Daily+Lessons

**// Week One //** **__ Lesson One: __** **//Pre – assessment and Introduction of Mystery Genre Unit//** **Purpose:** To introduce students to the mystery genre. Students will learn the elements in which go into reading and writing within the mystery genre. Students will be able to identity key terms that are identified within mystery texts. **Preparation:** Students will be given a pre-assessment **KWL** worksheet where they will be asked write down what they **__K__**now and what they **__W__**ant to know about the mystery genre. From this assessment, I will be able to obtain knowledge of where I will need to start my unit. This assessment will not be graded. This assessment will be passed back and throughout the course students will fill out what they **__L__**earned. **Procedure:** After I have given the pre-assessment, I will then hand out “Week 1 Detective Notebook” to each student. Inside each packet will contain: I will give students detailed instructions on how the process of the Detective Notebook will work. Every Friday I will collect the packets and will be graded by Monday along with their vocabulary tests. I will ask students to turn to the Mystery Vocabulary Words worksheet where I will ask explain how the process will work. I will explain: If we have time after class, I will read a five minute mystery to the class and have students take turns finding a solution. **Assessment:** Students will be asked to go home and research what a mystery genre is. They can gather information by asking their guardians, browsing the internet, looking up the definition in the dictionary, ect. Students will be asked to take notes and write a paragraph about their findings on the “It’s a Mystery” worksheet.
 * 22 Lesson Plans – Mystery Genre **
 * Detective notes
 * Journal notes
 * Mystery themed vocabulary
 * Themed worksheets
 * Vocabulary flashcards (Cards will be distributed separately)
 * Vocabulary sentences
 * Ways to find definitions for your vocabulary words
 * Students will be asked include pictures on their vocabulary flashcards that coincide with the respective word.


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** Journal Notes ** || Name: ______________________ ** It’s a Mystery! **   ** Directions: ** Please fill out each square as you research the Mystery genre.
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||  Write a paragraph (4 – 6 sentences) about the information you have collected about the mystery genre:
 * ** Dictionary Definition: ** ||||||  ** Notes: **
 * ** Ask someone what they think a mystery is. What did they say? ** ||  [[image:http://dynologopedia.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=287 width="200" height="287" caption="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSVBXIdURFXOJ--7PqcHK4pynf8wzJtijihabQIgDC4krqwAa-O"]]  ||  ** Resources: **  ||

**__ Lesson Two: __**** //Mystery Vocabulary// ** **Preparation:** Students will have completed the worksheet, “It’s a Mystery!” **Procedure:** Students will have their Detective Notebook. I will, once again, go over the vocabulary sheets, flashcard worksheet, crossword puzzle and fill-in-the-blank worksheet located in their Detective Workbook (10-15 minutes). As a class, we will go over each word carefully where students will be asked to think if the word is a noun, verb, adjective, adverb, or preposition. I will then have students cut out and create their vocabulary flashcards. If we have time after class, I will read a five minute mystery to the class and have students take turns finding a solution. **Assessment:** Students will be asked to write a sentence for all of the vocabulary words.

** Mystery Vocabulary **
 * Alibi: ** an excuse given by an accused person to prove that he/she was somewhere else during the time of the crime
 * Clue: ** an object or piece of information that helps solve a mystery
 * Crime: ** an act that violates the law
 * Detective: ** a person who gathers information and investigates crimes
 * Evidence: ** a statement or object that proves a solution to a mystery
 * Hunch: ** a guess about something
 * Motive: ** the reason a person does something
 * Mystery: ** a problem that needs to be solved
 * Photographic memory: ** the ability to a lasting mental picture
 * Plot: ** the arrangement of events in a story
 * Setting: ** the time and place of a story
 * Sleuth: ** another name for a detective
 * Victim: ** a person who is harmed by a crime
 * Witness: ** someone who saw something related to a crime

** MYSTERY VOCABULARY WORDSEARCH ** [] J S B H T L Y J F W O U A L V     F G U T T R M Y K G W C U V M      I Y J S E U C A J R I L K I S      Z A Z T P E E K I C T P M K Z      S Y S T E E V L S G N D J N E      O Y O Q U I C I S Z E L K L Q      M E L Z Z U P T T R S L H M P      G U M E C R I M E C S T F L I      V Z P C Y U N V H Y E C O B M      H A F N Y S V Q N U M T I O I      C Z S E T T I N G O N L E A T      L D D D M D B X T T A C T D C      U D G I P Z J I X K G V H C I      E P V V Z H V K M T S Z N S V      X M W E H E O T Q N N A S A E

** ALIBI ** ** CLUE ** ** CRIME ** ** DETECTIVE ** ** EVIDENCE ** ** HUNCH ** ** MOTIVE ** ** MYSTERY ** ** PLOT ** ** PUZZLE ** ** SETTING ** ** SLEUTH ** ** SUSPECT ** ** VICTIM ** ** WITNESS **

** Vocabulary Fill in the Blank **

Directions: Fill in the blanks with words from the box. Words will only be used once.

Crimes are acts that _____________________ the law. When there is a crime or mystery, a ___________________ gathers information and investigates the time and place of the crime scene. This is called the ________________ in a mystery story. The ______________ (another name for a detective) tries to find __________________ so that he/she can solve the _______________________. Sometimes, clues can also be used as _____________________ to prove a solution to a mystery. Many times a detective uses a ______________ to find the reason a person does something or the ________________________ for the crime. Someone who sees something happen related to a crime, a __________________, can help a suspect with an _____________________ so he/she isn’t accused of the crime. [] **__ Lesson Three: __** **//What is a Mystery?//** **Preparation:** Students will have written one sentence for each vocabulary word. **Procedure:** We will discuss the worksheet, “It’s a Mystery” where I will ask a couple of students to share their paragraphs with the class. The rest of class will be discussion and writing based. I will write questions on the board and have students follow along and take notes on the following questions: If we have time after class, I will read a five minute mystery to the class and have students take turns finding a solution. **Assessment:** I will ask students to write in their “Detective Notebooks” and answer question #1: “Think about your favorite mystery book, t.v show or movie.” Students will write a paragraph about what made them enjoy the movie, television show or book.
 * From the information we have gathered, what is the definition of a Mystery?
 * When you think about mysteries what comes to mind?
 * What do you find suspenseful?
 * What do you think makes a good mystery?

