Middle School Mystery Genre Unit

Education
440 Monique Gayles

Fall 2010 Unit Plan Project

Mystery Genre Studies Unit Plan
1
Education 440 Monique Gayles

Table of Contents
Unit Plan Element Page Number

Cover Page 1
Table of Content 2
Cover Letter 3
Text Rationale 8
Unit Plan Calendar 10
Day 1: Mystery Introduction Overview 11
Day 1: Mystery Introduction Lesson Plan 12
Day 1: Mystery Introduction Supplemental 14
Reading
Day 2: Mystery Terminology Lesson Plan 19
Day 2: Mystery Terminology Supplemental 21
Worksheet
Day 2: Mystery Terminology Student 23
Worksheet Key
Day 3: Recipe of Mystery Short Stories Lesson 24
Plan
Day 3: Recipe of Mystery Short Stories 25
Supplemental Student Worksheet
Day 6: Plot Exposition Review Lesson Plan 26
Day 6: Plot Exposition Review Student 27
Handout
Day 6: Plot Exposition Review Student 28
Handout Key
Reading Journal Rationale 29
Reading Journal At A Glance 30
Reading Journal Student Packet 31
Day11: Making Inferences Mini-Lesson 36
Day 11: Making Inferences Student Handout 39
Day 11: Making Inferences Student Worksheet 40
Day 16: How Do Detectives Pick Suspects? 41
Lesson Plan
Day 17: Suspect File Mini-Lesson 43
Day 17: Suspect File Student Handout 46
Day 17: Suspect File Student Worksheet 47
Day 18: Prosecution Presentation Lesson Plan 48
Day 18: Prosecution Presentation Evaluation 50
Rubric
Final Assessment Rationale 51
Final Assessment Student Handout 52
Final Assessment Grading Rubric 53
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Mystery Unit Plan Cover Letter
Dear Mr. Wright,
The Unit Plan that follows this letter is a spin off to the mystery unit that you taught
during my practicum experience in your classroom. Watching you teach The Westing
Game inspired me to design a unit of my own around the text. In my mystery unit of The
Westing Game I take a different approach with addressing the needs of the students in a
variety of lessons and activities that ultimately focus on writing, editing and revision.
Overview
This Unit Plan will focus on the mystery genre with the novel The Westing Game by
Ellen Raskin. Through this unit students will learn the elements of mystery by
internalizing the skills of a detective. The novel will allow students to act as the detective
to discover the culprits in the various mysteries that create the story line. This novel is
best for the seventh graders at Belleville North Middle School because it will give them
confidence and enjoyment at the same time. The book is a fairly easy read, but it allows
students to make use of context clues to understand vocabulary and to witness the
mystery terminology they will be learning in action. This text and several of the activities
incorporated in this unit will allow students to role-play as a detective learning the skills
and thought processes that detectives make to investigate a crime and suspects. The unit
is designed to build on prior knowledge of previous experience with the genre of mystery
through brainstorming activities that will assist the students in creating definitions and
breaking down the mystery genre. Building on the prior knowledge of students will give
them the confidence to establish connections between the information I will present to
them and the knowledge that they have from their own experiences.
The unit will run for six weeks; each week we will cover a different concept that will
allow us to better comprehend and interrupt the text. Those concepts include: mystery
genre introduction, mystery terminology, plot exposition and making predictions, making
inferences, and characterization. This unit is also built around four essential questions: 1.
How do we solve mysteries? 2. How do detectives think? What type of skills do
detectives use to think? 4. What do we need to do to think like a detective? Through
these concepts and essential questions students will be able to investigate the structure,
vocabulary and genre unique characteristics to mystery. As a final assessment students
will be required to create a mystery short story to show their mastery of the skills and
concepts that were taught through this unit.
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Explanation of Goals
Through this unit I have some very specific writing and editing goals that I want to
address with students. Through the unit we will be learning a lot of mystery specific
terminology but it is also very important that they practice the writing process. All of the
exercises in the unit plan students are encouraged to brainstorm, write, edit and revise
their work. The following rationales are for the goals of the unit.
o Students will create a working and final definition for mystery.

 In my Educational Psychology class I have learned that students
retain information better if they feel that they have contributed in
the creation of their knowledge. The discussions in the
introductory lesson, and the ones throughout the unit will allow
students to customize their own definition of mystery. This will
encourage every student to participate in the mystery unit because
we will be defining it through their own personal experience and
the experiences that we have as a class. This will address state
standards under the mystery genre studies that all students are
expected to have knowledge of in the seventh grade.
o Students will analyze the roles and elements that are incorporated into
mysteries.
 Students will be encouraged to analyze mystery through The
Westing Game novel, shot video clips, and their own personal
experience. This will allow students to meet a common core
standard that states students should be able to “analyze how two or
more authors writing about the same topic shape their
presentations of key information by emphasizing different
evidence or advancing different interpretations of facts.” Students
will use the different media outlets to analyze how they produce
the same elements of mystery in similar and different ways. This
will be the foundation that students need to be able to self-define
and analyze the elements associated with the mystery genre.
o Students will make inferences based on character interactions and clues from the
novel.
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 In this goal I want to address the importance of inferences and
allow students to recognize how they use them everyday without
even realizing it. The exploration of inferences is designed in a
mini-lesson on Day 11 of this unit. On Day 11 I will introduce the
concept of inferences through modeling, guided practice, and
independent work time. Although the lesson is a general lesson it
will be the foundation to help students understand how they make
inferences everyday and use that knowledge to make inferences
about The Westing Game’s characters and outcome of the story.
o Students will build their vocabulary by investigating vocabulary unique to the

