Teacher: Gina Kimball
Subject: Language Arts, Reading
Unit of Instruction: “Mystery” Genre
Implementation Dates:  

Layered Curriculum Lesson Plan Form             Name________________ 
 

Objective 1: LA.A.1.3.2  Uses a variety of strategies to analyze words and text, draw conclusions, and recognize organizational patterns.
Objective 2: LA.A.2.3.1  Determines the main idea or essential message in a text and identifies relevant details and facts.
Objective 3: 

Other:

 LA.A.2.3.5  Locates, organizes, and interprets written information for a variety of  purposes.

LA:A.2.2.7, Compare/Contrast   LA:E.2.2.1  Cause and Effect
Curriculum Layers Student Unit Learning Activities
 
C Layer: 65pts

 

Bloom’s Taxonomy:

Knowledge & Comprehension 

 1. Choose a mystery novel to read.  Get approved by teacher.

2.  Mystery Cube- Make one for the novel you are reading.  http://readwritethink.org/materials/mystery_cube/. 

3.  Complete 2 graphic organizers for mystery stories heard or read.

4.  Read online book reviews with Rodman Philbrick. List tips for writing a book review. http://teacher.scholastic.com/writewit/bookrev/index.htm.

5.  Go to www.accessexcellence.org. Choose an online mystery to read & solve.  Write a summary.  Do whole group or with partners.

6.  Create a foldable glossary of 15 mystery related terms and write definitions for each word.  (student friendly definition)

7.  Listen to 5 (2 minute mysteries) and make crystal ball predictions and evaluations for each.

8.  Complete 3 online Solve-it mysteries and complete story map, mystery cube or graphic organizer for each.

9.  Research “mystery” authors.  Make a list of 3 famous ones and give examples of their works.

10.  Do Mystery word sort and document answers.

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Layered Curriculum:  _______________  Name: _______________ 

B Layer: 20pts

 

Bloom’s Taxonomy:

Application & Analysis

 1.  Think of a time when you experienced a mystery (something missing, stolen, a secret that got out, etc.).  Make a graphic organizer detailing information and write a 2-minute mystery.

2.  Go to www.forensicfiles.com.  Under resources, go to forensic terms.  Choose 3 words or terms that you will teach the class both visually and orally.

3.  Watch a mystery show on TV such as CSI, NCIS, Unsolved mysteries, etc..  Do a graphic organizer showing all the elements of a good mystery.

4.  After completing #4 in the C level, summarize writing tips and draft a book review based on the novel you have chosen to read.

5.  Make a nursery rhyme into a mystery.  Example:  Why did Jack and Jill go up a hill?  Who was up there?  Why did Jack fall down the hill?  Did someone push him or shoot him?  Make it fun!  Share with someone.

6.  Copy a short mystery story and underline the adjectives.  Switch with a partner and each re-write the short story by replacing with new adjectives.  Read the stories to each other.

7.  Research a mystery author and present orally or visually through poster or power point to the class.

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A Layer: 20pts 

Bloom’s Taxonomy:

Synthesis & Evaluation

 1.  Research a real mystery that is unsolved.  Identify all mystery elements.  Do a poster or visual depicting the mystery.  Include your theory on who dun it or what happened.

2.  Name and describe at least 20 careers that deal with solving mysteries.  Make a visual presentation.

3.  If you did #1 on layer B, Present your mystery to the class and have them complete a solve-it story map or a mystery cube.

4.  If you completed #4 of A&B, revise and publish your mystery book review on the website.  Must be proof read by teacher first.

5.  Choose a mystery with several Characters.  Re-write the ending of the mystery using a new perpetrator.

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  Teacher Lessons    
 

1.  Introduce “Mystery” as a Genre.  Use 2-minute mysteries and Elements of a mystery.

2.  Begin a “Mystery” novel as a read-aloud.  Read Daily.

3.  Develop background knowledge by doing an ABC sheet on “Mysteries”

4.  Introduce mystery vocabulary words and identifying words.  Use a Jig saw to find synonyms.

5.  Demonstrate questioning, visualization, and predicting while reading a mystery.

6.  I do, we do, you do.... Crystal ball predictions and evaluations

7.  I do, we do, you do....  Solve-it story map

8.  I do, we do, you do.... Mystery graphic organizers

9.  I do, we do, you do.... Mystery Cube

10.  I do, we do, you do.... Super Sleuth Peer Editing Sheet

11.  Introduce online websites and activities that are in the layers.

12.  Do an author study on Edgar Allen Poe.  Use “READ” magazines to do readers theater, read stories etc.

13.  Demonstrate any other of the layered lessons or do some as whole group.

14.  Introduce non-fiction mysteries

15. Story element flash cards.  Have students hold up the element cards as you read a story. 
 

http://www.readwritethink.org/lesson_images/lesson865/words.pdf.

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http://www.readwritethink.org/lesson_images/lesson865/organizer.pdf.  

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http://www.readwritethink.org/lesson_images/lesson865/peer-edit.pdf.

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Mystery Word Sort:  Copy on colored paper and cut and laminate.

 
 
 
MURDER 
 
 JUDGE EYE-WITNESS
 
 
 
ASSAULT 
 
 POICE-

CHIEF

 FINGER-PRINTS
 
 
 
ROBBERY 
 
 POLICE-MAN BLOOD

STAINS
 
 
 
 
 
ARMED-

ROBBERY 

 SRO FOOT-

PRINTS
 
 
 
LITTERING 
 
 PRISON-GUARD SECURITY-CAMERA
 
 
 
SPEEDING 
 
 DETECTIVE CONFESSION
 
 
   PLOT Setting
distractions Characters
Structure Clues

Best if made with each word on different colored paper

then laminated. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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http://www.readwritethink.org/lesson_images/lesson865/elements.pdf. Your browser may not support display of this image. 

http://readwritethink.org/materials/mystery_cube/.

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Mystery Story Map 

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