how a predator might “smell” its prey. (Minimum 5 sentences)


Name: ______________________
Date: _______________________
Period: ______________________

ACDMS- Chapters 3 and 4 Comprehension Quiz
Directions: Choose the best answer.


  1. When Theresa comes over, where does she want to go?

    1. The dock

    2. The garden

    3. The morgue

    4. To meet the other kids




  1. Who is Piper?

    1. The warden’s daughter

    2. One of Moose’s mother’s friends.

    3. Theresa’s sister

    4. His friend from Santa Monica




  1. Who reads the card Theresa gives Moose?

    1. Theresa reads it for him

    2. Moose reads it silently

    3. Moose reads it out loud

    4. They read it together




  1. Has Theresa met Al Capone yet?

    1. Yes

    2. No




  1. Do Moose and Theresa ever go into the Morgue?

    1. Yes

    2. No




  1. How does Piper test Natalie?

    1. Asks her about the number of birds above them

    2. Asks her to follow her to the playground

    3. Asks her questions about herself

    4. Asks her to solve a math problem




  1. Why is Moose’s mom concerned about Moose and Natalie?



  1. What does Natalie want for breakfast?

    1. Lemon Cake
    2. Eggs and sausage


    3. Nothing

    4. Popsicles and Bread




  1. What did Moose’s mom do to Moose when he was six?

    1. Sent him to a boarding school

    2. Took him out of school to help her with Natalie

    3. Sent him to his grandmother’s house so Natalie could have more attention

    4. Moved him into Natalie’s room to help her in the middle of the night




  1. What type of books does Natalie like?

    1. History books

    2. Animal books

    3. Math books

    4. Index books


ACDMS Comprehension Questions

Chapter 5-6


  1. Why wasn’t Mrs. McCraw allowed in the Flanagan house again after her visit?



  1. Was Moose unsure about the families choice to have Natalie in the Ester P. Marinoff school?


  1. Who does Moose think will be a better jailer than his father?



  1. What are “bracelets”?



  1. Why doesn’t Mr. Flanagan want to discuss Natalie with Moose? Do you think he regrets his decision to take Natalie to the school?



  1. What happens to the laundry and the darning?



  1. When Moose is describing the feeling of Alcatraz in Chapter 6, why does he say that it “seems like the perfect place for Piper”?



  1. What type of house is the Warden’s? Describe it in your own words.


  1. List the five rules the Warden gives to Moose.



  1. Do you think the Warden is cruel for bringing Moose’s sister into the conversation? Explain your answer in 5 sentences.


ACDMS Comprehension Questions

Chapters 7-9


  1. Why does Moose think that sometimes, it might be easier to be Natalie? Do you agree?




  1. When Mrs. Bimp is asking Moose about being in 7th grade, who starts the class laughing?




  1. What does Moose see under Scout’s desk?




  1. In Piper’s story, what does she imagine Al Capone called out after she was finished singing?



  1. Moose alters his story, provide an outline of his new “Christmas Vacation.”


  1. What did Moose do that causes him embarrassment in front of Piper at the end of class?



  1. What does Piper want Moose’s help with?




  1. When Moose is talking with the guys on the baseball field, do you think they believe him or are just laughing with him?