**// Week Two //** **__ Lesson Four __**** : //Elements of a Mystery// ** **Purpose:** Students will be able to explore the Mystery Genre by learning the elements in which go into a creative mystery story. Students will also be able to explore these elements by reading and listening to short mystery stories. **Preparation:** Students will have completed the writing assignment in their Detective Notebook. **Procedure:** Students will be given “The Five Essential Elements of a Mystery,” solve-it worksheet, and “Midnight Phantom” story. As a class we will go over the worksheet, “The Five Essential Elements of a Mystery.” After we have gone through the essentials of elements as a class we will read “Midnight Phantom.” I will then divide the class into groups (3-5 students per group) and the students will reread the story and as group and answer the questions on the worksheet. Students will analyze, arrange and order events and characters in the mystery and underline where the Five Essential Elements of a Mystery are located in the story. If we have time after class, I will read a five minute mystery to the class and have students take turns finding a solution. **Assessment:** Students will study for the spelling test.

** The Five Essential Elements of a Mystery ** A mystery is a story that has five basic but important elements. These five components are: the characters, the setting, the plot, the problem, and the solution. These essential elements keep the story running smoothly and allow the clues to the solution of the mystery to be revealed in a logical way that the reader can follow.

The characters are the individuals that the story is about. The author should introduce the characters in the story with enough information that the reader can visualize each person. This is achieved by providing detailed descriptions of a character’s physical attributes and personality traits. Every story should have a main character. The main character determines the way the plot or mystery will develop and is usually the person who will solve the problem the story centers upon. However, the other characters are also very important because they can provide clues to solve the mystery or they may even try to throw the main character (and the reader!) off track. All characters should stay true to the author’s description throughout the story so that the reader can understand and believe the action that is taking place—and perhaps even predict which character may do what next.
 * Characters **

The setting is the location of the action. An author should describe the environment or surroundings of the mystery in such detail that the reader feels that he or she can picture the scene. Unusual settings (such as a fantasy world) can be interesting, but everyday settings can help a reader to better visualize the story. It can be especially fun to use a familiar setting for a mystery so that the reader feels even more connected to the plot!
 * Setting **

The plot is the actual story around which the entire book is based. A plot should have a very clear beginning, middle and end—with all the necessary descriptions and suspense—so that the reader can make sense of the action and follow along from start to finish.
 * Plot **

Every mystery has a problem to solve, usually who committed a crime and why. Authors should fill mystery stories with clues, so that the reader can try to solve the puzzle along with the characters. Sometimes, an author may insert a false clue just to throw the character (and reader) off.
 * Problem **

The solution to the problem is the way the action is resolved—finding a missing item or the person who stole it, for example. It is important that the solution be believable. Authors must be sure to include all the clues necessary for finding the solution in the story somewhere (even if they are hidden very sneakily!). ( [] )
 * Solution **

**Midnight Phantom ** If Shanna hadn't called me a selfish, stuck-up brat, I NEVER would have seen the Phantom. But Shanna had acted like a jerk and our friendship was over. So instead of being asleep at 11:45, I was awake. I kept thinking about Shanna. Maybe I should have let her copy my history test. Cheating was wrong, but we WERE best friends.

  I looked out my bedroom window over to Shanna's house. No light in her room. Bet she was sound asleep. The jerk!

  As I glanced away, I noticed a light in the orchard behind my house. Like a floating ghost, the small light flickered between shadowy trees, disappearing and then reappearing through tangled branches.

  Someone or SOMETHING was out there. And it was coming closer. I wanted to call 911 or my parents. But I couldn't move. The flickering light grew larger. Then I saw IT. A huge floating dark blob. And it carried something long and silvery. A SHOVEL.

  A dog barked, shattering the quiet night. I knew that dog. Taffy belonged to Shanna. We'd found the tiny bundle of white fur while collecting aluminum cans last summer. So when a whirl of white jumped over the fence into the orchard, I freaked out. Oh, no! Taffy, come back!  I flung on a jacket and raced outside. Tiny Taffy had the heart of a lion, but the paws of a rabbit. She would be helpless against the shadowy Phantom. I crept to the fence that separated my house from the orchard and cautiously peaked through a knot hole. Nothing. So I pulled myself over the fence. Crunch. I landed on a brittle branch, the snap echoing like a gun shot.

  Then I heard a shrill yelp. TAFFY!

 <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> Before I could go to Taffy's rescue, I heard a footstep behind me. Suddenly, a hand reached out and grabbed my neck. Another hand covered my mouth, strangling my cries. I struggled to escape; kicking, hitting, biting.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Ouch!" my attacker exclaimed. "Your teeth are sharp!"