mystery genre
 In this goal I wanted to address the important literary terms
specific to the mystery genre. I chose this route instead of your
traditional vocabulary words from the book, because I think that
we will have several other chances to focus in on the “hard words”
of any book. The Westing Game offers so much more than that
when it comes to vocabulary; it allows students to see the literary
terms that they will learn about in Day 2 of this unit, in action
throughout the text. This takes us beyond the simple general
knowledge of, for example, knowing what the dictionary definition
of red herring, because in The Westing Game we get a few
examples of red herrings that will allow students to witness them
and label them using their new mystery vocabulary.
Relationship of Unit Components
In this unit I want to explore the mystery genre in a completely different approach from
the traditional literary studies, since the mystery genre is easily set a part from other
genres. When I begin the unit I incorporate a lot of introductory lessons on mystery and
helping the students to understand that they have, at one time or another, been exposed to
the mystery genre. When I make the students feel knowledgeable about a subject they can
feel confident when they share their experiences and/or answer questions posed for the
class. At the same time I want to show students that mystery does take a similar plot
structure of other genres. This idea is introduced through a review on Day 6. On Day 6
Students and I will briefly go over plot structure, because they should already be familiar
with it from other genre studies. After the review of the plot structure the students and I
will use the plot structure worksheet to begin outlining the plot structure of The Westing
Game in Week 2.
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After making it clear that this is an exploration unit that the students and I will embark on
together through self reflection and prior knowledge, I also want to make it clear that
there will be a strong emphasis on the writing process, particularly writing, peer editing,
and revising. I establish this in the first week of the unit where I will encourage students
to write a mystery short story before we begin The Westing Game, but immediately after
the introduction to the unit. This short story will be the short story they will revise in their
final assessment of the unit. I chose to have students stick with the same story so that they
too can witness their growth over the duration of the unit. By the end of the unit I expect
the short stories to be full of the elements of mystery that we have talked about
throughout this unit and be well groomed grammatically.
The reading journal was another element that I incorporated in this unit. I think that
students are able to comprehend what they have read after they have given it some
careful thought and consideration. The reading journals will allow students to focus their
reading using the lens that are assigned for each week. Through the reading journals I am
able to focus the students reading of the text, allow them to express their feelings about
the reading response in writing, as well as engage students in the peer editing process that
will be a large part of their final assessment. The reading journals are extended practice
opportunities for peer editing and reflective writing that involves making claims and
solidifying them with evidence.
My Teaching Philosophy Incorporated
I believe that my job as an educator is to develop a community of student writers who can
effectively communicate and interrupt the world around them. My belief is that writing a
double-headed sword that can deliver you from the depths of your lows and show a
glimpse of you in the moments of your highs. It is also what the outside world will use to
judge how capable you are of “making it” in America. Through this lesson I will be
opening up the horizons of my students writing and thinking abilities by introducing them
to the genre of mystery through literary terms and reflective consideration. This unit plan
shows my dedication to making students better thinkers and writers through the array of
activities and lessons that I will teach them through one main text, The Westing Game,
and several supplementary activities and readings.
A section of my teaching philosophy reads, “ On any given day you could walk in my
classroom and see a community of learners, not students that are faced with
disadvantages. This is because my classroom will be a commonplace where we all are
there to achieve a common goal of learning. Although, we are all still individuals in the
classroom we are able to join as one entity to work on a common goal, to learn more and
to be more.” In this unit I intend on holding true to this promise of establishing a
community within my classroom through our sharing of experiences through, our writing,
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and class discussions. This unit reflects the warm, encouraging environment that I would
like to share with my students. I will achieve this environment through the mix of
modeling, guided practice, independent practice, and engaging activities that allow
critical feedback with every step.
I am choosing to share this unit plan with you because I think you will take a interest in
some of the material in this unit plan. I have learned so much being a part of your
classroom the past three months, and I feel that sharing material that was inspired by your
classroom is the least that I could do. It was a pleasure being a part of your class. Enjoy!
Sincerely,
Monique J. Gayles
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Mystery Unit Plan

Text: The Westing Game by Ellen Raskin
Unit Goals:
This unit will be designed to introduce students into the genre of mystery. Although, students will
have had previous exposure to mystery, students will be required to synthesize the structural
components of the mystery genre so that they will be able to create their own mystery short story.
At the start of the unit students will create a working definition of mystery that will be finalized
by the end of the unit. The duration of the unit will be used to explore the structure of mystery,
the elements of mystery and the different styles of mystery. Students will also gain extended
practice on common vocabulary of genre writing, which would include words like antagonist, red
herring conflict, and sleuth. As an essential part of the comprehension and summarization of the
text students will learn to make inferences and draw conclusions from the inferences that they
make to help them better understand the logical work mysteries are supposed to incorporate into
the plot. By the end of the unit:
o Students will create a working and final definition of mystery.
o Students will analyze the roles and elements that are incorporated into mysteries (i.e.
antagonist themes, internal/external conflicts, etc.)
o Students will make inferences based on character interactions and clues from the novel.
o Students will build their vocabulary by investigating vocabulary unique to the mystery
genre.
Essential Questions:
The guiding questions for this unit will fall under the umbrella theme of defining what is the
mystery genre of literature. The essential questions will help students to investigate the structure,
vocabulary and genre unique characteristics to mystery.
o How do we solve mysteries?
o How do detectives think?
o What type of skills do they use to think?
o What do we need to do to think like a detective?
School Context:
This unit plan was created for seventh grade students in Belleville North Middle School.
Belleville North Middle School is one of the two middle schools in Belleville that serves students
in grades six through eight. Specifically this unit is for Mr. Wright’s seventh grade English class.
The classroom is a general education class and has no students that have any special needs at this
time. The unit is designed to build on prior knowledge of previous experience with the genre of
mystery through brainstorming activities that will assist the students in creating definitions and
breaking down the mystery genre.
This unit will consist of a series of mini and hour length lessons for the second half of the first
quarter of school (~6weeks). The beginning of the unit will start around the beginning of the
MEAP, so this until will run about 2 weeks simultaneously, during the hours where students are
not testing. Students will have had previous exposure to the mystery genre in the sixth grade, but
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the seventh grade unit requires that they learn more terminology that is unique to the mystery
genre, and have students to actually write their own mystery short story. After completing an
introduction 3-day lesson where students will be set up to start writing a mystery short story of
their own they will actually write a mystery short story. Once students have constructed their
drafts of a mystery short story they will begin reading The Westing Game, a mystery novel that
will allow them to see the work of a mystery novel in play. During thee reading of The Westing
Game students will read it with a critical eye playing close attention to the structure and the path
that the mystery takes (i.e. the discovery of the problem, the protagonist, antagonist, steps to
solving the mystery and etc.). This will help the students’ prefect their drafts by making changes
to their story lines where necessary.
Rationale for The Westing Game by Ellen Raskin:

The students will use the book The Westing Game as the text throughout the mystery genre. This
book was chosen not only because it was the winner of the Newberry Medal award, but it also
offers a plethora of other mystery unique elements that can be expanded into other genre studies
that students will participate in later in the year. These elements are things such as using context
clues to define words, and making predictions about future events.
The Westing Game requires that students have prior knowledge of everyday things such as
geographical locations, word structure, and sentence structure. The information presented in this
novel will allow students to make logical connections in order to solve the crime of Sam
Westing’s murder. This book will also require that students create inferences in order to construct
the most logical explanation for the order of events. For example, in the book Sam Westing
leaves a will where it is implied that he is murdered and students will have to use the wording,
and reading of the will to make this inference, as well as other assumptions that they will have to
make to solve the mystery.
Perhaps the most useful skill that the students will gain from this novel is the skill to play close
attention to detail. The novel has over sixteen characters that the reader will be responsible for
knowing and making assumptions about. This task will help students to better comprehend the
mystery so that they have a higher success rate of solving the mystery of the Sam Westing’s
murder. The skills that students would gain such as making inferences, and comprehending
character dynamics will be skills that students utilize during the duration of this unit, but will also
be useful in other genres and classes throughout their academic career.
NCTE & District Standards:

The following standards are grade level content expectations from the Michigan Department of
Education. These are also the standards adapted into the curriculum at Belleville North Middle
School.
Objective Assessments:
o R.NT.07.02 Analyze structure, elements, styles of mystery
o R.NT.07.03 Analyze role of antagonists, protagonists, internal/external conflicts,
and themes
o R.IT.07.03 Explain use of writer’s craft and text features
o R.CM.07.03 Drawing conclusions and inferences
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10