  1. What happens to Moose when he has the baseball in his hand?



  1. Does Moose get onto first base?


  1. What happens when the third batter on the opposite team come up to bat?



  1. What is Moose late for when he returns home from school?


  1. Why didn’t Theresa tell Moose about her brother?





  1. What is Jimmy doing when Moose approaches him?



  1. Does Annie know how to play ball? What does Moose do when he realizes this?



  1. Where is Piper?



  1. Why does Piper need Moose for her plan?


ACDMS Comprehension Quiz

Chapters 10-12


  1. What is the significance of the title, “Not Ready” mean for Chapter 10?



  1. Who is Mrs. Caconi and what is her responsibility?



  1. What does Mr. Purdy say to Moose on the phone?

    1. That Natalie isn’t settling in like they hoped and they want to keep Natalie for a couple more days to observe her.

    2. That Natalie isn’t settling in well and Moose’s parents need to pick her up that evening.

    3. That the school cannot help Natalie and they will be putting her in an asylum for further treatment.

    4. That Moose’s parents need to agree with the decision to send Natalie to the boy’s ward.




  1. Does Moose tell his Mom about the phone call or does he wait to tell his father?


  1. What is Moose’s mom’s reaction when Moose’s dad tells her about Natalie?

    1. It is joyful because she can be with her daughter again

    2. She cries and tells Moose’s father that she expected this and she knew it wouldn’t work.

    3. She is silent and leaves without a word.

    4. None of the above.

  1. What was Moose’s mom’s problem with the word “if” when talking about a possible cure for Natalie?



  1. Mr. Purdy describes why Natalie did not do well at the Ester P. Marinoff school. Name two things she did that contributed to Mr. Purdy’s view that Natalie isn’t read for the school.




  1. Is Moose the only one who is obeying the Warden’s rules on Alcatraz?




  1. Does Moose eventually give in to Piper’s request for help with the laundry?




  1. When Moose is telling stories about his life on Alcatraz, what is Piper doing?


ACDMS Comprehension Questions

Chapters 13-16


  1. What is Piper doing when Moose comes outside in the morning?


  1. What is Carrie Kelly’s advice on how to help Natalie? What is Moose’s reaction to this new advice?


  1. What does Moose’s mother ask of Moose? Do you think this is fair for Moose?



  1. Explain this comment- “What if I don’t want to see how it goes? What if I’ve been seeing how it goes my whole life?”




  1. In a short outline, describe what happens in Chapter 14.



  1. Moose asks if it is mean that his Mother and Mrs. Kelly intend to keep Natalie away from her buttons. Do you think it is mean?



  1. Why can’t Natalie wear her bathing suit?

  1. How does Moose bargain with Natalie so she will put her clothes back on?



  1. What is impossible in Natalie- world? Why do you think he refers to her behavior as this?


  1. What are the differences between Piper’s voice and Annie’s voice?


  1. Moose says, “I’m wondering if maybe I should turn around when I see a huge chain-link fence that blocks our path.” Why do you think Moose wants to turn around?


  1. What do you we know about Natalie so far? Explain her personality and behavior in your own words. 5 Sentences.



  1. What lies does Piper tell Mr. Trixle?



  1. What makes Moose so happy he could kiss Scout?



  1. What is the conflict that is happening at school in regards to the laundry? Explain it in your own words.


ACDMS Comprehension Questions

Chapters 20-24


  1. Does Moose think he is going to get in trouble? Why or why not?



  1. How do Moose’s friends feel once they get to the parade grounds? What actions provide evidence for this?



  1. Describe Natalie’s reaction when Moose tips the can into her pile. Find one quote from the book and write it here after your description to help provide evidence.


  1. Does Moose’s mom understand how the other kids feel about Natalie?




  1. What is Moose’s consequence for not telling his father about the laundry project?



  1. What irritates Moose about the weather?



  1. Where is Piper? Why do you think she was placed there? How does Moose feel about the fact that Piper is gone?



  1. How has Natalie been?



  1. What is Piper’s latest scheme? How does she know this information?




  1. Give adjectives that describe Mrs. Capone.




  1. How does Mrs. Capone react to Piper’s attempts to make conversation?



  1. What happens when Mrs. Capone arrives on Alcatraz? What does it turn out to be?


  1. What does Scout want from Alcatraz? What is Moose’s response?



  1. What happens to Natalie that has Moose so happy?




  1. What is an abacus?



  1. Where is Moose going and why? How does he get there?




  1. What does Natalie say when Moose gets back to her? What does this refer to?


ACDMS Comprehension Questions

Chapters 25-27


  1. How does Moose know Scout is thinking about the convict baseballs?



  1. How does Moose continue to search for a convict baseball?



  1. How is Moose now getting along with Natalie? Do you think he minds watching as much as he did in the beginning?


  1. Does Annie have a convict baseball? How did she and Piper get one?



  1. What does this mean about Natalie and her behavior, “We’ve got this down tot a system, Natalie and I. In some ways she is very predictable, more like a clock than a human being.”