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Shanna!" I broke free and faced my ex-friend. "Why did you grab me? I nearly wet my pants, you scared me so much."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Shhssh! Do you want that creep to hear us?" she said. "I'm afraid he has Taffy. I saw her jump the fence, so I came out to find her."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Me, too," I said. Shanna and I were so much alike. I started to smile, but remembered our fight and frowned. We were NOT friends anymore. "Let's just find Taffy."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> She nodded, then pointed to a light flickering up ahead, so we moved forward. <span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">My heart thundered. I was afraid for Taffy. Why wasn't she barking anymore? I remembered the deadly silver shovel and felt sick. Taffy just HAD to be all right. <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">Finger-line branches clawed me as we entered a thick tangle of trees. And there he was: The Phantom. A shadowy figure in a black cloak and high dark hat. His face looked as gnarled and ancient as the orchard trees.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "He's digging a grave!" Shanna grabbed my hand. I could feel her trembling.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Quiet," I warned. "Unless you want to be the dead body he buries."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Dead body! You mean he could be a killer? Oh, no! Where's Taffy?" I shook my head. I hadn't seen Taffy since entering the orchard. NOT good.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> I squeezed Shanna's head and watched in terror as the Phantom kept digging. My eyes had adjusted to the dark and I saw several gaping holes in the ground around him. One was long and deep; wide enough for a small person. LIKE ME.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> Abruptly, the Phantom stopped digging. He bent down and pulled out a skateboard-shaped box. After brushing off caked-on dirt, he reached inside and grabbed something small, thin, and white like a small bone! Maybe from an animal or young child. And not just ONE bone. I could see a whole pile of them inside the box.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> With my life flashing before me, a dumb argument just seemed plain dumb. So I turned to Shanna and whispered, "I'm sorry."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "I'm the one who's sorry." Her soft voice was sad. "I never should have asked you to cheat. Forgive me, and let's be friends again."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> I nodded. "Best friends. If we get out of here alive." Then we both jumped when we heard a dog bark. "TAFFY!" we screamed. <span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">Startled, the Phantom dropped his box. Small white bones spilled on the ground. "Who's out there?" he growled. "Show yourself!    <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">I wanted to run. Believe me; I really, really, REALLY wanted to run. But I saw Taffy's adorable white head pop out from the deep hole in the ground, and I couldn't leave her. So I sobbed, "Please don't hurt our dog! Or us, either!"

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Your dog?" The Phantom reached for Taffy and held her in the air. Taffy's legs dangled and she looked so helpless. "Hey, I like dogs. You'd better take care of this pup before it falls in another hole. Luckily I was here to pull it out." He leaned against the shovel and stared at us. "Bet you girls wonder why I'm digging in the middle of the night."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "Digging... uh... graves?" Shanna stepped forward to take Taffy in her arms. The pup wiggled and happily licked Shanna's face.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> I pointed to the ground. "Whose...uh... bones?"

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">"Those aren't bones. Look closer." He shined his flashlight. "They're carved white chess pieces. My old pal Zeke had the black ones. See, a long time ago Zeke and I were playing chess. Zeke won, but I thought he'd cheated. I got mad. Took my chess pieces and left, telling Zeke he was a dirty cheater and we weren't pals anymore."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> "And you buried the chess pieces here?" I guessed. He nodded. "But the next day Zeke was in a terrible accident. He died. And I never got a chance to say I was sorry. Until now."

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> Suddenly a blond boy in old-fashioned clothes appeared out of nowhere. The boy held a box filled with black chess pieces. I glanced at the Phantom and he changed right in front of us--into a dark-haired boy holding white chess pieces. And I could see right through him. He wasn't human.

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;">Shanna and I exchanged horrified looks. THE PHANTOM REALLY WAS A PHANTOM! Only now there were two of them!

<span style="background-color: #ffffcc; font-family: Arial,sans-serif; font-size: 13.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 13.5pt;"> Screaming, Shanna and I ran out of the orchard... together.

[] Name(s): _______________________________ Date:________________________________ **__ STORY MAP FOR SOLVE-IT STORIES __** Complete the following table with a partner while you read a Solve-It Story from MYSTERYNET’S KIDS MYSTERIES (http://kids.mysterynet.com/). **Title of Solve-It Story:** **Main character:** **Secondary character:** **Setting (where and when):** **Problem:** **Main events:** **Climax:** **Solution:** **Example of suspense:** **Specific clues the author gives:** Copyright 2005 IRA/NCTE. All rights reserved. Adapted from ReadWriteThink materials may be reproduced for educational purposes.

Name: __________________________ **// A Picture Can Say a Million Words //** ** Directions: ** Students, please write a well developed paragraph (4-6 sentences) describing what you see, feel, sense, and gather from the picture below. **__ Lesson Five: __**** //Reading and Solving Mysteries// ** **Preparation:** Students will hand in their notes about the cover of //The Westing Game// **Procedure:** As a class, we will read //“The Bus Ride”// by Sahar Sabati and answer questions in which pertain to the reading. (Readwritethink) After we have read If we have time after class, I will read a five minute mystery to the class and have students take turns finding a solution. **Assessment:** Students will be given a picture of the cover of the novel that I will be introducing during lesson six, //The Westing Game//. For homework, students will take notes on what they see in the picture and what makes it interesting.

