Introduction
We will begin our lesson by reading a few short mysteries out loud to the class.  The students start by trying to decide the components of a mystery.  They will be introduced to vocabulary words that are often found in mysteries and complete vocabulary activities with these words on the web page.  Then as we work through the stories and activities in unit two, the class will continue to work on the web page.  The activities on the web page include reading mysteries and trying to solve them by filling out on line worksheets and lead up to the culminating activity, which is writing their own mystery.
Subject:               Language Arts
Topic:                   Mysteries
Grade Level:       Fifth
Student Lesson name and URL:
ctap295.ctaponline.org/~lricci/student
 Standards Addressed
Fourth Grade
Language Arts:
 English Language Arts Curriculum
Competency Goal 1 The learner will apply enabling strategies and skills to read and write.
Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
Competency Goal 3 The learner will make connections with text through the use of oral language, written language, and media and technology.
Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts.
Competency Goal 5 The learner will apply grammar and language conventions to communicate effectively.
 
 Instructional Objectives:
Why Mysteries? Mysteries help reluctant readers to become excited about reading.
 
1.  Students will establish a plot, the setting, the conflict and the ending in a multiple paragraph mystery story.
2.  Students will explain the events of a mystery story, including the plot, the point of view, the setting and the conflict in their description.
3.  Students will use critical thinking skills in order to solve online mysteries.
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 Student Activities
To Go To The Student Page
Introductory Activity:
We begin by placing a mystery object (a pair of sunglasses) in a box.  We will give the students clues about the object.  The students will be given a chance to ask questions about the clue that we have given them, and we will respond with only a yes or no answer.  We'll record all of the clues that they’re given on paper, as well as their deductions.  We'll discuss which clues were the most helpful to them.  After they solve the mystery.   We’ll let them know that over the course of the next few weeks, they'll get to investigate and solve several mysteries.  (We will also give them an opportunity to bring in their own mystery objects.)  The students will also have an opportunity to look at reviews of various children's mystery books.  (Children's Mystery Books) They will be choosing a mystery book from the classroom or library to be reading during silent reading.  Hopefully this web site will give them ideas.
Enabling Activities:
Activity 1:  Reading Mysteries
The first two days I will begin by reading the books The Web Files by Margie Palatini and Bad Day at Riverbend by Chris Van Allsburg.
 
The Web Files is a mystery, picture book that allows students to use clues throughout the book to solve a mystery.  We will ask questions such as whom they think the thief might be, and how the mystery is solved.  Next I will read Bad Day at Riverbend to the class.  We will discuss the "greasy substance" from the story and the clues in the book.    We will then list what ideas/characters that each mystery had in common in order to come up with a guide to reading and writing mysteries.  For example, all mysteries have a title, a crime or mystery, a setting, a hero, a suspect, clues and in some cases a solution.
Activity 2:  Vocabulary
The students will begin by looking at the 12 vocabulary words for this unit.  They are:  bizarre, witness, clue, evidence, detective, investigate, perplexed, suspects, suspicious, alibi and testify.  We will list the words on the overhead with the definitions of the words.  Then, in groups, they will use the twelve vocabulary words to write a mini mystery.  (For example:  A bizarre event occurred yesterday at the grocery store.) Students will have a crossword puzzle to work on with the vocabulary words in it to work on when they finish.  (Mysterious Vocabulary Wordsearch) Afterwards, they will share their stories.
Activity 3:  Mysteries on the Net
In the first session in the computer lab, they will go to the internet site (Mystery Net) and examine the mystery photo of the week.  They will write a paragraph of what they think is happening in the picture.  They will then type this paragraph on the computer and print it out to share in class.  We will then give the mystery picture a title and discuss the mystery, it's setting and the clues in the picture.
 
In the second session in the computer lab, the students will go to a second mystery internet site (The case) and then solve a mystery on the site.   There are three possible mysteries on this site.  They can do all of the mysteries, but they must at least read and solve the first mystery (the one in yellow), so that we all have a common mystery to discuss.  Then in class we will outline that mystery, writing it's title, what happened, the setting, the hero, the suspect(s), the clues and the actual solution.
 
Culminating Activity
The final activity will have the students writing their own mysteries.  Their mysteries must include at least three of the vocabulary words we discussed in this unit.  It must all include all of the components of a mystery that we have discussed throughout this unit.  These include:  a title, a crime or mystery, a setting, at least three events, and a solution.  They will write these mysteries in class and then spend two sessions in the computer lab typing them and publishing them.  We will share our mysteries in class.  To view the mystery map, click here.