Reading Detectives
Rational
While this lesson is dealing with mystery fiction the goal is not to teach the students about the genre. While it can still be used as an introduction to the genre, this lesson is intended to encourage critical and logical thinking by having the students pick out important details from the story and to judge the information to find the elements that will help them solve the case. It is also intended to teach students how to work in groups and how to share their ideas and opinions in a respectful way that will support peer learning.
Lesson Plan
Reading Detectives |
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By the end of this lesson, the students will be able to:
Understand key terms used in mystery genre
Be able to pick out important details and clues from a text
Be able to interact respectfully and productively in a group setting
Be able to pick out important details and clues from a text
Be able to interact respectfully and productively in a group setting
Group Size & Material
The class will be divided into groups of 3-4 students
Student provided materials:
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Teacher provided materials:
case in a clear plastic sleeve - 1 dry erase marker |
Subject Competencies
- To read and listen to literary texts
- To use language to communicate and learn
Cross-curricular Competencies
- Showing interest in and respecting the point of view of others
- Working collaboratively with others to transcend gender, and social, and cultural differences
- Participation in dialogue with others in which a new perspective, a new shared knowledge, is created
Time10 - 15 minutes 10 - 15 minutes 40 minutes 20 minutes |
LessonIntroduction: First, as a class make a list of what students know about mysteries; what sort of mysteries are they familiar with (books or movies) and what can be found in a mystery book or movie. Then present the proper vocabulary and their definitions (see Appendix A). Following this brief discussion, explain to the students that will now get the chance to be detectives themselves - Reading Detectives! They will listen to a short mystery and try to solve the case.
Development: Part 1 Now that the students are real detectives they will need a case book to record their clues and solutions. Have the students make their own casebooks by folding lined paper in half and slipping it into a piece of black construction paper also folded in half. Secure the two together by placing three staples along the folded edge to make a book. One last thing before they begin - pass out the detective badges and make them feel really official! Part 2 Have the students write down headings for the information they will fill in after the story (see Appendix B). It will be hard for the students to know what to listen for so first read them the title of the case and the question at the end of the story, then discuss very briefly what sort of information they should be on the lookout for. Then read then the short story. Give the students a moment to write down their own clues before setting them up in groups with their evidence folders. Once they are ready for group work tell the students to study Exhibit A (the illustration from the story). One way to analyze the drawing and spot the clues within is to label. Have the students start by labeling the people and objects and then looking at the relation between the two or to look at what's happening in the drawing. Only one member of the group will be doing the writing with the dry-erase marker on the plastic covered paper (so they can be erased and reused) but since each novel has eight cases all students will eventually get a chance. Conclusion: Have the students share the clues they have found from the text and then from the drawing. You might want to consider filling out a case file yourself on a BIG paper at the front of the class so students can see how to align the information in their own books and can copy any clues they missed. Discuss the students solutions to the case then read the solution from the book. |
Assesment
Assessment is intended to be formative. Look to see that students can find clues on their own and that the information they mark as clues is at least significant to solving the case, or on a wave length of thought that with some refining could solve the case. Also look to see that students are copying down the clues of their team mates, a sign that they are sharing and collaborating.
While the groups are discussing, walk around to see how they participate and whether they are on track and on task.
While the groups are discussing, walk around to see how they participate and whether they are on track and on task.
Extensions
Other possible forms of doing this lesson is to give the students their own copies of the mystery story, without the solution, and have then read the text themselves before getting into groups and sharing the clues they have found.
Another possible book to use is "Encyclopedia Brown" by Donald J. Sobol
Another possible book to use is "Encyclopedia Brown" by Donald J. Sobol