Mystery Introduction Lesson Plan

What is a mystery?
Day 1
An Overview: The Big Picture
This lesson is targeted for students in a seventh grade English classroom at Belleville North
Middle School. The lesson should run for the duration of the entire hour. The classroom is a
general education class and has no students that have any special needs at this time. The lesson is
designed to build on prior knowledge with brainstorming activities that will assist the students in
creating definitions and breaking down the mystery genre.
This lesson will be the introduction to a larger mystery unit that students will be taught this
semester. They will be just starting the MEAP, so this lesson will run simultaneously during the
hours where students are not testing. Students will have had previous exposure to the mystery unit
in the sixth grade, but the seventh grade unit requires that they learn more terminology that is
unique to the mystery genre, and have students to actually write their own mystery story. After
completing this 3-day lesson where students will be set up to start writing a mystery short story of
their own they will actually write a mystery short story. Once students have constructed their
drafts of a mystery short story they will begin reading The Westing Game, a mystery novel that
will allow them to see the work of a mystery novel in play. During thee reading of The Westing
Games students will read it with a critical eye playing close attention to the structure and the path
that the mystery takes (i.e. the discovery of the problem, the protagonist, antagonist, steps to
solving the mystery and etc.). This will help the students’ prefect their drafts by making changes
to their story lines where necessary.
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What is a mystery?
Day 1
CT: Mr. Dan Wright

Class Period: 1st hour 8:05-9:03am
Setting: Belleville North Middle School
Objective: Introduce students to the genre of mystery by building off their prior
knowledge/experience with mysteries from television, books, games and etc.
• R.NT.07.02 Analyze structure, elements, style of Mystery.
Instructional Goals: By the end of class students will be able to state the definition of mystery
as a genre and classify books, text, story lines, and characteristics that will fit into the mystery
genre.
Assessment: Students will be given formative assessments through the lesson with the discussion
questions that are listed in the “teaching plan”. Their questions will help me probe students so
that they can begin to think about mysteries and how they can be defined. As a summative
assessment students will write on their brainstorming sheet of paper what they have concluded a
mystery is based on their own experiences and the experiences of their classmates. This will then
lead to the creation of our class definition of mystery.
Materials:
• Pen
• Paper
• Mystery Short Story
• Chalkboard/Elmo/Chart paper
Instructional Procedure:
Tell students that we are preparing to write and read the genre of mysteries. To start off this unit
we will be exploring how mysteries are defined. (2 minutes)
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I will share a short brainstorm on a mystery novel/event that I recall. Then I will ask students to
recall a mystery novel, television show, game, etc. that they remember. (Give students 3-4
minutes to complete this task)
“When I think of mystery I think of Scooby Doo, a cartoon show from my childhood. In
the show Scooby Doo, a dog with limited speaking abilities traveled with a gang of
friends to solve mysteries of the places they traveled. In the show Scooby Doo and his
gang acted as the detectives, while they were trying to catch the villains who were usually
after money. The places that they had to look for clues were spooky and forced them to
break up into groups to try and find clues. Now I want you to take a few minutes to write
down your experience with mystery that you have been apart of, or witnessed through a
book, television or any other place.”
Ask students to turn and share with a partner what they have written on their paper. Then they
must decide on one of their observations to share. (5 minutes)
Have each pair of students share their observation with the class (class brainstorm activity).
While the students are sharing record what is being said using the elmo, chalkboard, or chart
paper. (Students will also record this information in addition to their own thoughts.) While the
students are throwing out ideas I will be restating the ideas out loud and making connections
between the ideas that are brainstormed. (10 minutes)
After sharing our ideas about mysteries we have seen/read we will read a mystery short story
(The Mystery of the stolen lunches) to see if it contains any of the features that we discussed and
recorded in the class brainstorm activity. (9 minutes)
As a class we should engage in discussion so that everyone can share their ideas out loud. The
students should consider their previous experience with mystery and the short story we have just
read. The following questions should be used for discussion:
• What do you think a mystery should be?

• When you think about mysteries, what comes to mind?
• What is your favorite mystery book, movie, or TV program?
• What do you find suspenseful?
• How did the author make you curious?
• What do you think makes a good mystery?
By the end of the discussion we will have created a class definition of what a mystery novel is.
This definition will help lead into the discovery of terminology that is involved with the mystery
novels. (20 minutes)
Notes after teaching the lesson:
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Introduction to Mystery Lesson Plan