  1. Name all the places Moose looks for Natalie.



  1. Where does Natalie eventually end up? Who is she talking with?



  1. Describe his appearance.



  1. What does Moose originally think the convict is pulling out of his pocket?




  1. What does the convict call Natalie? Why does that make Moose mad and uncomfortable?




  1. Find the connection with Natalie and the number earlier in the book and write down the part where she repeats this number. What does this mean about Natalie and the convict, have they met before this?



  1. Explain in your own words Moose’s reaction at the beginning of Chapter 27.




  1. Explain what this means, “Insurance I guess. Figured he could buy me off.”



  1. Why is Moose about to cry?


  1. What are Piper’s guesses? Name them here.




  1. What new scheme does Piper dream up before Moose gets Natalie and himself inside?


ACDMS: Chapters 28-31 Comprehension Quiz


  1. Moose’s mom is hoping that Natalie will get into the Ester P. Marinoff School despite her obvious age difference.

    1. True

    2. False




  1. Moose’s mother still says Natalie is 12.

    1. True

    2. False


  1. Moose enjoys watching his parents celebrate about the news regarding the school’s possibilities for Natalie and joins in.


    1. True

    2. False




  1. Natalie using personal pronouns, such as “Me or You” is not a new occurrence and her family find nothing unusual about this.

    1. True

    2. False




  1. The reason Moose gives for Natalie not coming with him anymore on the island is that the island is dangerous.

    1. True

    2. False




  1. Moose and his father get into an argument about whether or not Moose has been helping Natalie or not.

    1. True

    2. False




  1. Piper gives Scout the criminal baseball that Moose and Natalie received from number 105.

    1. True

    2. False




  1. Scout says that he is done with Piper and that Moose can have her since they both like each other.

    1. True

    2. False




  1. Piper wants Natalie to help her make contact with criminal 105.

    1. True

    2. False




  1. Moose is eager about helping Piper with her new plan.

    1. True

    2. False




  1. Piper tried to talk to number 105 and he was willing to talk to Piper.

    1. True

    2. False



  1. Piper baits Moose with images of Natalie and 105 getting married if Natalie doesn’t get into the school.


    1. True

    2. False




  1. Piper’s greatest ambition is to meet Al Capone and she sees meeting 105 as the first step to fulfilling this final goal.

    1. True

    2. False




  1. Natalie is saying the number 105 ever day since she met the criminal and this fills Moose with guilt about not telling his mother.

    1. True

    2. False




  1. Why does Natalie have a tantrum when Moose tells her they can’t go outside to meet 105?



  1. What is Moose’s reaction to Natalie when she starts her yelling?



  1. Explain this quote, “Wherever she is, she can’t get out, which only makes her scream louder. And suddenly, I am not angry anymore.”




  1. Why is it so significant when Natalie finally says, “I want to go outside?”




  1. Does Moose then let her outside? Would you let Natalie outside if you were in Moose’s place?



  1. What does Natalie do once she is outside on the swings? Who carries her home?



  1. What does Moose’s Dad do once Natalie is in bed?



  1. Why does Moose’s Dad start to tear up?


ACDMS Comprehension Questions

Chapters 32-34



  1. Describe Moose’s mom’s reaction when she comes in.


  1. What does Moose’s father want to talk to her about?



  1. How does Moose’s mother describe him during the argument?



  1. Explain this quote, “She’s so peaceful when she sleeps. So normal. This is the sister I might have had. I see now the person we missed.” Use a minimum of 5 sentences.


