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Mystery: A Genre Study

A Unit Plan for 7th Grade Language Arts

Valerie CullipTucker – ENGL 409

Mystery Genre Rationale

What is a mystery? The very term puzzles the imagination for most 7 th graders who are

unfamiliar with the genre. The mystery genre is meant to challenge and puzzle the reader by

giving stubble clues, hidden paths, exploring the unknown, and above all, exploring the truth

and outcomes within the given text. Although the mystery genre might be new to some

students, by the end of the unit students will be able to analyze the structure, elements and

style within the mystery genre. Students will learn how to analyze the role of antagonists and

protagonists, and how their internal and external conflicts correlate to the theme by reading

the novel The Westing Game by Ellen Raskin. Lastly, students will be able to identify

characteristics within plots and themes by solving mysteries with the supporting information.

By the time we reach the end of the unit, students will have enough knowledge and

information to become mystery writers as they creatively writing their own mystery story for

the class Mystery Book for the cumulative project.

The target population for this unit is 7th grade. All students, no matter what color,

ethnicity, gender, or disability will able to successfully fulfill completion of this each lesson. I

will take into consideration that each student learning style is different, with this being said,

assignments, homework, vocabulary, projects and so forth will be able to be modified if needed

to fit each student’s individual need. Reading comprehension and progression during the unit

will be monitored and evaluated weekly (R.MT.07.02) by students handing in Detective Notes

(worksheet) and journal writings (notebooks) of topics we have covered within the book at the

end of each week to be graded and handed back. This unit is designed to be educational,

resourceful and most importantly, fun for students.

The main text students will use during this unit will be Ellen Raskin’s 1979 Newbery

Medal winning novel The Westing Game. The Westing Game is about the unexplained death of

an eccentric millionaire who brings together 16 unlikely heirs who must uncover the

circumstances of his death before they can claim their inheritance. Using The Westing Game,

students will learn how to “analyze the role of antagonists, protagonists, internal and external

conflicts, and abstract themes,” (R.NT.07.03) as well as analyze multiple author’s “craft

including the use of theme, antagonists, protagonists, overstatement, understatement, and

exaggeration” (R.NT.07.04) such as Sahar Sabati’s “The Bus Ride” and various student

publicized short story mysteries in the book, “The American Teen Writer Series: White

Knuckles, Thrillers and other stories”. By using these specific content expectations, where

students will be asked to “write a cohesive narrative piece that includes the appropriate

conventions to the genre employing literary and plot devices,” (W.GN.07.01) at the end of the

unit for the culminating activity.

For the summative assessment, students will write an alternate ending for the novel.

The Westing Game has a wide range of eccentric characters with multiple possibilities for twists

and turns for an engaging alternative ending. This will allow students to reflect on the past

chapters and creatively summarize what they have learned.

By the end of this unit, students will be able to successfully read a mystery novel,

understand the themes in which are included in a mystery story, and lastly creatively write their

own mystery.

Content Standards and Expectations

Strand 1: Reading

R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context

R.WS.07.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.07.05 acquire and apply strategies to identify unknown words and construct meaning

R.WS.07.07 in context, determine the meaning of words and phrases including crosscultural expressions, mathematical expressions, scientific procedures, and literary terms using strategies and authentic content-related resources

R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.

R.NT.07.03 analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.

R.NT.07.04 analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.

R.IT.07.01 analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography

Strand 2: Writing

W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification).

W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification)

Strand 3: Speaking

S.DS.07.01 engage in interactive, extended discourse to socially construct meaning inbook clubs, literature circles. partnerships, or other conversation protocols

S.DS.07.02 respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.

Strand 4: Listening and Viewing

L.RP.07.03 identify a speaker’s attitude toward a subject expressed through tone, mood, emotional cues, and depth of content

22 Lesson Plans – Mystery Genre

Week OneLesson 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 Know and what they Want 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 Learned.

