Initial engagement
A Mysterious Letter (Optional)
Prior to the commencement of the school term, students receive a mysterious letter in the mail. The letter introduces them to their new class and includes a coded message and cipher. If the students choose to decode the message, it leads them to a "secret" website and gives them a sneak peak into the intended learning for the term. (Read more about this idea, including a sample letter on the Real Classroom Ideas website)
Prior to the commencement of the school term, students receive a mysterious letter in the mail. The letter introduces them to their new class and includes a coded message and cipher. If the students choose to decode the message, it leads them to a "secret" website and gives them a sneak peak into the intended learning for the term. (Read more about this idea, including a sample letter on the Real Classroom Ideas website)
First Day Detective Game
Students become detectives in this get-acquainted game, in which they uncover the real identity of a fellow classmate. Give each student an index card and ask them to each record four clues about themselves. At the bottom of their cards, they should sign secret code names, such as Art or Skippy. Gather up the cards and, later on, hand them out randomly. Challenge everyone to find the student who matches the clues on his or her card. In this brain-boosting activity, students move from classmate to classmate asking questions to learn the identity behind the code name. The catch? They must avoid using any of the words on the clue card! (idea from Scholastic)
Students become detectives in this get-acquainted game, in which they uncover the real identity of a fellow classmate. Give each student an index card and ask them to each record four clues about themselves. At the bottom of their cards, they should sign secret code names, such as Art or Skippy. Gather up the cards and, later on, hand them out randomly. Challenge everyone to find the student who matches the clues on his or her card. In this brain-boosting activity, students move from classmate to classmate asking questions to learn the identity behind the code name. The catch? They must avoid using any of the words on the clue card! (idea from Scholastic)
Think Like a Detective!
A Mystery visitor comes to the classroom and does a number of things while there, including giving a note, talking to someone, borrowing something, etc. Students write a list of all the things they remember about the mystery visitor and then share their memories with the class. They also play a memory game to practise observation skills. (ideas from Scholastic)
A Mystery visitor comes to the classroom and does a number of things while there, including giving a note, talking to someone, borrowing something, etc. Students write a list of all the things they remember about the mystery visitor and then share their memories with the class. They also play a memory game to practise observation skills. (ideas from Scholastic)
The Case of the Snack Shack
Read the story (available on the Kids Mystery Net website) to the class. After solving the case and discussing the vital clues, have students list the key features of a mystery story based on this story and what they know about mystery stories. Share the students' suggestions and introduce any key features or terms that might not have been suggested by the class. Use the Detective's Dictionary to help students to understand unfamiliar terms. Create an anchor chart for "Key Features of a Great Mystery Story". Students could record this list in a notebook or document. Students can play the Mystery Memory Game (cards can be laminated or printed onto card) to learn and revise new terms.
Read the story (available on the Kids Mystery Net website) to the class. After solving the case and discussing the vital clues, have students list the key features of a mystery story based on this story and what they know about mystery stories. Share the students' suggestions and introduce any key features or terms that might not have been suggested by the class. Use the Detective's Dictionary to help students to understand unfamiliar terms. Create an anchor chart for "Key Features of a Great Mystery Story". Students could record this list in a notebook or document. Students can play the Mystery Memory Game (cards can be laminated or printed onto card) to learn and revise new terms.
What is "Inferring"?
Using the PowerPoint, guide students to develop an understanding of the word "infer" and introduce the simple process - It says… I say… So… to assist children in making inferences and recognising when an inference is made.
Using the PowerPoint, guide students to develop an understanding of the word "infer" and introduce the simple process - It says… I say… So… to assist children in making inferences and recognising when an inference is made.
Great Garbage Mystery
Bring in a bag of "garbage" (clean items such as empty packaging, used shopping list or groceries receipt, fast food wrappers etc). Students look at the items and work out what each item might tell us about the people who threw it out. They then draw a picture of the family they imagine might have thrown out this garbage and write some inferences they made. (from Simply Sweet Teaching)
Bring in a bag of "garbage" (clean items such as empty packaging, used shopping list or groceries receipt, fast food wrappers etc). Students look at the items and work out what each item might tell us about the people who threw it out. They then draw a picture of the family they imagine might have thrown out this garbage and write some inferences they made. (from Simply Sweet Teaching)
Mystery Books We Know
Students discuss and suggest books and series that they are familiar with that have a mystery or spy theme. Collate their ideas using a collaborative online board (e.g. Posties in LIFE LMS or Lino, Wall Wisher etc). Use these suggestions to locate suitable reading material for the class for the term and also allow students to add to it over the term.
Students discuss and suggest books and series that they are familiar with that have a mystery or spy theme. Collate their ideas using a collaborative online board (e.g. Posties in LIFE LMS or Lino, Wall Wisher etc). Use these suggestions to locate suitable reading material for the class for the term and also allow students to add to it over the term.
Readers' Theatre - A Mystery Message
Distribute copies of the script to the class and assign roles. Allow the students a few moments to look for the parts they will be reading and to pre read them silently. As a class, read the readers' theatre script. Students identify the rules and guidelines for the task that are in the text and work in teams of four to "crack the code". Use this opportunity to make anecdotal notes about students' reading and their ability to work together in a small group.