  1. Complete the simile: “As the day of Nat’s interview approaches, my mother behaves as if _________________________________________________________________.



  1. Find the definition of a simile on the computer and write it in the space below.


  1. What is Natalie’s new obsession? Why is it so unusual for her?



  1. Who is at the door and what does she want?


  1. Do you think Moose likes Piper now? Find a quote that explains this feeling and write it in the space below.


  1. Why is Natalie “teetering on the edge”?


  1. Where does Natalie go and why does it have Moose afraid and worried?


  1. Explain Moose’s reaction, “This is terrible. This is good.”


  1. What number does Moose’s mother have on the cake? What about this is wrong?


  1. Who is at the party for Natalie?


  1. What does it mean to “Contrast” different settings? Read the last paragraph on page 190 and explain how the author contrasts the view of the night to the view of the cell house.



ACDMS: Comprehension Questions

Chapter 35- 40

  1. What does Moose see when he comes in the room. Describe how he views this scene.




  1. Why doesn’t Moose’s mother want to have the conversation about Natalie’s age?



  1. What is Moose’s father’s reaction when he comes in and hears Moose and his wife arguing about Natalie’s age?



  1. Do you think Moose’s mother feels betrayed by Moose and her husband?



  1. What is Moose’s father proud of? How does his pride differ from the emotions of Moose’s mother?



  1. Natalie makes a joke with Mr. Purdy. What is the significance of this?



  1. Moose’s mother explains how Moose reacted and how he didn’t care about his mother’s feelings. Do you think she is right? Do you think Moose cared if he hurt his mother?




  1. What happens to the family when Mrs. Caconi calls? Describe the reactions of each one of the family members.


  1. What is the decision of the school?


  1. Name three of the things Moose’s mother has done to help Natalie.



  1. Out of all of these things, what seems to have helped Natalie the most?


  1. What does he talk to Mrs. Kelly about? How does Mrs. Kelly keep Natalie in the present and away from her personal world?


  1. Explain this quote, “Now I understand. When you love someone, you have to try things even if they don’t make sense to anyone else.”



  1. Why does Moose go to see the Warden?


  1. Who does Moose come up with as a possible influential person to help Natalie?




  1. What is the Wardens response?



  1. Describe Natalie’s reaction after the interview with the school.


  1. What one sentence revolves in Moose’s head?


  1. What plan does Moose come up with in order to contact Al Capone?



  1. What kind of plan did Piper come up with to contact Al Capone and what did she ask for?




  1. Summarize the last chapters of the book. Use correct paragraph form with topic sentences and evidence from the book.


Al Capone Does My Shirts Activity #1
Directions: Create a timeline for Moose that details all of the positive and negative events that have happened to him up until Chapter 20 in the book.


  1. Create 2 columns on a sheet of paper. Each column needs to have a title that tells the reader what the column is about. Be creative with your title and your descriptions of Moose’s ups and downs.




  1. Find examples of events from the book that have happened to Moose and that fit into each category. Include the day and date for each event.




  1. On another piece of paper, find pictures that depict Moose’s events and create a collage. The pictures can be found in magazines, newspapers, and off the internet.

Student Activity 2

Character traits: In this activity you will choose your favorite character from the book and analyze the traits of this character and how you connected with this character by creating a trait flip book.

What you’ll need: Copy of Common Character Traits sheet, 2 sheets of 8 ½ x 11” white construction paper, scissors, stapler, markers or colored pencils.

Steps:


  1. Choose a character from your reading and pick three traits (use the Common Traits sheet for ideas) that the character displayed in the story.

  2. Take two sheets of white construction paper and fold them in half lengthwise. Crease them well at the top and put three staples across the top. You will now have four pages.

  3. You now need to cut the second, third and fourth pages into thirds about a ¼ inch from the top of you flip book. You will now have three equal squares to your book.