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:

Detective notes Journal notes Mystery themed vocabulary Themed worksheets

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:

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.

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.

Detective Notes

Date:_______________O

O

O

Date _________________

Journal NotesO

O

O

Name: ______________________

It’s a Mystery!Directions: Please fill out each square as you research the Mystery genre.

Dictionary Definition:

Notes:

Ask someone what they think a mystery is. What did they say?

Resources:

Write a paragraph (4 – 6 sentences) about the information you have collected about the mystery genre:

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.


Assessment: Students will be asked to write a sentence for all of the vocabulary words.

Mystery VocabularyAlibi: 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 WORDSEARCHhttp://www.capstonepub.com/CAP/downloads/LESSONPLANS/Grades_3-5/Fiction/Mystery_Vocabulary_Lesson_Plan.pdf

J S B H T L Y J F W O U A L VF G U T T R M Y K G W C U V MI Y J S E U C A J R I L K I SZ A Z T P E E K I C T P M K ZS Y S T E E V L S G N D J N EO Y O Q U I C I S Z E L K L QM E L Z Z U P T T R S L H M PG U M E C R I M E C S T F L IV Z P C Y U N V H Y E C O B MH A F N Y S V Q N U M T I O IC Z S E T T I N G O N L E A TL D D D M D B X T T A C T D CU D G I P Z J I X K G V H C IE P V V Z H V K M T S Z N S VX M W E H E O T Q N N A S A E

ALIBICLUECRIME

DETECTIVE

EVIDENCE

HUNCH

MOTIVEMYSTERYPLOTPUZZLE

http://www.capstonepub.com/CAP/downloads/LESSONPLANS/Grades_3-5/Fiction/Mystery_Vocabulary_Lesson_Plan.pdf

SETTINGSLEUTHSUSPECTVICTIMWITNESS

Vocabulary Fill in the BlankDirections: 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.


motive witness detective hunch

clues stetting sleuth

mystery alibi violate evidence


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:

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?


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.

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.


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.

CharactersThe 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.

SettingThe 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!

PlotThe 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.

ProblemEvery 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.

Solution

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!).(http://us.penguingroup.com/static/packages/us/yreaders/camjansen/mysteries.html)

http://us.penguingroup.com/static/packages/us/yreaders/camjansen/mysteries.html

Midnight PhantomIf 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! 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.

"Ouch!" my attacker exclaimed. "Your teeth are sharp!" "Shanna!" I broke free and faced my ex-friend. "Why did you grab me? I

nearly wet my pants, you scared me so much." "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." "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." She nodded, then pointed to a light flickering up ahead, so we moved

forward. 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.

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.

"He's digging a grave!" Shanna grabbed my hand. I could feel her trembling.

"Quiet," I warned. "Unless you want to be the dead body he buries."

"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.

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.

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.

With my life flashing before me, a dumb argument just seemed plain dumb. So I turned to Shanna and whispered, "I'm sorry."

"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."

I nodded. "Best friends. If we get out of here alive." Then we both jumped when we heard a dog bark. "TAFFY!" we screamed.

Startled, the Phantom dropped his box. Small white bones spilled on the ground. "Who's out there?" he growled. "Show yourself!

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!"

"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."

"Digging... uh... graves?" Shanna stepped forward to take Taffy in her arms. The pup wiggled and happily licked Shanna's face.

I pointed to the ground. "Whose...uh... bones?" "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."

"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."

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. Shanna and I exchanged horrified looks. THE PHANTOM REALLY WAS A PHANTOM! Only now there were two of them!

Screaming, Shanna and I ran out of the orchard... together.

http://kids.mysterynet.com/

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.

http://kids.mysterynet.com/

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


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.

THE BUS RIDE1by Sahar Sabati

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.

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

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

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.

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

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.

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.

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

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?

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.

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.

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.

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 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.

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?

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 Personally, I would leave such a piece of jewelry at home for when I’d wash up and put some cleaner clothes on.