** T **** HE **** B **** US **** R **** IDE **** 1 ** ** by Sahar Sabati ** <span style="font-family: Garamond,serif; font-size: 14pt;">I had finished my night shift in the ER and was on my way home. I actually was a full two hours early, as I had gone off for break so late that I was sent home by the head nurse. It was still dark outside; usually I left the ER around eight, and now it was barely six fifteen. We had had a good, easy night, and we certainly deserved it, as the last couple of weeks in the ER were horribly hectic to the point of the entire staff being ready to quit en masse. <span style="font-family: Garamond,serif; font-size: 14pt;">When I got into the bus, I was relieved that my favorite seat at the back was empty. From that view point of the back corner of the bus, I could see everyone. I didn’t like being in a weak seat, where someone I couldn’t see could be watching me. ** 2 **   <span style="font-family: Garamond,serif; font-size: 14pt;">A man came in a few moments later and chose the sideway seat in front of mine. He was carrying two bags. One was a red postman’s bag slung over his shoulder, the other was a black heavy-duty garbage bag he was half carrying, half dragging behind him. He put them both on the ground, propped his feet on them and leaned back in his seat. ** 3, 4 **   <span style="font-family: Garamond,serif; font-size: 14pt;">For some kind of reason, I was particularly interested in this man. He had intrigued me, and I didn’t know why. It happened sometimes that someone would catch my fancy. It made my imagination soar; made me weave an intricate web involving the person and the most insane stories. <span style="font-family: Garamond,serif; font-size: 14pt;">In between quick glances, I noted that he was a middle-aged man, between forty to forty-five years of age, tall, thin but muscular, with an angular face and eyes set deep within their sockets. He had a five o’clock shadow and dark smudges under his eyes. His gaze was flickering around nervously, fluttering on each face around him, starting with the one on his right leading all the way to mine. I didn’t react to the scrutiny. I held his gaze, then slid my eyes away. Just enough contact to let him know I wasn’t afraid, but not too much so that he’d think I was interested. ** 5 **   <span style="font-family: Garamond,serif; font-size: 14pt;">He continued watching the different people around him, his lips moving soundlessly, leaning his head back against the window and closing his eyes. He visibly relaxed. He was probably wary of meeting someone on the bus. An old girlfriend, maybe? Or maybe he was hoping to see someone, and was nervous about meeting again with that person. <span style="font-family: Garamond,serif; font-size: 14pt;">I shrugged his eccentric behavior off—after all, he was just another one of the odd people who live in this city. I directed my gaze outside again at the city waking up. I still had thirty minutes of my ride to go. <span style="font-family: Garamond,serif; font-size: 14pt;">Different scenarios explaining the man’s behavior spinning in my head, I was dozing off when a sharp, foul smell made my eyes snap open. The man has opened his red bag and taken out a bottle, which seemed to be the source of the odor. I tried to control my wincing, as I didn’t want the man to see it. God only knew what his reaction would be. ** 6 **   <span style="font-family: Garamond,serif; font-size: 14pt;">The man, unaware of my musings, took a long sip out of the bottle. It looked like plain, clean water—why did it stink so much? <span style="font-family: Garamond,serif; font-size: 14pt;">Once again, my imagination started to wander. Maybe the man had gone down on luck, and had spent the night hunting for meat to feed his family. Maybe he worked as a sewage-cleaner during the night. Maybe his washing machine didn’t work, and when his clothes reached a state of utmost dinginess, he finally gave up and is now going to his mother’s house to use hers, which would explain his state and the smell emanating from the bag. <span style="font-family: Garamond,serif; font-size: 14pt;">My imagination was now fired up; I was wide awake. Since he was looking the other way, I observed him more closely, to fine tune my story. I suddenly noticed the blood on his hands. Some of it was fresh, the rest caked. It formed an indistinct pattern, and I couldn’t see any visible wounds explaining the presence of blood. <span style="font-family: Garamond,serif; font-size: 14pt;">However, it did correlate with my theory that he was a sewage-cleaner. After all, it wasn’t easy work, and he could hurt himself easily. I wondered if he had taken the time to disinfect his wounds, since he could get an infection. <span style="font-family: Garamond,serif; font-size: 14pt;"> I was musing on the dangers of simple wounds when the man slowly turned his head towards me. His gaze traveled from my hands, resting on my bag, up to my eyes. ** 7 **<span style="font-family: Garamond,serif; font-size: 14pt;">He met them and I shuddered. His eyes were empty and cold. Eyes cold like this could only belong to someone who had no soul… Someone who could be capable of anything. <span style="font-family: Garamond,serif; font-size: 14pt;">The man started fidgeting again, as if looking for a comfortable position. Maybe he had a guilty conscience. What had he done, that he couldn’t even sit comfortably in a bus? <span style="font-family: Garamond,serif; font-size: 14pt;">My gaze fell on the ring that he was wearing. It was a gold chevalier, with a large green stone that could have been an emerald. The reason I noticed the ring was its spotlessness against the man’s dirty skin. It wasn’t a new ring; the stone showed obvious signs of wear. It didn’t match the man’s clothes and overall appearance, either. He was wearing the clothes of a construction worker, with visible wear and tear. He had no other jewelry on. It didn’t make sense that someone who was wearing old, torn up clothes, would be wearing such a clean, expensive looking ring. ** 8 **<span style="font-family: Garamond,serif; font-size: 14pt;">Personally, I would leave such a piece of jewelry at home for when I’d wash up and put some cleaner clothes on. <span style="font-family: Garamond,serif; font-size: 14pt;">The picture was becoming grimmer by the minute. What if that smell wasn’t that of sewage or an old sandwich? I had smelled that smell before. After all, I am a nurse. The smell was that of rotting meat. When taken in with the blood on his hands and the out of place ring, it did look like the man had killed someone and stuffed him or the clothes he was wearing during the killing in the bags he was wearing. It wasn’t his own ring the man was carrying. It was the ring of the person he had killed. ** 9 **   <span style="font-family: Garamond,serif; font-size: 14pt;">My stop was coming up, but I decided to stay on the bus until the man had left. The fact that he might be a murderer was too serious for me to ignore, especially after he caught me looking at him with an odd look in his eyes. Had he guessed that I knew his secret? Would he follow me off the bus, then ambush me and kill me? Would my blood pouring over him add to the overall stench of his person? ** 10 **   <span style="font-family: Garamond,serif; font-size: 14pt;">By then, my heart was pounding. Horrific visions of my mutilated body danced before my eyes. I forced them away with much difficulty. I didn’t know what to think; surely I was exaggerating. I had to be exaggerating. It was possible that the murder story I had read last evening had been lingering in my mind a little too long. When I thought about it, holes appeared in my carefully knitted theory. Surely a murderer wouldn’t take a public bus and face possible identification. But what about the proof? It couldn’t lead to any other conclusion. I was certain about it. <span style="font-family: Garamond,serif; font-size: 14pt;">However, as I watched my stop roll by, the ridiculousness of the situation hit me and I felt a sudden sense of embarrassment. A grown woman such as myself should know better. What looked innocent could be more than that, whereas what looked horribly suspicious could be just as innocent. <span style="font-family: Garamond,serif; font-size: 14pt;">Many people had questionable hygiene. Maybe he was a homeless man moving from one location to another. It was probably the long, sleepless night that had fueled my errand train of thoughts. That and that book that would find its way to the donations box as soon as I got home. <span style="font-family: Garamond,serif; font-size: 14pt;">It was embarrassing to have to admit that I’d made a mistake. I rang the bell and was getting up to leave when the man looked at me and winked. It startled me. I tentatively smiled back. When he smiled, I felt utterly ridiculous. A man with such a nice smile couldn’t be a murderer. I got off and told myself that the extra walk would serve me as a lesson. <span style="font-family: Garamond,serif; font-size: 14pt;">I finally got home, cold and tired. The wind had been blowing in my face the whole way, and every muscle in my body felt frozen. I took my keys out and opened the door. I kicked snow off the newspaper that was lying on the ground and gasped. ** 11 **   <span style="font-family: Garamond,serif; font-size: 14pt;">Looking up at me was the man from the bus. Over his head was the title: “Man caught on tape killing wife and kids.” It seemed that I had been right, after all. I fearfully looked around. I had been right about the man’s past actions; had I guessed right about his future actions, including my possible demise? I hurried inside the house and closed the door firmly, knowing that I wouldn’t be able to sleep anytime soon. <span style="font-family: Garamond,serif;">Reprinted with permission of <span style="color: #1c1c1c; font-family: Garamond,serif;">www.newmysteryreader.com <span style="font-family: Garamond,serif;">. All rights reserved.

