Katherine Freeman

The Marvel of Mysteries Unit Plan

Contents

Rationale	Syllabus	Lesson Plans	Teacher Notes
Bibliography	Writers in the Round	Essay Test	Terms Quiz

Rationale

The following lesson plans are part of a twelve-week thematic unit on Alanguage perspective.@ The lessons are designed for ninth grade average English students on a ninety-minute block schedule. The first three weeks will focus on poetry. The students will examine numerous pieces and engage in reader response criticism and share their interpretations with the class and/or in response journals. The second three-week unit will focus on short stories written by young authors paired thematically with short stories written by adult authors. The students will compare and contrast the paired works in order to gain greater understanding about perspective. Not only will they look at the voice of the writers and how the styles are different, they will also examine the word choice and how it differs between the paired works. The third three-week unit will focus on mysteries and the fourth three-week unit will focus on popular literature. For this twelve-week unit plan, students will be asked to broaden their views about what literature is. Furthermore, students will be focusing on discovering their own interpretations of the works based on the text and context of the works. The students will also be considering their perspectives as well as the possible perspectives of the authors. In this way the students will engage critically with the literature.

With the mysteries, the students will examine what is said in the text as well as that which is not said. Often, there will be misleading, extraneous information. It will be their job to discover the truth of the mysteries. Students will read a variety of Aclassic@ detective fiction and modern detective fiction, mini-mysteries, and short stories and respond to them critically. They will be charged with examining the works and either solving the Acrime@ or deciding if the author=s ending is truly plausible and valid. The students will also engage in daily reading and writing. They will respond critically and creatively to mystery prompts, and they will meet in peer groups (writers in the round) in order to offer a collaborative model for the enhancement of learning and learning support. In order for students to enjoy this unit to the fullest, they will be required to meet several QCC standards: L.A.9-12.33 [Literature and Composition 09] C to engage critically and constructively in discussions by speaking and listening, Core Skill .9-12.13C to take notes on the main and subordinate ideas in lecture and discussion and report accurately on what others have said, Core Skill .9- 12.24C to work as a team member to solve problems, Core Skill .9-12.21 to create hypotheses and predict outcomes, and Core Skill .9 -12.22C to defend conclusions rationally. These are encompassed also in IRAs; the students will apply knowledge of language structure, language conventions, media techniques, figurative languages, and genre to create, critique, and discuss print and nonprint texts, and they will participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Although some students may require more attention and assistance than others, I believe all students can learn. I believe that those who can should teach and that they should teach their passion. Students are very aware. If we do not love our subject, in all probability, they will not love the subject. Teaching should not merely be lectures, homework, and exams. Teaching should be filled with a variety of learning opportunities. I believe teachers should model. If I want my students to do something, at least the first few times, show them how. Provide an example for them. Engage the students. Make their ideas and contributions important. Every child has something valuable to contribute to the classroom community. Part of teaching is learning. It is impossible to be an effective teacher and not allow the students to effect me. Most of all, I believe that teaching across the curriculum should include writing. The written word is one of the most underrated elements by society in general and yet it is often considered to be a cornerstone of civilization. I believe students and teachers should write daily and that in their writings they should use critical thinking. Writing allows for the preservation of self-expression, and critical thinking allows us to search for our own truth and support our findings. In Language and Reflection, this is called ALanguage as Expression.@ I believe that it is important to allow students to grow and develop as readers and writers and critical, reflective thinkers. I also believe that this is enhanced through ALanguage as Social Construct@ (Gere). By this I mean that students receive the benefit of learning through the social dynamics of the classroom environment, the school environment, and the community. Students need to learn to adapt to numerous scenarios, and, in order to do this, they need to have a basic understanding of the worlds in which they live and interact.

Although classic literature is important, it is often inappropriate for teaching certain elements of language; furthermore, many students are not able to connect with this type of literature and miss the complex layers of meaning. It is therefore important to allow them to learn to examine something which was designed to be examined: the detective mystery. Of course, they must first be able to look at language and perspective, and this is why the unit is designed as described.