Day 1
The Mystery of the Stolen Lunches

Character List: Jeremy Doyle, Larry York , Lisa Abrams, Mr. Clark, Fred Wallace.
It was Monday, and Sunshine Parker hurried to her desk where she pulled open her desk drawer
and threw her purse inside. Locking the drawer, she looked about. No one else had as yet taken a
seat at any of the desks behind her.
Sunshine ran to the lounge and opened the refrigerator door. She placed her brown bag, with its
cherry cola and tuna sandwich on the middle shelf. Her initials were written in blue highlighter on
the top of the bag. There was a half-eaten apple, turning brown around the edges, on the bottom
shelf. Sunshine wrinkled her nose. She had brought the apple to work the Wednesday before.
When she went to the lounge for her last break, someone had taken a bite of it.
There was a sound from the doorway, and Sunshine glanced around to see her boss, Mr. Clark
striding into the room. "Hello, Miss Parker. What are you doing in here?"
"I was just putting my lunch away," she stammered. Sunshine was nervous around her boss.
"Alright. I've put some files there for you to complete and put away." Mr. Clark walked toward
the refrigerator as Sunshine retreated back toward the area where her desk was located. She made
a mental note that Mr. Clark didn't have anything in his hand. Why was he looking in the fridge?
Sunshine sat down at her desk and picked up a paper lying there. It was a note, scribbled to her
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and she read, Watch out. Someone is stealing lunches." Sunshine looked about her. Fred Wallace
and Larry York were standing near the time clock talking. Jeremy Doyle and Lisa Abrams were
both seated at their desks, their fingers clicking computer keys.
Sunshine didn't recognize the handwriting on the note. She wanted to ask who had written it, but
if she asked someone, they might be the lunch thief. She didn't want to let anyone know that she
knew about the stolen lunches. She hadn't put her name on the apple, so no one could know it was
hers.
She bent over the files and turned to her computer. After a few minutes of working, she realized
Larry York was looming over her, a scowl on his face.
"Do you like apples, Miss Parker?" he asked.
"Yes, Sir, I do." She couldn't imagine why he would be asking. Was he the one who had eaten a
part of her apple?
"So was that your apple in the fridge?" Once more, Sunshine noticed the scowl on his face.
"I had an apple, but someone ate part of it. Why?" Sunshine was nervous and her hands shook on
the keys. Larry was the personnel manager and he could fire her.
Larry York took a pen from his pocket and scribbled something on a piece of paper. "Thanks', he
said and walked away.
The morning went quickly and the stack of files became smaller. She thought she might be
finished by noon and after lunch she would file them all away. Her fingers flew across the keys,
entering the information into the computer database.
A rustling noise at her back caused her to pause and look around. Lisa was opening a brown
lunch bag. As Sunshine watched, Lisa took out a can of soda. It looked very much like her cola,
the one she had put in the fridge earlier that morning. She could almost feel the words about to
pop out of her mouth. Then, Lisa reached in the bag again and as Sunshine waited, holding her
breath, Lisa took out a banana and a plastic bag holding crackers and cheese.
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"Why are you watching me? " Lisa asked.
"I'm sorry. I just wanted to see what you had," she stammered.
"Why? Didn't you bring your own lunch? I don't have enough for both of us." Lisa was staring at
her as she opened her lemon cola can.
"Oh, no, I brought my lunch. I don't want yours. I just needed to know," and her voice trailed
away.
"Are you the one whose been taking my lunch?" Lisa's voice was angry.
Before Sunshine could answer, Lisa turned away and began eating her crackers. Sunshine was
embarrassed, but she realized she was going to be late for lunch. Jumping up, she pushed back her
chair and hurried to the lounge. As she opened the door of the refrigerator, she held her breath.
Her lunch sack was gone.
"Yours too?" A voice came from behind her, and she turned. Jeremy was smiling at her.
"Lose your lunch? He asked.
"Yes. Do you know who took it?" Sunshine noticed that Jeremy held a brown paper sack,
crumpled up in his hands.
"I wish. Whoever took it, probably took mine last week. And they stole my walnut brownie
today." Jeremy tossed the paper sack into the trash can and walked away.
Sunshine wanted to cry. She had talked to Lisa, Jeremy, and Larry. She felt fairly sure that neither
Lisa nor Jeremy had taken her apple last week, and her lunch today. Larry was asking her
questions, but only about whether she liked apples. Could it be that Larry wanted to know whose
apple he had bitten? She didn't think so, but decided she had to find out for sure.
First, though she needed to get something to eat. There was a cold drink dispenser down the hall
and a sandwich machine across the lounge. Turning, Sunshine hurried over the tile and searched
in her purse for quarters. One of the items said it was a tuna sandwich. Not knowing how old it
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was, she swallowed hard and stuck in a dollar bill. She couldn't find any quarters. The sandwich
was a dollar and a quarter. She would have to put in two bills. The machine spit out her sandwich
and picking it up along with the change, she raced from the room to buy a cola to wash it down.
Sunshine was returning from the hallway when she nearly bumped into Larry. "Miss Parker? I
thought you had a lunch in the fridge. I saw it there earlier. What happened?"
"Oh, Mr. York, Someone stole it. I had to buy a drink and sandwich and I think I'm going to be
late getting back to work." She gulped down a swallow of the cola. "How did you know I brought
a lunch?"
"Mr. Clark told me. I saw him looking at it. Someone has been stealing lunches and your apple.
We're trying to find out who it is." Larry took the paper and pen from his pocket and scribbled
again.
"Did you leave the note on my desk this morning?" she asked.
"No, that wasn't me. It may have been Jeremy Doyle. Will you give me the note and I'll check it
out?"
Sunshine walked back to her desk with Larry following her. The note was lying where she had
put it, behind the pencil cup. She pulled it out and placed it in his hand.
"Thanks. If I find out anything, I'll let you know."
Sunshine sat down and quickly ate the stale tuna sandwich. She wondered who could be taking
the lunches. She found a clean napkin in her purse and after wiping her hands decided she had
better take a trip to the ladies room.
On her way to the ladies room, she passed by Fred Wallace's desk. In the trash can lay a cola can
and a crumpled paper sack. Sunshine wasn't sure, but she thought she could see some blue writing
on the sack's top. As she paused to try to see for sure, Fred looked up from his desk.
"Can I help you with something?" he asked politely.
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"Oh, no, I just thought I saw something familiar." Sunshine wanted to be sure it had been her
lunch sack, but she couldn't see well enough without moving it.
"In the trash can? That's just a lunch sack. I could use it again except that I got chocolate icing on
it. You didn't want it, did you? Or maybe you save aluminum cans?"
Fred reached into the trash hamper and picked up the cola can. "You can have it if you'd like." He
held it out to her. Sunshine's eyes lit up at the sight of the can.
Sunshine saw Larry heading in their direction and stepped away from Fred's desk.
"I have something to tell you, Mr. York. I think I know who did it."
Solution:
Fred Wallace stole her lunch and Jeremy's chocolate brownie

The crumpled paper sack in his hamper (CLUE)
The chocolate icing on the sack (CLUE)
The cola can (CLUE)
Lisa had a banana, crackers and cheese and lemon cola
Jeremy had something stolen from him and left her a note.
Mr. Clark made sure she had a lunch and that she wasn't stealing one instead
Larry York was trying to find out who was stealing lunches
** This story was adapted from Helium.com and was written by Summer Tyme
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Mystery Terminology
Day 2
Objective: Introduce students to the terminology that will allow them to think more critically
about the concepts in mystery writing.
• R.NT.07.03 Analyze role of antagonists, protagonists, internal/external conflicts,

and themes
• R.NT.07.04 Analyze author’s craft including theme and point of view
• R.IT.07.03 Explain use of writer’s craft and text features
Materials:
o Mystery short story

o Terminology List
o Markers
Recap with students the introduction to the mystery genre lesson and tell them that today we are
going to learn about terminology that goes with the mystery genre.
Pass out the terminology sheets to all students.
The students and I will go over each term to create a definition. When it gets to a word that no
one knows I will give the students clues as to how to find out what the word is. If students are
still confused we will look up the word in the dictionary.
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After every definition the students have to give me an example of the term just discussed.
After reviewing all of the terminology on the sheet, we will use the mystery short story to point
out these things in the story.
We will reread the story as a class and I will have students point out the examples of the
terminology we just learned. If students miss an example I will point out the example and ask that
they associate it to a term.
Once the students have identified the examples in the story they should have a marker to highlight
the terminology on the list and take that same marker and underline the place in the story where it
occurs. (For example, when there is an alibi being told we will under the alibi in the story in blue
and highlight the word alibi on the terminology sheet in blue as well.)
• This activity will work as the assessment of what students have learned about the terms
By the end of this lesson students will have learned the definitions of mystery terminology and be
able to point out examples of them. The story and the terminology list will be useful as a guide in
case students need to refresh on terminology while writing their own novels. The highlighting of
the text is useful because it connects the definition with an example.
This will lead up into the Day 3 lesson where I will introduce students to the structure and
“recipe” of mystery short stories.
Handouts: (pages that follow)
20

Day 2: Mystery Terminology
Alibi:
______________________________________________________________________________
______________________________________________________________________________
Clue
______________________________________________________________________________
______________________________________________________________________________
Deduction
______________________________________________________________________________
______________________________________________________________________________
Evidence
______________________________________________________________________________
______________________________________________________________________________
Red Herring
______________________________________________________________________________
______________________________________________________________________________
Sleuth
______________________________________________________________________________
______________________________________________________________________________
Suspects
______________________________________________________________________________
21

______________________________________________________________________________
Witness
______________________________________________________________________________
______________________________________________________________________________
Genre
______________________________________________________________________________
______________________________________________________________________________
Protagonist
______________________________________________________________________________
______________________________________________________________________________
Antagonist
______________________________________________________________________________
______________________________________________________________________________
Dynamic Character
______________________________________________________________________________
______________________________________________________________________________
Static Character
______________________________________________________________________________
_____________________________________________________________________________
Plot
______________________________________________________________________________
______________________________________________________________________________
Exposition
______________________________________________________________________________
______________________________________________________________________________
Rising action
______________________________________________________________________________
______________________________________________________________________________
Climax
______________________________________________________________________________
______________________________________________________________________________
Falling Action
______________________________________________________________________________
______________________________________________________________________________
Resolution
______________________________________________________________________________
______________________________________________________________________________
Idioms
______________________________________________________________________________
______________________________________________________________________________
Conflict
22

