Lora Kelly

English Language Arts

Standards: CC.1.2.6-8.B: o Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text CC.1.2.6-8.C o Analyze how a text makes connections among and distinctions between individuals, ideas, or events CC.1.4.6-8.A o Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly CC.1.4.6-8.H o Introduce and state an opinion on a topic Goals/Objectives: Students will be able to distinguish between a crime and an accident Students will be able to examine evidence of a crime presented in anecdotal and statement form Students will be able to generate ideas of known information Students will be able to make connections and distinctions between suspects statements Students will be able to state opinions regarding who the main suspect is, and why Materials: Folders: provided by teacher with two sheets of lined paper Pencil/pen Lesson Plan: Hook (5minutes): Introduce the scenario: o A millionaire was reported dead, but now his body is missing. Four of his close friends are all named as suspects as they were in attendance of his weekend-long housewarming party during the time of his death. We need to solve the crime; was it a murder? Or did the millionaire stage his own death? Or is he really dead? Body (25minutes): Read each of the statements from the suspects: o Kendra Goode: What we know: she has pierced ears and a white powder was found on her tennis shoes Statement: My name is Kendra and I am an artist. I went upstairs to take a shower in the bathroom at about 2:30pm. I think that I heard a womans voice downstairs. I came downstairs as soon as Alfredo called out at about 3:00. o On the lined paper, answer:

Lora Kelly

English Language Arts

What do we know about Kendra? What can we say about the relationship that she had with the millionaire? Should she be a suspect in this case? Why? Why not? Should she be considered a suspect in this case? Why? Why not? o Vera Cruise: What we know: she has pierced ears, a white powder was found on her tennis shoes, she loves candies with brown coating and she was wearing a white wool sweater Statement: My name is Vera and I am a chemist. I went for a walk at about 2:00pm in the hills behind the house. I came back to the house when I heard Alfredo call for help at about 3:00. o On the lined paper, answer: What do we know about Vera? What evidence might we have against Vera? Should she be a suspect in this case? Why? Why not? o Gene Poule: What we know: he has a faithful dog that always follows him, he was wearing beach sandals and a white wool sweater, he had a pen in his pocket, and he has a pierced ear Statement: My name is Gene and I am an office manager. I took my dog Sasha down to the beach for a walk at noon. After taking off my sandals, I fell asleep with Sasha lying next to me. When Alfredo called out at about 3:00pm, I woke up and brought Sasha up right away. I never let Sasha come inside or on to the patio. o On the lined paper, answer: What do we know about Gene? What evidence might we have against Gene? Should he be a suspect in this case? Why? Why not? o Alfredo Fettucine: What we know: he has a cut on his left hand, he had a pen in his pocket, he plays guitar, and he was wearing tennis shoes and a blue sweater Statement: My name is Alfredo and I am a computer programmer. I saw Monei sitting on the patio, so I joined him at about 2:00pm. We each had a can of cola, but we poured them into cups to drink. I set down my cup of cola and went to the bathroom at about 2:45pm. When I came back 10 minutes later, I found Monei lying dead on the floor, so I called out to the others at about 3:00. o On the lined paper, answer: What do we know about Alfredo? What evidence might we have against Alfredo? Should he be a suspect in this case? Why? Why not? Conclusion (10minutes): Each of the students should take notes during the whole-group discussion

Lora Kelly

English Language Arts

o Has a crime been committed? Can someone make an argument that it was an accident? o What evidence do we have? o Who do you all think is the main suspect in this case? o What evidence seems to contradict something else? Present students with evidence that we will be working with for the duration of the unit: o Cup with fingerprints o Note left in wastebasket o Imprint of a secret note o Footprints Accommodations: For students who may need extra support: o As students are not required to stay silent, they have the availability to consult with peers o The task at hand is less about getting a right answer, and more about the students recording opinions- low stress o I will be available to walk around to each of the students and give individual attention if needed For students who are finished early: o Each of the students will be prompted to elaborate on their opinions o Or, students can help others in their groups if they are a bit ahead of the group Anticipation of Student Responses: If a student becomes out-of-hand in the group, he/she will be asked to take a break o This is a school-wide management technique in which the students remove themselves from the group for roughly 15 seconds and return when calm Students will be grouped in such a way that there is a range of grades, in which case students can help one another Assessment: Formal: o Students will hand in their papers for evaluation of written opinion Evaluation will be of the students work in terms of whether or not they were able to clearly support their opinions using evidence from suspect statements from their group discussions Informal: o Students will engage in discussion How will they use the new information to make inferences about who may have killed Mr. Monei? How will they decide what it means when there is conflicting evidence?

Lora Kelly

English Language Arts