** VOCABULARY ** ** (listed in order of appearance in the story) ** **hectic:** characterized by intense activity, confusion, or haste **en masse:** in one group or body; all together **intricate:** having many complexly arranged elements; elaborate **flickering:** making brief movements or tremors **nervously:** in an easily agitated or distressed way; in a high-strung or jumpy manner **scrutiny:** a close, careful examination or study **wary:** openly distrustful and unwilling to confide **eccentric:** marked deviation from an established norm; especially used to describe odd or   unconventional behavior **musings:** products of contemplation; thoughts **indistinct:** difficult to understand or make out **correlate:** to bear a reciprocal or mutual relation **grimmer:** more and more dismal; gloomier **horrific:** grossly offensive to decency or morality; causing horror **mutilated:** disfigured; irreparably damaged **ridiculousness:** something deserving or inspiring ridicule; quality or state of being absurd, preposterous, or silly **hygiene:** conditions and practices that serve to promote or preserve health

** QUESTIONS **
 * 1) 1. Predict what the story will be about based on the title.
 * 1) 2. Why would the narrator want to sit at the back of the bus?


 * 1) 3. What do you think is in the bags?
 * 1) 4. If you would like to change your prediction, do so now.
 * 1) 5. Sketch (on the back of this sheet) what you think the man looks like.


 * 1) 6. What do you think the smell is?
 * 1) 7. How do you think the narrator feels right now?

Copyright 2005 IRA/NCTE. All rights reserved.
 * 1) 8. Whose ring is the man wearing?
 * 1) 9. Do you think the man has killed someone? Use clues or evidence from the story to supportyour answer.
 * 1) 10. Do you think the narrator’s imagination is being overactive, or does he or she have something to worry about?
 * 1) 11. What does the narrator see that makes him or her worry?

ReadWriteThink materials may be reproduced for educational purpose

**__ Lesson Six: __**** //First Vocabulary Test & Introduction of “The Westing Game”// ** **Purpose:** Students will be able to know the meanings of words encountered frequently in grade-level reading and oral language contexts (R.WS.07.04) **Preparation:** Students will have studied for their vocabulary test and have completed the fill in the blank worksheet. I will hand back to students **Procedure:** As a class, I will introduce the novel we will be reading, //The Westing Game//. We will go over what students wrote down about the cover of the book. Students will receive their new Detective Notebook, where we will go over what is inside. As a class we will go over:

I will go over some information about the author, Ellen Raskin with the class. **Assessment:** For homework, students will need to find the definitions for chapter 1-8 vocabulary and will take the worksheet I have given them and write the word on the front and definition on the back. Both are homework assignments and will be graded accordingly.
 * Chapter 1-8 Vocabulary words
 * Vocabulary cards
 * Reading assignments
 * Detective notes

** Name: _________________________ **

** Date: __________________ **

** Mystery Spelling Test ** 1.___________________________________     2.___________________________________      3.___________________________________      4.___________________________________      5.___________________________________      6.___________________________________      7.___________________________________      8.___________________________________      9.___________________________________    10.___________________________________

**Name: _______________________** ** Chapter 1-8 Vocabulary List ** Directions: Please find and write the definition for each word listed below. When you are finished, put each word and definition onto the study card worksheet. Spelling test is on Friday.
 * 1) ** 1. **** beneficiary: **
 * 2) ** 2. **** confidential: **
 * 3) ** 3. **** executor: **
 * 4) ** 4. **** industrialist: **
 * 5) ** 5. **** vigil: **
 * 6) ** 6. **** appraise: **
 * 7) ** 7. **** afflicted: **
 * 8) ** 8. **** incompetence: **
 * 9) ** 9. **** eccentric: **
 * 10) ** 10. **** autopsy: **
 * 11) ** 11. **** pompous: **
 * 12) ** 12. **** shrewd: **

**// Week Three //** ** Lesson Seven: //The Westing Game Chapter 1-5, Detective Notes and Vocabulary// ** **Preparation:** Students will have completed the vocabulary homework for Chapter 1-8. **Procedure:** Students will exchange vocabulary homework with the person to their left. We will go over the answers to each word and students will make corrections if needed. After we are finished, we will go over the Detective Notes and my expectations. **Assessment:** Students will create a sentence for each vocabulary words ** Lesson Eight: //Sunset Towers Sketch// ** **Preparation:** Students will turn in vocabulary sentences. **Procedure:** Students will be given a work sheet where, in class, they will listen as I read chapter 1 &2. From the information I have read, students will draw what they think Sunset Towers looks like. After they finished drawing, they will write a paragraph about what they drew. **Assessment:** Students are asked to answer the discussion questions from chapter 1 - 5 as homework. If students need more time on their Sunset Tower sketch, I will give time as needed.