  4. The cover of the flipbook must include the title of the book, the author, the character’s name + Trait Flip Book. (Ex. Moose’s Trait Flip Book”)

  5. The second page will display each of the three traits you chose in each square.

  6. The third page you will draw the character displaying these traits and you will show support for this trait by using an example from the story.

  7. The last page will be a drawing of you and a description of you following the same trait as the character from the book.

Grading Criteria:

Trait flipbook is completed

accurately according to directions given. 15 Points

Trait flipbook displays three traits

that are related to character from the

book. 10 Points

Traits are supported with evidence

from the story. 15 Points



Traits are connected to self well. 10 Points

50 Points



The jury took nine hours to

convict Capone on 5 counts of

income tax evasion.
Common Character Traits


Active

Adventurous

Aimless

Ambitious

Artistic

Athletic

Awesome

Beautiful

Belligerent

Boisterous

Bold

Bony

Bossy

Bouncy

Brave

Cheerful

Clever

Compassionate

Conceited

Considerate

Cooperative

Courageous

Creative

Cruel

Curious

Dainty

Dangerous

Daring

Deceptive

Dedicated

Demanding

Depressed

Determined

Disagreeable

Distrusted


Dreamer

Dumb

Easy-going

Energetic

Entertaining

Evil

Excitable

Expert

Extravagant

Fancy

Fashionable

Fighter

Freakish

Friendly

Fun-loving

Funny

Furious

Generous

Gentle

Gigantic

Graceful

Handsome

Hard-working

Happy

Helpful

Heroic

Hilarious

Honest

Hostile

Humble

Immature

Impulsive

Independent

Informative

Intelligent

Inventive

Jealous

Jittery

Joyful

Jovial

Judgmental

Kicky

Kind

Know-it-all

Lazy


Leader

Light-hearted

Loud

Lovable

Loyal

Malicious

Mature

Mean

Meddling

Melancholy

Mellow

Messy

Merciless

Mischievous

Miser

Modest

Moody

Mysterious

Nasty

Naughty

Neat

Neglectful

Nice

Noisy

Nosy

Notorious

Novice

Nuisance

Nutty

Obedient

Objective

Observant

Odd

Offensive

Old-Fashioned

Open

Open-minded

Organized

Patriotic

Pitiful

Plain

Poor

Popular

Pretty


Proper

Proud

Prudent

Questioning

Quick

Quiet

Quirky

Realistic

Reasonable

Rebel

Reliable

Remorseful

Reserved

Respectful

Responsible

Rich

Rough

Rowdy

Sad

Self-confident

Selfish

Serious

Short

Shy

Silly

Simple

Sloppy

Smart

Strong

Studious

Successful

Tacky

Tall

Temper

Thoughtful

Timid

Tireless

Trustworthy

Thick-Headed

Ugly

Unbiased

Unethical

Unique

Upstanding

Vain


Vigilant

Villainess

Visionary

Violent

Vibrant

Vocal

Vulnerable

Warm

Wild

Witty

Wonderful

Yielding

Yucky

Zealous

Zestful

Student Activity 3


In this activity you will visit different web sites to read more about autism OR Alcatraz. You will record your information on the “Outline for Writing” page and write an essay on the information you collected. For proper expository essay form writing please visit the following websites:

http://www.thewritesource.com/STUDENTMODELS/WS2K-Friendship.HTM

http://www.orangeusd.k12.ca.us/yorba/expository_writing1.htm

Research Choice 1: You will research the history, symptoms, and treatment of autism. You may find these links helpful:



http://www.autism-society.org/site/PageServer

http://www.autism-resources.com/

Research Choice 2: You will research the history of the island before it became a prison, the penitentiary years (with children on the island), and what Alcatraz is like now in 2010.