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

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

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.

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.

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.

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.

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

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.

Reprinted with permission of www.newmysteryreader.com. 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 orunconventional 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. Predict what the story will be about based on the title.

2. Why would the narrator want to sit at the back of the bus?

3. What do you think is in the bags?

4. If you would like to change your prediction, do so now.

5. Sketch (on the back of this sheet) what you think the man looks like.

6. What do you think the smell is?

7. How do you think the narrator feels right now?

8. Whose ring is the man wearing?

9. Do you think the man has killed someone? Use clues or evidence from the story to supportyour answer.

10. Do you think the narrator’s imagination is being overactive, or does he or she have something to worry about?

11. What does the narrator see that makes him or her worry?

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:

Chapter 1-8 Vocabulary words Vocabulary cards Reading assignments Detective notes

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.

Name: _________________________

Date: __________________

Mystery Spelling Test

1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

7. ___________________________________

8. ___________________________________

9. ___________________________________

10.___________________________________

Name: _______________________

Chapter 1-8 Vocabulary ListDirections: 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. beneficiary:

2. confidential:

3. executor:

4. industrialist:

5. vigil:

6. appraise:

7. afflicted:

8. incompetence:

9. eccentric:

10. autopsy:

11. pompous:

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 SketchDirections: 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:

Chapters 9-16 Vocabulary words Vocabulary cards Homework Reading assignments Detective notes

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.

Vocabulary Quiz Chapter 1 – 8 Directions: Students, please fill in the following words as I read them aloud to you.

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

Directions: Students, please place the correct word with its definition.

1. A person involved in the ownership and management of industry. _________________2. A person or institution appointed by a testator to carry out the terms of their will.

_________________3. A person who derives advantage from something, esp. a trust, will, or life insurance

policy. __________________4. A stationary, peaceful demonstration in support of a particular cause, typically without

speeches. __________________5. Intended to be kept secret. ____________________

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. ________________________a. __________________________________________________________________

__________________________________________________________________b. __________________________________________________________________

__________________________________________________________________2. ________________________

a. __________________________________________________________________ __________________________________________________________________

b. ____________________________________________________________________________________________________________________________________

beneficiary confidential executor industrialist vigil

Chapter 9-16 Vocabulary WordsDirections: 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. broker:

2. uppity:

3. larcenist:

4. implication:

5. wary:

6. paraphernalia:

7. unattainable:

8. demeaning:

9. peevishly:

10. remission:

11. soothsayer:

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.

1. _________________________2. _________________________3. _________________________4. _________________________5. _________________________


1. The conclusion that can be drawn from something, although it is not explicitly stated.________________

2. Miscellaneous articles, esp. the equipment needed for a particular activity. _________________

3. One who commits larceny, a thief. __________________

4. Self-important; arrogant. __________________

5. A person who buys and sells goods or assets for others.____________________


1. ________________________

a. __________________________________________________________________

__________________________________________________________________

b. __________________________________________________________________

__________________________________________________________________

2. ________________________

a. __________________________________________________________________

_________________________________________________________________

broker larcenist implication paraphernalia uppity

http://thief.askdefine.com/

http://larceny.askdefine.com/

b. __________________________________________________________________

__________________________________________________________________


1. bullish:

2. propellants:

3. placard:

4. manipulated:

5. legitimate:

6. miscalculation:

7. appellate:

8. exquisite:

9. ornithologist:

10. meticulous:

11. paranoid:

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 50ptsCover 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

Week Five

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)

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!

WANTED

Picture of Suspec

tWhat your suspect is wanted for (at least 3 sentences)

Reward money amount

Description of

character (at least 5 bullet

points)

Vocabulary Quiz Chapter 17 – 24Directions: Students, please fill in the following words as I read them aloud to you.