**Name: __________________________________**

**Date: ______________________** ** Sunset Tower Sketch ** **Directions:** After I have read the first two chapters to you, please sketch what you think Sunset Towers looks like below. Be creative!

** Lesson Nine: //The Westing Game Chapter 1 – 5 Discussion// ** **Preparation:** Students will have answered the discussion questions for credit. **Procedure:** As a class we will share our Sunset Towers sketch. After we are finished we will go over the study questions that were given for homework. From there, we will go on to chapter reading and go over the discussion questions I have for that chapter. Students will be asked to keep notes in their Detective Notebook. **Assessment:** Students are to read Chapter 6-8 for homework and take notes in Detective Notebook. ** Lesson Ten: //Westing Game Chapter 6-8 Discussion// ** **Preparation:** Students will have read Chapter 6-8 and have finished chapter questions. **Procedure:** We will have discussion questions to go over as a class. We have our first vocabulary quiz the following day. I will go over the format of the vocabulary quiz and I will ask students if they have any questions. **Assessment:** Students are to review their vocabulary words for quiz tomorrow. ** Lesson Eleven: //Second vocabulary quiz and Introduction to Next week’s vocabulary// ** **Preparation:** Students will have studied for the vocabulary quiz **Procedure:** Students will take the vocabulary quiz. I will then ask students to turn this week’s Detective Notebook which I will grade and hand back on Monday. After I have collected all of the materials, I will then hand out Week 2 Detective Notebook which will contain: We will start reading Chapter 9 and 10 in class. I will also give students time in class to work on finding their vocabulary words. **Assessment:** For homework, students will finish their vocabulary words, vocabulary study note cards, and read chapters 11 – 14.
 * Chapters 9-16 Vocabulary words
 * Vocabulary cards
 * Homework
 * Reading assignments
 * Detective notes

** Vocabulary Quiz Chapter 1 – 8 ** **Directions:** Students, please fill in the following words as I read them aloud to you. **Directions:** Students, please place the correct word with its definition. **Directions:** Students, please spell, define, and use in a sentence the last two words that are missing from this spelling test. This will be worth two extra credit points.
 * 1) 1. _________________________
 * 2) 2. _________________________
 * 3) 3. _________________________
 * 4) 4. _________________________
 * 5) 5. _________________________
 * || ** beneficiary confidential executor industrialist vigil ** || ||
 * 1) 1. A person involved in the ownership and management of industry. _________________
 * 2) 2. A person or institution appointed by a testator to carry out the terms of their will. _________________
 * 3) 3. A person who derives advantage from something, esp. a trust, will, or life insurance policy. __________________
 * 4) 4. A stationary, peaceful demonstration in support of a particular cause, typically without speeches. __________________
 * 5) 5. Intended to be kept secret. ____________________
 * 1) 1. ________________________
 * 2) a. __________________________________________________________________ __________________________________________________________________
 * 3) b. ____________________________________________________________________________________________________________________________________
 * 4) 2. ________________________
 * 5) a. __________________________________________________________________ __________________________________________________________________
 * 6) b. ____________________________________________________________________________________________________________________________________

** Chapter 9-16 Vocabulary Words ** Directions: Please find and write the definition for each word listed below. When you are finished, put each word and definition onto the study card worksheet. Spelling test is on Friday.
 * 1) ** 1. **** broker: **
 * 2) ** 2. **** uppity: **
 * 3) ** 3. **** larcenist: **
 * 4) ** 4. **** implication: **
 * 5) ** 5. **** wary: **
 * 6) ** 6. **** paraphernalia: **
 * 7) ** 7. **** unattainable: **
 * 8) ** 8. **** demeaning: **
 * 9) ** 9. **** peevishly: **
 * 10) ** 10. **** remission: **
 * 11) ** 11. **** soothsayer: **
 * 12) ** 12. **** interrogate: **

**// Week Four //** ** Lesson Twelve: //WestingTown Brochure Introduction & Discussion Questions// ** **Purpose:** The purpose of this project is to allow students to creatively express to me their knowledge of what they have read so far. This will stand as a mid- summative assessment. Students will also be expected to know how the Detective Notebook works and their expectations for the week. Students will also be asked to take home discussion questions and answer thoughtfully. **Preparation:** Students will have completed the vocabulary and reading assignments from the weekend. **Procedure:** As a class we will go over the vocabulary definitions and discussion questions of chapter 11 – 13. I will introduce our next project, WestingTown Brochure guidelines and expectations. We will look at multiple brochures I have brought in so the students can get an idea to   **Assessment:** Students will create their own fill in the blank vocabulary assignment. ** Lesson Thirteen: //WestingTown Brochure Workday 1// ** **Preparation:** Students will have created their own fill in the blank vocabulary assignment. **Procedure:** I will ask students if anyone wants to share their vocabulary fill in the blank assignment with the class. After students have shared, students will continue working on their brochures for the rest of class. **Assessment:** Students are to read chapters 14 – 16 Students are encouraged to study for their vocabulary test on Friday. ** Lesson Fourteen: ****// Discussion Q’s for Chap. 14 -16 /WestingTown Brochure Workday 2 //** **Preparation:** Students will have studied for their vocabulary test. **Procedure:** We will first go over chapter 14 - 16 discussion questions as a class. For the rest of the class, students will work on their brochure. **Assessment:**Students will study for their vocabulary test and work on their brochure if they need. ** Lesson Fifteen: //WestingTown Brochure Workday 3// ** **Preparation:** Students will have studied for their vocabulary test and worked on their brochure. **Procedure:** I will give students the whole class period to finish their brochure. **Assessment:** Students will complete their WestingTown Brochure at home if they have not computed it already. Students will also study for their vocabulary exam tomorrow. ** Lesson Sixteen: //Third Vocabulary Test & WestingTown Brochure Presentations and Evaluations// ** **Preparation:** Students will have completed their brochure and will be ready to present in class. **Procedure:** Students will first test the spelling test for the week. After all students have completed their test, we will then start presenting out brochure. I will ask students to give an 8-10 minute presentation. **Assessment:** Students are to fill in their self-evaluation worksheet and will have complete their vocabulary definitions and flashcards for Chapters 17 – 24.

