Lesson #1: Mystery Genre

Caitlyn Sehl

Lesson Components
Identification of the
Class
Virginia Standards of
Learning & National
Educational Technology
Standards (Students)

Lesson Objectives

Materials
Procedures

Description
Subject: English/Language Arts
Grade: 7th
Number of Students: 32
Virginia SOL: 7.5 The student will read and demonstrate
comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
b) Compare and contrast various forms and
genres of fictional text.
c) Identify conventional elements and
characteristics of a variety of genres.
NETS-S: (Used in the summative assessment)
Critical thinking, problem solving, and decision
making
1. Students use critical thinking skills to plan
and conduct research, manage projects,
solve problems, and make informed
decisions using appropriate digital tools
and resources.
a. Identify and define authentic problems
and significant questions for investigation
b. Plan and manage activities to develop a
solution or complete a project
c. Collect and analyze data to identify
solutions and/or make informed decisions
d. Use multiple processes and diverse
perspectives to explore alternative
solutions
The students will comprehend a variety of fictional
texts.
The students will compare and contrast genres of
fictional text
The students will identify elements and
characteristics of fictional genres
Pencils, paper/notebook
Warm-up:
Watch a clip from Miss Marple.
Ask the students to write down a conclusion they
came to about it. What sort of mystery is going to
happen? Who are some suspicious people?
Activity:
Discuss the aspects of mystery fiction
1. Suspense

2. Action
3. Entertaining/intriguing protagonist
4. Clever antagonist
5. Solving of a crime/mystery
Begin reading The Adventure of the Solitary
Cyclist by Sir Arthur Conan Doyle. (would
probably take a few days to read)
1. I would begin reading aloud but I would
take volunteers to read as well.
2. Pictures of important parts in the plot
would be shown as we read.
After being introduced to most of the characters, I
would stop and have the students think about
each character.
1. They would build upon the thoughts they
had just watching the video clip at the
beginning of class. Using the techniques
they used during that process to find
suspects and possible crimes that could
have happened.
2. I would want them to create a possible
outcome for the story and what they think
might happen by the end of the story. A
short paragraph (4-6 sentences) is what
they would create with their predictions.
Wrap-up:
I would have them discuss with their neighbors
(groups of 2-3) what their predictions are and
why they believe that could be true.
I would have them share their predictions with
the class.
Assessment & Evaluation Formative: Their predictions and small group
discussions.
Summative: The students will complete a project
groups of 4 (8 total groups) where they create a solution
to the crime, a perpetrator of said crime, and a possible
reason behind the crime. They would only be allowed to
use online sources that I provided for them, so that they
couldnt look up the real answer, and it would be done in
class so that I could monitor. They would create a
recreation of the crime scene on video and show it to
the class.