Distribute copies of the script to the class and assign roles. Allow the students a few moments to look for the parts they will be reading and to pre read them silently. As a class, read the readers' theatre script. Students identify the rules and guidelines for the task that are in the text and work in teams of four to "crack the code". Use this opportunity to make anecdotal notes about students' reading and their ability to work together in a small group.
Exploring through reading and viewing
A Recipe for a Good Mystery?
Students are given short mysteries to read in small groups or pairs. (There are many short mysteries for children available online or the library might have books with suitable stories). Students use a copy of the "Ingredients of a Mystery" worksheet to record the features they discovered in the text they read. They present their findings to the class.
Students are given short mysteries to read in small groups or pairs. (There are many short mysteries for children available online or the library might have books with suitable stories). Students use a copy of the "Ingredients of a Mystery" worksheet to record the features they discovered in the text they read. They present their findings to the class.
Reading Detectives
Students explore the mystery genre by reading a group mystery story and discussing the story in a literature circle guided by the teacher. They take notes in their detective file. (Idea from Scholastic)
Students explore the mystery genre by reading a group mystery story and discussing the story in a literature circle guided by the teacher. They take notes in their detective file. (Idea from Scholastic)
Take Note!
Read aloud a short mystery story to the class. They record the names of suspects as they listen to the story. They could use the Suspect List worksheet or create a concept map that records the details such as alibis, suspicious behaviours, key statements and other clues.
Read aloud a short mystery story to the class. They record the names of suspects as they listen to the story. They could use the Suspect List worksheet or create a concept map that records the details such as alibis, suspicious behaviours, key statements and other clues.
It Says… I Say… So…
Explicitly teach the skill of making an inference using the "It Says… I Say… So…" model to structure student thinking. Regularly read short stories to students and model the thinking behind this skill.
Explicitly teach the skill of making an inference using the "It Says… I Say… So…" model to structure student thinking. Regularly read short stories to students and model the thinking behind this skill.
Making Connections
Students develop understanding of how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) through shared reading of short mysteries and passages from longer texts. For example, using The Case of the Surprise Visitor students highlight the words used to refer to the surprise visitor. Are all of the references to "he" and "him" talking about the surprise visitor? Discuss with students why we use pronouns instead of the noun and how we can make sure our reader knows to whom we are referring. Use student written texts as examples of cohesive links.
Discuss the use of text connectives to sequence events in a text. As a class, rewrite the procedural text for the Magic Trick into a recount. Highlight the text connectives used (e.g. firstly, next, after etc). Why might the author of the procedural text not used these connectives? Why are they not necessary? What effect would it have it they were added?
Students develop understanding of how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) through shared reading of short mysteries and passages from longer texts. For example, using The Case of the Surprise Visitor students highlight the words used to refer to the surprise visitor. Are all of the references to "he" and "him" talking about the surprise visitor? Discuss with students why we use pronouns instead of the noun and how we can make sure our reader knows to whom we are referring. Use student written texts as examples of cohesive links.
Discuss the use of text connectives to sequence events in a text. As a class, rewrite the procedural text for the Magic Trick into a recount. Highlight the text connectives used (e.g. firstly, next, after etc). Why might the author of the procedural text not used these connectives? Why are they not necessary? What effect would it have it they were added?
What we're reading
Students discuss literary experiences with others, share responses and express a point of view (ACELT1603) as they record brief reviews about a mystery book they have read. They share these on an on-line collaborative discussion board (e.g. LIFE LMS) so that all students can read about what others have been reading. The students use these reviews to determine books they might like to read next. They practise writing "good comments" as they respond to the recommendations of others. Students build an understanding of differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) through discussion about the reviews - Which statements are pure statements of fact and which include opinion?
Students discuss literary experiences with others, share responses and express a point of view (ACELT1603) as they record brief reviews about a mystery book they have read. They share these on an on-line collaborative discussion board (e.g. LIFE LMS) so that all students can read about what others have been reading. The students use these reviews to determine books they might like to read next. They practise writing "good comments" as they respond to the recommendations of others. Students build an understanding of differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) through discussion about the reviews - Which statements are pure statements of fact and which include opinion?
Fairytale Mystery Theatre
As a class (or in two large groups) students rehearse and perform the Fairytale Mystery Theatre - Goldilocks and the Three Bears. Through feedback and explicit teaching, students learn about using voice tone, volume, pitch and pace to engage listeners. Present the seven things readers can do with our voices to keep our listeners engaged: loud and soft; fast and slow; and high and low and pause. (A useful resource for learning about different voice techniques is Mem Fox's guide to reading picture books to children.) Students experiment with different sound effects for the story and make a recording of the story to be published on the school website or other suitable location. (Links to Media Arts)
As a class (or in two large groups) students rehearse and perform the Fairytale Mystery Theatre - Goldilocks and the Three Bears. Through feedback and explicit teaching, students learn about using voice tone, volume, pitch and pace to engage listeners. Present the seven things readers can do with our voices to keep our listeners engaged: loud and soft; fast and slow; and high and low and pause. (A useful resource for learning about different voice techniques is Mem Fox's guide to reading picture books to children.) Students experiment with different sound effects for the story and make a recording of the story to be published on the school website or other suitable location. (Links to Media Arts)
Reading Aloud
Students practise reading aloud by recording samples of themselves reading a short mystery or passage from a book. Through self, peer and teacher feedback, they explore the effects of changing voice tone, volume, pitch and pace when reading orally. Students create a polished recording in Garageband (or similar software) which includes sound effects and background music. Students create a visual image to accompany their reading and attach a QR code that links to their reading. This piece is used as a folio sample as well as creating a bank of audio texts that can be used by the class.