** Vocabulary Quiz Chapter 9 – 16 ** **Directions:** Students, please fill in the following words as I read them aloud to you. **Directions:** Students, please place the correct word with its definition. > > > >  **Directions:** Students, please spell, define, and use in a sentence the last two words that are missing from this spelling test. This will be worth two extra credit points.
 * 1) 1. _________________________
 * 2) 2. _________________________
 * 3) 3. _________________________
 * 4) 4. _________________________
 * 5) 5. _________________________
 * || ** broker larcenist implication paraphernalia uppity ** || ||
 * 1) 1. The conclusion that can be drawn from something, although it is not explicitly stated.________________
 * 1) 2. Miscellaneous articles, esp. the equipment needed for a particular activity. _________________
 * 1) 3. One who commits [|larceny], a [|thief] . __________________
 * 1) 4. Self-important; arrogant. __________________
 * 1) 5. A person who buys and sells goods or assets for others.____________________
 * 1) 1. ________________________
 * 2) a. __________________________________________________________________ __________________________________________________________________
 * 3) b. ____________________________________________________________________________________________________________________________________
 * 4) 2. ________________________
 * 5) a. __________________________________________________________________ _________________________________________________________________
 * 6) b. ____________________________________________________________________________________________________________________________________

** Chapter 17-24 Vocabulary Words ** Directions: Please find and write the definition for each word listed below. When you are finished, put each word and definition onto the study card worksheet. Spelling test is on Friday.
 * 1) ** 1. **** bullish: **
 * 2) ** 2. **** propellants: **
 * 3) ** 3. **** placard: **
 * 4) ** 4. **** manipulated: **
 * 5) ** 5. **** legitimate: **
 * 6) ** 6. **** miscalculation: **
 * 7) ** 7. **** appellate: **
 * 8) ** 8. **** exquisite: **
 * 9) ** 9. **** ornithologist: **
 * 10) ** 10. **** meticulous: **
 * 11) ** 11. **** paranoid: **
 * 12) ** 12. **** writhing: **

** WELCOME TO WESTINGTOWN! **  WestingTown was once a popular vacation spot during the 1970s. However it is now 2011, and as the years have progressed, less people are coming. Your assignment is to become a travel agent and create a travel brochure for WestingTown that will intrigue visitors to come back! ** WestingTown Brochure Rubric ** || 0-10 pts
 * 20pts ||  30pts  ||  40pts  ||  50pts  ||
 * Cover page is messy and has no color ||  Cover page is messy and very little color  ||  Cover page is a little messy, and has few colors  ||  Cover page is neat and has some colors  ||  Cover page is neat and colorful  ||
 * There is no table of content and no numbers on the bottom of the page ||  Table of content is not located on the second page, page numbers are incorrect and no page numbers on the bottom  ||  Table of content is located on the second page but has incorrect and page numbers are not located on the bottom  ||  Table of content is located on the second page but does not have page numbers  ||  Table of content is located on the second page and correctly corresponds with the page numbers  ||
 * Page numbers are not located on the bottom of the page ||  Some page numbers are located.  ||  Pages numbers and present but not clearly located.  ||  Pages numbers are present, but located incorrectly.  ||  Page numbers are located on the bottom of the page  ||
 * Brochure is unreadable and has no color. ||  Brochure is mostly messy with very little color  ||  Brochure is neat and is somewhat color  ||  Brochure is mostly neat and colorful  ||  Brochure is neat and colorful  ||
 * No residents are mentioned. ||  Very few residents are mentioned  ||  Few residents from the book.  ||  Most residents from the book are mentioned  ||  All residents from book are mentioned  ||
 * There are barely any locations mentioned ||  Less than 3 locations are mentioned  ||  4 locations are mentioned  ||  5 or more locations are mentioned  ||  6 locations are mentioned  ||
 * Full of grammatical errors ||  Has more than 10 errors  ||  Has slight more than 5 grammatical errors  ||  Mostly free of grammatical errors  ||  Free of grammatical errors  ||