______________________________________________________________________________
______________________________________________________________________________
Setting
______________________________________________________________________________
______________________________________________________________________________
Interference
______________________________________________________________________________
______________________________________________________________________________
Foreshadow
______________________________________________________________________________
______________________________________________________________________________
Point of view
______________________________________________________________________________
______________________________________________________________________________

Day 2: Mystery Terminology (KEY)
Alibi: A story from a suspect in which they claim to have been a place other than the crime site.
Clue: Aid in solving mysteries
Deduction: The conclusion that was pieced together
Evidence: A sign/ proof of a crime or guilt
Red herring: A misleading clue
Sleuth: The detective on the case
Suspects: A person who is believed to be guilty of the crime
Witness: A person who watched the crime take place
Genre: Category of artistic work
Protagonist: The main character of the story (hero)
Antagonist: The character in conflict with the main character
Dynamic Character: A character that undergoes a permanent change in the story
Static Character: A character who goes without change the entire story
Plot: The story line (what the story is about)
Exposition: Detailed description of discussion of details
Rising action: The actions/events that happen before the main event of the story
Climax: The key moment of the story
23

Falling Action The actions/events that happen after the key moments are dealt with.
Resolution: The final decision made in the story
Idioms: Fixed expression with non-literal meaning (ex. break a leg)
Conflict: The plot tension of a story
Setting: The location that a story takes place
Interference: An action taken to stop another person or thing’s progress
Foreshadow: A warning signal of what is about to happen next
Point of view: A perspective that someone has.
Mystery Introduction Lesson

Recipe of Mystery short stories
Day 3
Objective: Introduce students to the brainstorming activities to writing mystery short stories.
• W.PR.07.01 Purpose, audience, style

• W.PR.07.02 Pre-write
Materials:
• Handouts from Previous lessons

• Mystery recipe handout
• Pen
• Paper
The class and I will create our own mystery story outline using the brainstorming worksheet
First we must create a plot summary (what will happen in our story)
24

We will use the 5 W’s and H
• Where- Where will your story take place?
• Who- Who is the detective, villain, and victim?
• What- What crime will be committed?
• When- When was the crime committed?
• Why- What is the motive?
• How- How was the crime committed and solved?
We will go over the expectations of the following handout, then students will break up into
groups where they will use the handout to brainstorm their mystery essay. A group will consist of
2/3 students. They are all required to have a handout completed, but they will compose 1 essay to
turn in.
After the Brainstorm activity is finished students will spend the next 2 days (Day 4 &5)
composing their essay.
The Recipe of Mystery Short Stories

Day 3
1. Start with a crime: What will be the mystery in your story? What are the characters of the
story trying to solve? What will the crime scene look like? Where is the crime scene?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Add an investigator: Who will be the person acting as the detective? What will they look
like? Is it a professional detective or are they just a normal everyday person?
a. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Throw in two or three suspects: Who will be the suspects? What makes them a suspect?
How will they look? What are their alibis when questioned about the crime?
25

a. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Add a twist of Surprise: Will your story have a twist/surprise? What will it be? Who will
it include? What will it help the detective realize?
a. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Solve the crime: How will the detective solve the crime? Who will be guilty of the crime?
How does the detective figure this out? Why was the crime committed?
a. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Create a happy satisfying Ending: What happens to all the characters after the crime is
solved? Give explanations of why the story took the path that it did. Make sure you tie up
all loose ends here.
a. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Mystery Unit Plan

Plot Structure Review

Day 6
Lesson Rationale: Students will be familiar with the plot structure, but this short lesson
will serve as a review so that students can begin thinking about the plot structure of The
Westing Game as we begin reading.
Objective: Students will be refreshed on the components of plot structure.
Materials:
o Plot Structure Worksheet

o The Mystery of the Stolen Lunches (Day 2)
o Pen
26

o Elmo
o Paper
o Students will be asked to share plot structure components from memory.

o Together we will review the components
 Exposition
 Rising action
 Climax
 Falling action
 Resolution
o Using the plot of Mystery of the Stolen Lunches we will complete the Plot Structure
worksheet.
o Tell students that we will now begin reading The Westing Game to find the exposition of
the plot structure for the story.
o After 20 minutes of reading the students will complete the exposition portion of the
structure worksheet for The Westing Game.
Plot Struture Outline
1. Exposition
2. Rising Action 2. Rising Action
27

3. Climax
4. Falling Action 4. Falling Action
5. Resolution
Plot Structure Outline (KEY)
1. Exposition (Provides background information, setting information, as well as character
descriptions.)

28

2. Rising Action (Events that build 2. Rising Action

up the tension in the story.)
3. Climax (The most intense part of the story that the rising action has built up to.)
4. Falling Action (Ties up the loose 4. Falling Action

ends of the story, as the tension
decrease.)
5. Resolution (The final outcome of the story.)
The Westing Game Reading Journal

Rationale
Overview: The purpose of the reading journal is to provide students with the opportunity to
utilize and show their mastery of the concepts that we will be covering during the duration of the
29

unit. There will be four assigned reading journals in which students will apply their knowledge of
plot exposition, inferences, detective knowledge, and persuasion. Students will start their reading
journals in Week two and complete one a week until Week five. The reading response topic will
correspond to the theme of the week.
Students will also be assigned a partner and it will be their responsibility to edit their partners
reading journal every Friday that there is a reading journal assigned. This will allow students to
brush up on their editing skills as well as see what others think about the themes we are
discussing.
Process: At the start of the lesson on days that reading journals are assigned students will be
introduced to the reading response prompt for that day. This will help students read with a critical
lens of the theme for the week. Then students will begin their 25 minutes of silent or group
reading. After the reading time is up students will have 10 minutes to response to the text in their
reading journal. Once students have completed their responses I will lead the class discussion by
asking students to share their responses. (This process will be followed on Days 9, 14, 19 & 24)
On days where there is reading journal edits the reading and discussion would go as planned, but
the 10 minute reading response time will be switched to a 10 minute editing response. (This
process will be followed on Days 10, 15, 20 & 25)
I will collect the reading journals at the end of each week to review what students are writing
about and how their peers are commenting on their writing. In this time I will also make edits and
comments if necessary.
Common Core Standards:
o Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and example
o 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
Assessments: The reading journal itself will serve as a summative assessment of the students’
ability to apply the concepts and themes that the unit will address. The entries and class
discussions will help me to gauge students’ progress.
o Reading Journal (4 entries & 4 edits total)

o Class Discussions
The Westing Game Reading Journal
At A Glance
30

Week Number Theme Reading Response Prompt
Week 2 Plot Exposition & Predictions What stages of plot exposition

do you I identify chapters 5 &
6 in? What predictions can
you make about the 16 Heirs?
Week 3 Making Inferences What type of inferences can

you make about the characters
with the given information on
them?
Week 4 How Do Detectives Pick What character did you pick

Suspects?/ Characterization for your suspect? Do you still
think that person is a suspect?
What character was presented
that you now think is a
suspect?
Week 5 Reflection & Catch-Up Write a letter to Ellen Raskin

telling her why you liked her
novel. Or Write a letter to your
friend recommending the
book. While writing your
letter think about the elements
of mystery that we have
learned and explain why The
Westing Game does or does
not make a good mystery
novel.
31