1. _________________________

2. ________________________

3. _________________________

4. _________________________

5. _________________________


1. Make continual twisting, squirming movements or contortions of the body.________________

2. Concerned with or dealing with applications for decisions to be reversed. ________________

3. A zoologist who studies birds. __________________

4. Extremely beautiful and, typically, delicate.__________________

5. Showing great attention to detail; very careful and precise.____________________


1. ________________________a. __________________________________________________________________

__________________________________________________________________b. __________________________________________________________________

__________________________________________________________________2. ________________________

a. __________________________________________________________________ __________________________________________________________________

b. ____________________________________________________________________________________________________________________________________

appellate meticulous exquisite ornithologist writhing


1. Stoolie:

2. bolted:

3. dastardly:

4. stenographer:

5. accomplice:

6. intercede:

7. baffled:

8. embalmed:

9. obituary:

10. pretense:

11. benefactor:

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.

1. _________________________2. _________________________3. _________________________4. _________________________5. _________________________6. _________________________


1. Despicably cowardly.________________

2. An attempt to make something that is not the case appears true. ________________

3. Fink: someone acting as an informer or decoy for the police. ____________________

4. Intervene on behalf of another. __________________

5. A person who gives money or other help to a person or cause. ____________________


1. ________________________a. __________________________________________________________________

__________________________________________________________________b. __________________________________________________________________

__________________________________________________________________2. ________________________

a. __________________________________________________________________ __________________________________________________________________

b. ____________________________________________________________________________________________________________________________________

stoolie dastardly intercede pretense benefactor

Mystery Writing Project

You will write your own creative alternative ending for “The Westing Game.”

You will be graded on the following:1. The use all the elements of mystery that we have

covered during this unit.2. Clear, well organized, and well developed ideas

3. Grammar, usage and mechanics4. Word Choice

o You will be expected to use all of the words we have studied during the Mystery Vocabulary Unit in your story

5. Students will be expected to turn in all of the following:o Pre-writing promptso Mystery Graphic Organizerso All planning, drafting, revising, editing, and peer

editing drafts

6. I have created an attached rubric for your to follow as you write your paper

From the Mystery Files of: _____________________________________________ (Your Name)Title of Mystery: ________________________________________________________________

Mystery Writing Rubric

Score Traits Comments

4 – Excellent 3 – Acceptable2 – Below Average1 – Unacceptable

CLEAR, WELL ORGANIZED, AND WELL DEVELOPED IDEAS

[ ] Mystery is logically sequenced, with clear beginning, middle, and end.[ ] Transitions are used to provide smooth progression from paragraph to paragraph.[ ] Introductory sentence sets the stage for the mystery by providing the setting, by introducing a character, by using dialogue, or capturing the attention of the reader. [ ] Descriptive detail is vivid and creates an image in the mind of the reader.

4 – Excellent 3 – Acceptable2 – Below Average1 – Unacceptable

GRAMMAR, USAGE, MECHANICS[ ] No run-on sentences; no sentence fragments [ ] Subject/verb agreement [ ] Correct verb tense usage (present and past tenses used appropriately and consistently) [ ] Correct paragraph indention is used when characters are speaking. [ ] Quotation marks are used correctly; other punctuation is correct. [ ] Capitalization is correct. [ ] Spelling is correct

4 – Excellent 3 – Acceptable 2 – Below Average 1 – Unacceptable

WORD CHOICE[ ] Vivid, lively verbs are used. [ ] Precise, accurate nouns are used.[ ] Imaginative, unusual adjectives are used. [ ] No vague, overused, repetitive language is used.

[ ] Use words/phrases remain in the reader's mind. [ ] Word choice gives the writer a personality[ ] Mystery Vocabulary is used throughout story

Student has turned in the following:[ ] Pre-writing prompts[ ] Mystery Graphic Organizers[ ] Story Web Worksheet[ ] All planning, drafting, revising, editing, and peer editing drafts

STORY WEBCharacters

Plot

Setting

Problem

Solution

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