Alcatraz island internet sites:



http://www.nps.gov/alcatraz/

http://www.alcatrazhistory.com/

http://students.cup.edu/mor2399/children.htm




Beginning 1 (D)

Developing 2 (C)

Accomplished 3 (B)

Exemplary 4 (A)

Score

Topic

Totally unrelated

Remotely related

Somewhat relevant

Directly relevant




Organization

Not organized, events make no sense

Some organization, events jump around, start and end are unclear

Organized, events are somewhat jumpy

Good organization, events are logically ordered, sharp sense of beginning and end




Quality of Information

Unable to find specific details

Details are somewhat sketchy

Some details are non-supporting to the subject


supporting details specific to subject




Grammar & Spelling

Very frequent grammar and/or spelling errors

More than two errors

Only one or two errors

All grammar and spelling are correct




Interest Level

Needs descriptive words

Vocabulary is constant, details lack "color"

Vocabulary is varied, supporting details need work

Vocabulary varied, supporting details vivid




Neatness

Illegible writing, loose pages

Legible writing, some ill-formed letters, print too small or too large, papers stapled together

Legible writing, well-formed characters, clean and neatly bound in a report cover, illustrations provided

Word processed or typed, clean and neatly bound in a report cover, illustrations provided




Timeliness

Report handed in more than one week late

Up to one week late

Up to two days late

Report handed in on time














Total





Autism or Alcatraz Report Rubric

Gangster Report
Who were the famous gangsters? What did they do?

How did they become famous?
You are going to research your chosen gangster and write about him in a 1-2 page report. In this report, you are going to write about the following:


  • His childhood and background

  • His early years as a criminal

  • His history with the Police and FBI

  • The crimes and situations he is most famous for

  • His death and lasting reputation

In addition to this written report, you are going to create a poster board with pictures of your gangster and factual information about him in bullet point format. Take notes on how to format your paper in the space below.

Your Gangster is __________________________________________.

Student Activity 6



Friendly Letter: If Moose believes that Al Capone is responsible for Natalie’s admission in the school, how would he thank him? Write a thank you letter from Moose to Capone, following proper friendly letter format.

Make sure when you are writing the thank you letter you consider the first letter Moose wrote to Al Capone on pages 209-210 to set the tone of the thank you letter. Also, when creating the letter think about how Moose is feeling that Al Capone helped to get his sister into the school and make sure that is conveyed in the letter.

Here are some sites to help in writing a letter in proper friendly letter format:

http://readwritethink.org/materials/letter_generator/

http://www.abcteach.com/Writing/FLinfo.htm

http://englishplus.com/grammar/00000144.htm

http://www.oswego.org/testprep/ela4/c/impatica/juliefriendlyletterl2.html


Rubric for the Friendly Letter

 

 

 

 

 

Score

1 (D) 74%

2 (C) 83%

3 (B) 92%

4 (A) 100%




Layout/ Design

Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a friendly letter.

Letter appears busy or boring. Text may be difficult to read. May have some grammar and or punctuation that indicates it is a friendly letter.

The letter is eye-catching and attractive. Text is easy to read. Grammar, style, and punctuation is indicative of a friendly letter.


The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent for a friendly letter.

Information, style, audience, tone

Information is poorly written, inaccurate, or incomplete.

Some information is provided, but is limited or inaccurate.

Information is well written and interesting to read.

Information is accurate and complete, is creatively written, and is cleverly presented.

Accurate Parts of the Friendly Letter

Improper form is used.

Most friendly letter elements out of place or missing.

Some friendly letter elements may be missing.

Letter is complete with all required elements.

Grammar, Punctuation, and choice of words for the friendly letter

Grammar, punctuation, and choice of words poor for a friendly letter.

Information mislabeled or missing. Inaccurate punctuation or grammar.

Style, purpose, audience, grammar, and punctuation all fair and indicative of a friendly letter.

Excellent job on presentation, style, grammar, and punctuation.

Following Classroom Guidelines and Directions


Students are often out of their area without permission and are disruptive to the class.

Students occasionally leave area without permission.

Students stay in their area and talk quietly to their own partner only.

Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions.






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