The Westing Game

Reading Journal
Name: ________________________________________________
Hour: ________________________________________________
32

The Westing Game
Reading Journal
Chapters Read: ______________ Date: _________________
Reading Response # 1
What stages of plot exposition do you I identify chapters 5 & 6 in? What predictions can you
make about the 16 Heirs?
Editor Name: __________________________________________

Editor Comments:
______________________________________________________
______________________________________________________
______________________________________________________
33

______________________________________________________
______________________________________________________
The Westing Game
Reading Journal
Chapters Read: ______________ Date: _________________
What type of inferences can you make about the characters with the given information on them?
Editor Name: __________________________________________

Editor Comments:
______________________________________________________
______________________________________________________
34

______________________________________________________
______________________________________________________
______________________________________________________
The Westing Game
Reading Journal
Chapters Read: ____________ Date: ___________________
What character did you pick for your suspect? Do you still think that person is a suspect? What
character was presented that you now think is a suspect?
Editor Name: __________________________________________

Editor Comments:
______________________________________________________
35

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
The Westing Game

Reading Journal
Chapters Read: ____________ Date: ___________________
Write a letter to Ellen Raskin telling her why you liked her novel. Or Write a letter to your friend
recommending the book. While writing your letter think about the elements of mystery that we have
learned and explain why The Westing Game does or does not make a good mystery novel.
Editor Name: __________________________________________

Editor Comments:
______________________________________________________
36

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Mystery Unit Plan
Mini-Lesson (During Week 3)
Mini-Lesson on Making Inferences

Day 11
Lesson Rationale: This lesson will occur in the third week of the unit, where the theme
of the week will be making inferences. Later in the week students will be required to
response to a prompt in their reading journal that will ask them to make inferences about
the story; this lesson will help them understand what an inference is and how to make
them.
o This activity will lead up to students being able to cite several pieces of textual
evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Objective: Students will be able to define what an inference is and make inferences from
any given scenario. This knowledge of inferences will help them make inferences about
what will happen next in the text.
Assessment: The assessment for this lesson will be an inferences worksheet that students
are to complete during the independent practice portion of this mini lesson.
Materials:
o Inferences worksheet 1 & 2

o Pencil
o Elmo
Mini-Lesson Format
o Learning Objectives
37

o Students will learn what inferences are, and be able to make them
using the given scenarios.
 “Today we will learn about inferences and how they can
help us to better comprehend what we are reading”
o Connection to Prior Learning
o Students will use prior knowledge of making predictions to make
inferences from the book, as well as consider the inferences that
we make in everyday interactions.
 “In everyday life when we are not given all the information
that we need to solve a problem we come up with
conclusions based on what we know about the situation
already. When we make those assumptions we are making
inferences. Inferences are reasonable conclusions that we
make with our prior knowledge and current information we
have received about a subject”
o Modeling
o I will provide a scenario and create an inference for it, by detailing
the thought process and prior knowledge that I used to get there.
(Modeling done using the making inference worksheet.)
• Read the example scenario from the worksheet. And
explain the prior knowledge that I know that could
be related to the scenario and create my inference
from there.
o Guided Practice
o Students will help me to make more inferences using the scenarios
listed on the making inferences worksheet. Together we will fill
out the worksheet with the inferences that we have created
together.
• “What are some possible reasons for this persons
actions? What prior knowledge led you to that
conclusion?” Use answers to fill in worksheet.
o Invitation to Independent Work
o Students will work independently to create inferences for the
scenarios that are on the worksheet. After completing the
worksheet students will be allowed to participate in a “think-pair-
share” to discuss their answers
• “Now let’s try the scenarios on the next page on our
own“
o Independent Work & Conferencing
o I will walk around the round and see how students are doing with
creating inferences for the scenario.
• “ What are the inferences that you created? What
prior knowledge/experience helped you to make this
inference?”
o Wrap-up/Review/Sharing
38

o I will lead the students in a review of the answers by allowing
students to share the inferences that they have created with the
class and explain their rationale for creating those inferences.
**For more practice with making inferences students can visit:

http://www.tv411.org/lessons/cfm/reading.cfm?str=reading&num=11&act=2&que=1
39

Making Inferences
Inferences are educated conclusions that we draw from prior knowledge and current information
that is given to us.
Making inferences during reading allows us to:
o Draw conclusions from text

o Make reasonable predictions
o Make critical analysis about they are reading
o Remember what we have read
o Create new background knowledge
o Reflective response to text
**Inferences can vary from person to person depending on their background knowledge and
experience with the scenario.
Example:
Scenario 1: Samantha is blowing out candles and has received presents from her family and
friends.
Question: What can we infer about Samantha?
Answer: We can infer that Samantha is celebrating her birthday, because usually when people
celebrate birthdays they have candles to blow out on their cake and they receive presents from
people.
Let’s Try One Together!
Scenario 2: Steven woke up and took a look at his alarm clock. Within seconds Steven was out of
the bed and racing towards the shower. After quickly showering and getting dressed he dashed for
the door.
Question: What can we infer about Steven?
40

Answer:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
Making Inferences
Independent Practice Worksheet
Directions: Read the scenario and answer the question that follows. When answering the question
be sure to include any prior knowledge that helped you to create your inference.
Scenario 1: When Sandy received her reading journal back from her editing partner she smiled.
Question: What can we infer about Sandy?
Answer:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
Scenario 2: In the middle of math class Stephanie’s stomach growled. She looked at the clock and
said, “Only ten more minutes.”
Question: What can we infer about Stephanie?
Answer:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
Scenario 3: Samuel walked up to Suzie with two prom tickets in his hand.
Question: What can we infer about Samuel?
Answer:
______________________________________________________________________________
______________________________________________________________________________
41

______________________________________________________________________________
______________________________________________________________________
Scenario 4: Sally went to Robert’s pool party, but she sat in the beach chairs the entire time.
Question: What can we infer about Sally?
Answer:
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
Mystery Unit Plan

3-day Sequence (During Week 4)
What Process do Detective take to pick suspects?
Day 16
Lesson Rationale: This sequence lesson will occur on days 16-18. During the course of
the unit there is focus on detectives and the role that they play in mystery; the sequence
lesson will help students to put the skills and knowledge that they have developed from
observing and investigating detectives into action. The lesson will allow students to
address the essential questions of the unit that investigates detectives and how they frame
people as suspects.
o Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot). (In what ways do detectives and suspects interact
with each other and the setting in The Westing Game?)
Objective: Students will be able to indentify characteristics of a suspect, using The

Westing Game, and other media avenues.
Assessment: The assessment for this lesson will come from my observations of the
groups and listening to the students input during the class discussion. From the student’s
input we will create a how to spot a detective and criminal procedure; this will also serve
as an assessment.
Materials:
42