Students practise reading aloud by recording samples of themselves reading a short mystery or passage from a book. Through self, peer and teacher feedback, they explore the effects of changing voice tone, volume, pitch and pace when reading orally. Students create a polished recording in Garageband (or similar software) which includes sound effects and background music. Students create a visual image to accompany their reading and attach a QR code that links to their reading. This piece is used as a folio sample as well as creating a bank of audio texts that can be used by the class.
Mystery Movie
Students watch a short mystery film made by primary school students and discuss the film techniques used in the film.
Students watch a short mystery film made by primary school students and discuss the film techniques used in the film.
Experimenting through writing and creating
The Making of a Mystery
Students compose their own original mystery with all the "ingredients" — a setting, a problem to solve, suspects, a detective, and a sequence of events. (See lesson from Scholastic for further details and resources)
Students compose their own original mystery with all the "ingredients" — a setting, a problem to solve, suspects, a detective, and a sequence of events. (See lesson from Scholastic for further details and resources)
Tell me more…
Students identify the adverb groups/phrases and prepositional phrases that provide details of the circumstances in a story, for example, 'At midnight (time - when) he rose slowly (manner - how) from the chair (place- where) and went upstairs (place -where)' (ACELA1495) The class makes a collection of phrases and adverbs that tell when, how and where and experiment with writing sentences that provide details about the circumstances of an event in a "mystery".
Students identify the adverb groups/phrases and prepositional phrases that provide details of the circumstances in a story, for example, 'At midnight (time - when) he rose slowly (manner - how) from the chair (place- where) and went upstairs (place -where)' (ACELA1495) The class makes a collection of phrases and adverbs that tell when, how and where and experiment with writing sentences that provide details about the circumstances of an event in a "mystery".
What's in a Mystery?
Students use a Mystery Graphic Organiser to record the key parts of a mystery that is shared with the class. When they understand how to fill in this scaffold, they complete their own to help guide their writing. They use the Super Sleuth Peer Feedback form to give useful feedback and then edit their work before publishing.
Students use a Mystery Graphic Organiser to record the key parts of a mystery that is shared with the class. When they understand how to fill in this scaffold, they complete their own to help guide their writing. They use the Super Sleuth Peer Feedback form to give useful feedback and then edit their work before publishing.
Seven Steps to Writing Success
Using ideas from this program, explicitly teach ways to improve narrative writing including a sizzling start, show don't tell and tightening tension.
Using ideas from this program, explicitly teach ways to improve narrative writing including a sizzling start, show don't tell and tightening tension.
Sharing and showcasing
Idea from ScholasticTo conclude the mystery unit, invite parents to come to school for a special "Meet the Detectives" event. Students dress up as their favorite detective (or a generic detective) and read the mystery they have written to their parents or other parents who visit. Arrange desks in a circle, and have students sit behind their desks and autograph detective pictures for the visitors. (Take pictures of each student with a detective hat, trench coach, and magnifying glass. Print a set of wallet-sized copies for students to autograph for their "fans.")
As a class, before parents arrive, write a mystery that takes place in the school. Put parents in groups with a copy of the mystery in an envelope. The mystery should give parents clues that require them to find envelopes containing additional clues that have been planted around the building. You may want to alter the location of the clues for each parent group so that the traveling groups are spread out. Place the student detectives around the school in the places the parents are expected to find the clues so that the students can hand the envelopes to the parents.
Make the final clue one that helps parents solve the mystery and sends them back to your classroom (or all-purpose meeting area) so that all parents end up in the same place.
To conclude the fun event, enjoy some "mystery treats" like question mark-shaped cookies. You can also put different types of food in brown bags with student-written clues on the outside of each bag that help parents determine what kind of treat is in the bag. Parents can choose their desired treat bag based on the clues.
As a class, before parents arrive, write a mystery that takes place in the school. Put parents in groups with a copy of the mystery in an envelope. The mystery should give parents clues that require them to find envelopes containing additional clues that have been planted around the building. You may want to alter the location of the clues for each parent group so that the traveling groups are spread out. Place the student detectives around the school in the places the parents are expected to find the clues so that the students can hand the envelopes to the parents.
Make the final clue one that helps parents solve the mystery and sends them back to your classroom (or all-purpose meeting area) so that all parents end up in the same place.
To conclude the fun event, enjoy some "mystery treats" like question mark-shaped cookies. You can also put different types of food in brown bags with student-written clues on the outside of each bag that help parents determine what kind of treat is in the bag. Parents can choose their desired treat bag based on the clues.