** Lesson Seventeen: //WestingTown Brochure Presentations and Evaluations// ** **Purpose:** To introduce students into presenting in front of large groups. In week 5 we are also focusing on comprehension, vocabulary, and foreseeing possible outcomes within the novel. **Preparation:** Students will have completed chapter 17 – 24 vocabulary homework and will turn in their self-evaluation forms. **Procedure:** We will continue to present brochures until all students have gone. After we have finished, we will work on vocabulary sentences for the week. **Assessment:** Students will complete vocabulary definitions and flashcards for homework and read chapters 17 – 19. ** Lesson Eighteen: //The Westing Game Chapter 17 – 19 Discussion Questions// ** **Preparation:** Students will have completed vocabulary sentences and reading assignments. **Procedure:** Students will be separated into groups of three where they will be given certain discussion questions from Chapter 17 – 19. After 15 – 20 minutes, I will have each group discuss 1 – 2 of the questions they were given with the class. **Assessment:** Students will complete the vocabulary sentences for homework and read chapters 20 – 22. ** Lesson Nineteen: Discussion questions for Chapter 20 – 22 & Introduction to //Wanated in WestingTown// ** **Preparation:** Students will have completed reading assignment. **Procedure:** Students will have read chapter 20 – 22 and we will answer discussion questions. After we have gone over the chapters, I will then introduce the next project, Wanted in Westingtown where they will start working on the assignment. **Assessment:** Students are asked to read chapter 22-24 and study for their vocabulary test. ** Lesson Twenty: //Wanted in WestingTown// ** **Preparation:** Students will have completed reading assignment. **Procedure:** Students will be handed Wanted in WestingTown assignment sheet where they will create a “Wanted Poster” of the character they think is responsible for Sam Westing’s death. **Assessment:** Students will be asked to study for their vocabulary tests. ** Lesson Twenty – One: //Wanted in WestingTown// ** **Preparation:** Students will have studied for their vocabulary tests and have finished their Wanted Poster. **Procedure:** Students will take chapter 17 – 24 spelling test. After spelling test students will present their Wanted Poster to their classmates and explain their reasoning for why they have chosen their particular character as the murderer. **Assessment:** Students will finish the book over the weekend (Chapter 25-30)
 * // Week Five //**

** WANTED: A Creative Suspect Profile ** ** Directions: ** Students, please construct a creative wanted poster for the suspect you think is responsible for the murder of Sam Westing. Below I have given you an outline of what must be on your poster. Remember, be creative or I’ll put out a wanted sign for you to come back and start over!



Vocabulary Quiz Chapter 17 – 24 **Directions:** Students, please fill in the following words as I read them aloud to you. **Directions:** Students, please place the correct word with its definition. > >  **Directions:** Students, please spell, define, and use in a sentence the last two words that are missing from this spelling test. This will be worth two extra credit points. ** Chapter 25-30 Vocabulary Words ** Directions: Please find and write the definition for each word listed below. When you are finished, put each word and definition onto the study card worksheet. Spelling test is on Friday.
 * 1) 1. _________________________
 * 2) 2. ________________________
 * 3) 3. _________________________
 * 4) 4. _________________________
 * 5) 5. _________________________
 * || || ** appellate meticulous exquisite ornithologist writhing **  || ||
 * || || ** appellate meticulous exquisite ornithologist writhing **  || ||
 * 1) 1. Make continual twisting, squirming movements or contortions of the body.________________
 * 1) 2. Concerned with or dealing with applications for decisions to be reversed. ________________
 * 1) 3. A zoologist who studies birds. __________________
 * 1) 4. Extremely beautiful and, typically, delicate.__________________
 * 1) 5. Showing great attention to detail; very careful and precise.____________________
 * 1) 1. ________________________
 * 2) a. __________________________________________________________________ __________________________________________________________________
 * 3) b. ____________________________________________________________________________________________________________________________________
 * 4) 2. ________________________
 * 5) a. __________________________________________________________________ __________________________________________________________________
 * 6) b. ____________________________________________________________________________________________________________________________________
 * 1) ** 1. **** Stoolie: **
 * 2) ** 2. **** bolted: **
 * 3) ** 3. **** dastardly: **
 * 4) ** 4. **** stenographer: **
 * 5) ** 5. **** accomplice: **
 * 6) ** 6. **** intercede: **
 * 7) ** 7. **** baffled: **
 * 8) ** 8. **** embalmed: **
 * 9) ** 9. **** obituary: **
 * 10) ** 10. **** pretense: **
 * 11) ** 11. **** benefactor: **
 * 12) ** 12. **** extravaganza: **

**// Week Six //** ** Lesson Twenty – Two: Wrap – up discussion of the //Westing Game// ** **Purpose:** Students will complete a summative assessment by creatively creating an alternative ending for //The Westing Game//. Students will display their knowledge of the book and critical thinking of other possible endings. **Preparation:** Students will have completed the book and ready to discuss the outcome. Students will have completed their last vocabulary definitions and note cards for the mystery genre unit. **Procedure:** As a class we will discuss the outcome of the novel. At the end of the discussion, I will then introduce the summative assessment and complete graphic organizer. **Assessment:** Students will start working on their rough draft for their alternative ending assignment. ** Lesson Twenty – Three: Summative Assessment ** **Preparation:** Students will have completed the graphic organizer **Procedure:** Students will start working on their rough draft for their alternative ending. **Assessment:** Students will keep working on their alternative ending.

Vocabulary Quiz Chapter 25 – 30 **Directions:** Students, please fill in the following words as I read them aloud to you. **Directions:** Students, please place the correct word with its definition. > >  **Directions:** Students, please spell, define, and use in a sentence the last two words that are missing from this spelling test. This will be worth two extra credit points.
 * 1) 1. _________________________
 * 2) 2. _________________________
 * 3) 3. _________________________
 * 4) 4. _________________________
 * 5) 5. _________________________
 * 6) 6. _________________________
 * || || ** stoolie dastardly intercede pretense benefactor **  || ||
 * || || ** stoolie dastardly intercede pretense benefactor **  || ||
 * 1) 1. Despicably cowardly.________________
 * 1) 2. An attempt to make something that is not the case appears true. ________________
 * 1) 3. Fink: someone acting as an informer or decoy for the police. ____________________
 * 1) 4. Intervene on behalf of another. __________________
 * 1) 5. A person who gives money or other help to a person or cause. ____________________
 * 1) 1. ________________________
 * 2) a. __________________________________________________________________ __________________________________________________________________
 * 3) b. ____________________________________________________________________________________________________________________________________
 * 4) 2. ________________________
 * 5) a. __________________________________________________________________ __________________________________________________________________
 * 6) b. ____________________________________________________________________________________________________________________________________