• You Tube/ Video Clips
• The Westing Game
• Laptops (?)
• Elmo
• Paper
• Pencil
o Students will be informed of the objective for today’s lesson

o “Today we will be studying detectives and how they work. Throughout the
unit/reading of The Westing Game we have been serving as detectives
trying to solve the various mysteries of the story. Today we will work on
becoming professional detectives by observing how they pick suspects. “
o Students will be asked to think about who is playing the detective and who is
playing the suspect in a video clip.
o “In order to observe some detectives we will be watching some video clips
of detectives. During the first viewing of the clips I would like for you to
play close attention in identifying who the detective is in the clip. Once
you have identified the detective jot down what lead you to that
conclusion. “
o After watching the clip we will discuss what we seen in the video clip, to make
assumptions about detectives, and suspects.
o “Who did you identify as the detective and why?” What type of
assumptions does our observations say about detectives and suspects?”
o Then we will watch the video clip again. This time to point out how the detective
labels someone as a suspect.
o “This time while watching the clip identify what things leads the detective
to the suspect. Or consider what made the detective label someone as a
suspect.”
o We will discuss what the students have observed to create assumptions about how
suspects are selected.
o Using the Elmo we will record this information to create a “how to spot a
detective/ suspect” procedure.
43

o Using this procedure students will be broken up into four groups to view four
different clips where they have to point out the detective and suspects, by using
evidence from the video clips to support their claims.
Video Clips:
Blue’s Clues Arts & Crafts: (0-2minutes)
http://www.youtube.com/watch?v=77s9eV9oPk4
SpongeBob Squarepants Mystery with a Twistery Trailer:
http://www.youtube.com/watch?v=sfpZfk80nvs
SpongeBob Squarepants Mystery Short Clips:
http://spongebob.nick.com/tent-pole/mystery
Mystery Unit Plan

Mini-Lesson on Suspect File Folders
Day 17
Lesson Rationale: This lesson will allow students to utilize their detective skills as well as
practice making claims and supporting them with evidence. In this lesson students will
act as a Westing Town detective and pick a suspect from the character list to frame as a
suspect for a crime that is committed in the book. This lesson will be presented in a mini
lesson format so that students observe the thought and procedure process that is expected
of them.
o Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
o Trace and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to support the
claims.
Objective: Students create claims about characters and gather textual evidence from The
Westing Game to support their claims.
44

Assessment: The assessment for this lesson will be a large part of the guided practice and
in the invitation of independent work. During those periods I will question the students to
see if they are following along. I will also have them to create a suspect information sheet
of their own, which would serve as a summative assessment for this lesson.
Materials:
• The Westing Game

• Manila File Folders
• Markers/Color Pencils
• Index cards
• Poster Boards
• Paper
• Pencils
Instructional Procedure: (Mini-Lesson Format)
o Learning Objectives
o Students will identify one character in the book as a suspect. After
students have identified that character they have to make claims
about the character that frames the character as a suspect, and use
textual evidence to support their claims.
 “Today we will be framing characters from The Westing
Game as suspects. Once we have identified a suspect we
will make claims about the suspects using textual evidence
to support them”
o Connection to Prior Learning
o Students will use their reading journals and notes that they have
taken in their character charts to help them narrow down a
character to use as a suspect.
 “Yesterday and throughout this entire unit we have been
talking and thinking about Detectives and how they work to
identify suspects. Today you will use the knowledge that
you have gained to identify a character that you want to
frame a suspect to a crime in the book”
o Modeling
o I will select a character to frame as a suspect. I will talk my
thinking process aloud with the students so that they will
understand how I created my claims, and backed it up with
evidence. (Modeling done using the suspect information sheet.)
• “The Character that I have chosen as my suspect in
the “Who murdered Sam Westing” case is Turtle
Wexler.”—Present the suspect information sheet.
o Guided Practice
45

Students will help me to make more claims about Turtle using
o
evidence from the book to support their claims. I will continue to
fill out the suspect information sheet using the claims and
information that the class is helping me to uncover.
• “What are some qualities that you have witnessed in
Turtle that would frame her as a suspect? What
could be her possible motive to kill Sam
Westing?”—Use answers to fill in information fact
sheet.
o Invitation to Independent Work
o Students will be broken up into pairs, and they must agree on a
character to frame as a suspect. (I will check in at the 2 minutes
point and ask each group to name their suspect). Then students will
be required to fill out the suspect information sheet using the claim
and evidence method that we used as a class to present Turtle as a
suspect.
• “What will be the crime that your group is
investigating and who is your suspect?“
o Independent Work & Conferencing
o I will walk around the round and see how students are doing with
finding evidence to back up their claims.
• “ What are the claims you are making about your
suspect? What page can we find the evidence?”
o Wrap-up/Review/Sharing
o Students will present their suspect and one of the motives that they
claim their suspects to have, and the evidence from the book that
supports their claim. ---More formal sharing will happen in Day 3
with their pair presentations.
46

Westing Town Detective
You have been hired as a detective in Westing Town. You must identify and frame at least one
character as a suspect for a crime in the book, The Westing Game.
The crime that you choose to solve can be either of the following:
o Who killed Sam Westing?

o Who is the bomber?
o Who is the thief?
o Who is the bookie?
You have to create a suspect file that includes the following:
o At least 4 claims (clues) about your character that frames them as the suspect. With each
claim you have to have textual evidence from the book. (Include the page numbers)
o A photograph of the suspect
o A completed suspect information sheet
To tie all of your information together you will write a persuasive letter to the Judge of Westing
Town to convince them that your character is in fact a suspect for a crime.
47

You may work with a partner to complete this project. Everyone must complete and submit the
bottom portion of this paper to the teacher by November 30, 2010.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Tear Here _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Westing Town Detective Proposal
Name: _______________________________________
Hour: ________________________________________
I will be investigating the crime of ____________________________________________.
My Detective Partner is ____________________________________________________.
I will be investing ______________________________________________ as my suspect.
48

49

Mystery Unit Plan
Prosecution Presentations
Day 18
Lesson Rational: This lesson will allow students to publicly present their claims and
evidence about the suspect they have chosen to the class. This will give students a change
to present their claims in a presentation manner, while the other students will be listening
for the claims and evidence that are being presented. This will allow students to compare
and contrast the differing viewpoints on characters and understand the assumptions that
others are making while reading.
o Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
o Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
Objective: Students will argue their claims and evidence against the characters to their
classmates in efforts to categorize characters as suspects.
Assessment: During this lesson the students will assess each other through the
presentation checklist. This entire day will be based around the summative assessment of
the prosecution presentations. Students will be aware of what they are being evaluated on
so that they can prepare their presentations accordingly.
Materials:
• Prosecution Presentation Props

• Prosecution Presentation Evaluations Sheets
• Paper
• Pencil
o Students will be asked to present their suspect file using their claims and textual
evidence from the book.
50

o Students who are not presenting will have to decided whether the claims that were
presented were supported enough by the evidence, to convince them that the
character could possibly be guilty.
o This evaluation process will take place via a presentation evaluation sheet.
51

52

Final Assessment Rationale
As a final assessment to this unit students will participate in a three part writing assessment.
Although the assessment is designed to be cohesive, it is designed with a check point system to
monitor the student’s process. The assessment will consist of writing/revising a mystery short
story, writing workshop, and creating a final mystery short story. This lesson will be especially
helpful to the students at Belleville North Middle School, because outside of the literature focus,
the seventh grade English class also has a focus on helping students to classify genres and
grammar.
The mystery short story writing component of this final assessment will allow students to apply
the knowledge that they have learned about the mystery genre. In the unit we will be reading a
mystery novel to pick up on elements of plot structure and the story line that usually occur in
mysteries. When students are creating their own mystery short story they will be required to
follow a rubric that will include plot structure and unique to mystery vocabulary that will mirror
the information that students have learned throughout the unit. At the end of this part students
will turn in a copy to the instructor and keep a copy with them that they will take to workshop
with a peer.
The workshop component will help the students to actively use the skills that they have been
working on all semester with their daily proofreading sentences. Students will be required to use
the grade level expectancy standards that expect students be able to complete all of the steps in
the writing process. This activity will be a hands-on application of the writing process steps that
the students have been learning in mini lessons, during the mystery unit. In the workshop students
will be authors and editors. In other words, they will get their story reviewed and they have the
chance to view other students’ work. This will help students see the different approaches that
their peers took and will help them to create new ideas and pick up on good and bad traits of the
mystery short story. As editors, the students will have to provide feedback to other students using
a checklist. The checklist will also serve as a formative assessment for the instructor; the checklist
can be used to evaluate how students are interrupting the steps in the writing process and the
mystery genre.
After the workshop component of this assignment students will be directed to revise their short
stories with the comments and feedback that they received from their peers during the workshop.
Students can take this time to clarify any unclear information with their peers or the instructor in
conferences. After students have polished their stories they will have to submit it to the instructor
for the second time.
At the end of this project students will be required to turn in their pre-writing worksheet, mystery
short story draft, their editor workshop checklist, and the polished version of their short story.
Since the final project has three different components students will receive a check or minus on
the pre-writing sheet, draft, and workshop components, but they will be graded on their final
story.
53

Mystery Short Story Final Assessment
Part I: The Short Story

Using a mystery brainstorming sheet (Day 3 of Unit), update or create a new mystery short story
that uses vocabulary and structure tools that we have covered in the mystery unit. Each story must
use at least seven mystery elements (unsolved problem, alibi, suspect, solution, detective, etc.) in
the context in the story. For example, instead of just saying that the suspect has an alibi, give the
alibi and label it in the story. The short story will be assessed using the rubric that was presented
earlier in the unit. (See below/back)
Part II: Writing Workshop

you will participate in a writing workshop as both an author and an editor.
As the author you will meet with a peer who will serve as your editor. You will be responsible for
addressing any problem issues that you want the editor to work with you on. When you visit the
editor s/he will read through your paper for the elements and evaluate them using the rubric as a
checklist. After the editor is finished evaluating your paper you two should discuss the comments
that were made about your paper so that you can revise it accordingly. After your conference
with the editor you will have seven minutes to sit alone and record any notes, or begin to make
changes to your draft.
After you have conference with your editor, you will switch into the role of editor. As the editor
you will be responsible for editing the story in regards to the mystery element content and the
author’s request. Once you receive the story you are to read through it and use the checklist sheet
to evaluate and comment on the author’s work. Once you have completed the checklist engage in
conversation about the comments you have made. In the conversation you should suggest, at
least, one positive thing about the paper, one thing that needs improvement and any other helpful
information.
**Workshop with take roughly two days, each author will be designated a day. During workshop
I will be circulating the room to listen in on conferences, and offer help when needed.
Part III: Revising The Short Story

After you have completed part I and part II you have to revise your draft considering the feedback
you received during the writing workshop. If any thing is unclear about the feedback you received
or if you would like more feedback you can set up a conference with the instructor. Conferences
must be set up at least two days before the assignment is due.
By the end of this process you should submit:
o Pre-writing sheet
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o Drafts of the mystery short story
o The checklist you completed as “editor” in workshop
o Final Draft of mystery short story
Mystery Short Story Workshop Checklist & Rubric
Does the short story include the 5 W’s and H?
o Where- Where will your story take place?
o Who- Who is the detective, villain, and victim?
o What- What crime will be committed?
o When- When was the crime committed?
o Why- What is the motive?
o How- How was the crime committed and solved?
/40
Does the short story include all of the elements of the plot?
o Exposition- Does it introduce characters, the conflict, and the setting
o Rising Action- Where is the suspense? Are there at least 4 event/ clues that build the
suspense?
o Climax- Are the suspects exposed after the crime is presented? Why are the suspects,
suspects? Are the suspects’ alibis exposed?
o Falling Action- Is the villain exposed? Did the reader find out why the villain committed
the crime?
o Resolution- Does the story give a satisfying ending? Is the reader informed on how
everyone ends up?
/40
Writing Mechanics
o Are the paragraphs coherent in the way to best tell the mystery?
o Is there appropriate use of punctuation and grammar?
o Are words spelled correctly?
o Is the pre-writing handout completed and attached to the essay?
/20
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Other Comments:
What did you really enjoy about this short story?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________
Where do you think this short story has room for improvement?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________
What are some editing suggestions that you can give to the author?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________
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Middle School Mystery Genre Unit

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Middle School Mystery Genre Unit

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Education

440 Monique Gayles

Mystery Genre Studies Unit Plan

Unit Plan Element Page Number

Mystery Unit Plan Cover Letter

Dear Mr. Wright,

o Students will create a working and final definition for mystery.

o Students will build their vocabulary by investigating vocabulary unique to the

Relationship of Unit Components

My Teaching Philosophy Incorporated

Mystery Unit Plan

Rationale for The Westing Game by Ellen Raskin:

NCTE & District Standards:

Mystery Introduction Lesson Plan

Mystery Introduction Lesson Plan

CT: Mr. Dan Wright

• R.NT.07.02 Analyze structure, elements, style of Mystery.

• What do you think a mystery should be?

Notes after teaching the lesson:

Introduction to Mystery Lesson Plan

The Mystery of the Stolen Lunches

"Do you like apples, Miss Parker?" he asked.

"Lose your lunch? He asked.

"Thanks. If I find out anything, I'll let you know."

"Can I help you with something?" he asked politely.

Fred Wallace stole her lunch and Jeremy's chocolate brownie

Mystery Introduction Lesson Plan

• R.NT.07.03 Analyze role of antagonists, protagonists, internal/external conflicts,

o Mystery short story

Pass out the terminology sheets to all students.

Handouts: (pages that follow)

Mystery Introduction Lesson Plan

Day 2: Mystery Terminology

Mystery Introduction Lesson Plan

Mystery Introduction Lesson

• W.PR.07.01 Purpose, audience, style

• Handouts from Previous lessons

• Where- Where will your story take place?

• Who- Who is the detective, villain, and victim?

• What- What crime will be committed?

• When- When was the crime committed?

• Why- What is the motive?

• How- How was the crime committed and solved?

The Recipe of Mystery Short Stories

Mystery Unit Plan

Plot Structure Review

Objective: Students will be refreshed on the components of plot structure.

o Plot Structure Worksheet

o Students will be asked to share plot structure components from memory.

Plot Struture Outline

2. Rising Action 2. Rising Action

4. Falling Action 4. Falling Action

Plot Structure Outline (KEY)

2. Rising Action (Events that build 2. Rising Action

4. Falling Action (Ties up the loose 4. Falling Action

5. Resolution (The final outcome of the story.)

The Westing Game Reading Journal

Common Core Standards:

o Reading Journal (4 entries & 4 edits total)

Week 2 Plot Exposition & Predictions What stages of plot exposition

Week 3 Making Inferences What type of inferences can

Week 4 How Do Detectives Pick What character did you pick

Week 5 Reflection & Catch-Up Write a letter to Ellen Raskin

The Westing Game