Rationale	Syllabus	Lesson Plans	Teacher Notes
Bibliography	Writers in the Round	Essay Test	Terms Quiz

Syllabus

MYSTERIES: part 3 in APerspectives in language@

Introduction:

In this unit we will be examining a variety of mysteries for the purpose of enhancing our understanding of language and perception. We will be reading and writing daily as well as employing a variety of activities to further illustrate the material. Most of all, we should enjoy!

Day 1C Introduction and general background about the genre. Terms. In class activity.

Read the handout,AThe Locked Tomb Mystery.@ All but the last few paragraphs will be included. Make predictions in your response journal and be prepared to share them in class. We will discover the closure in the mystery together in class on day 2.

Day 2C In class activity. AThe Locked Tomb Mystery@ discussion. Read the ending. Follow up. Introduction of next story. Background information. The Mysterious Harris Burdick. Response writing. Free reading.

Read 5-minute mysteries 1 and 3. Answer question at the end of each in your response journal. Reread your AHarris Burdick@ writing from today. Be prepared to share your responses in class.

Day 3C In class activity. Examine 5-minute mysteries 1 and 3. Share the solutions from the book. Follow up. Introduction to the next short story. The Mysterious Harris Burdick. Response writing. Free reading.

Read AHow=s Your Mother?@. Respond in your journal. Reread your AHarris Burdick@ writing from today. Be prepared to share your responses in class.

Day 4C In class activity. Discuss AHow=s Your Mother?@. Introduction to the next short story. The Mysterious Harris Burdick. Response writing. Free reading.

Read AThe Specialty of the House.@ Respond in your journal. Reread your AHarris Burdick@ writing from today. Be prepared to share your responses in class.

Day 5C In class activity. AThe Specialty of the House@ discussion.@ Revision writing of AHarris Burdick@ piece. The Case.Com. Free reading.

Continue to polish one piece of writing for Awriters in the round@ groups on Monday.

Day 6C In class activity. Writers in the round. Introduce Sir Arthur Conan Doyle. Teacher will read aloud the first portion of AThe Adventure of the Speckled Band.@ Free read.

Finish reading AThe Adventure of the Speckled Band.@ Respond in journal. Be prepared to share your responses in class.

Day 7C In class activity. AThe Adventure of the Speckled Band@ discussion. Video of AThe Adventure of the speckled Band.@ Compare and contrast discussion. Introduce Adrian Conan Doyle. AHarris Burdick@ writing. Free reading.

Read AThe Deptford Horror.@ Respond in journal. Be prepared to share your responses in class.

Day 8C In class activity. AThe Deptford Horror@ discussion. Introduce Charles Dickens. AHarris Burdick@ writing. Free reading.

Read AConfession Found in a Prison.@ Respond in journal. Be prepared to share your responses in class. Note that there will be a terms quiz on Monday.

Day 9C In class activity. AConfession Found in a Prison@ discussion. AHarris Burdick@ writing. Free reading.

Read AThe Tale-Tell Heart.@ Respond in journal. Be prepared to share your responses in class. Terms quiz on Monday.

Day 10C In class activity. In class activity. AThe Tell-Tale Heart@ discussion. Revision writing of AHarris Burdick@ piece. The Case.Com. Free reading.

Continue to polish one piece of writing for Awriters in the round@ groups on Monday. Terms quiz on Monday.

Day 11C In class activity. Terms quiz. Writers in the round. Free reading.

Read AAccidentally Yours.@ Respond in journal. Be prepared to share your responses in class.

Day 12C In class activity. AAccidentally Yours@ discussion. Introduce Agatha Christie. AHarris Burdick@ writing. Free reading.

Read AFour-and-Twenty Blackbirds.@ Respond in journal. Be prepared to share your responses in class. Don=t forget that you will write an essay in class on Thursday. Your journals will be due on Friday. Your final draft of a piece of your choice will be due Monday.

Day 13C In class activity. Terms quiz returned. AFour-and-Twenty Blackbirds@ discussion. AHarris Burdick@ writing. Overview discussion of all readings as needed. Free reading.

Be prepared to write your essay in class tomorrow. Again, your journals are due Friday, and your final draft is due Monday.

Day 14C In class activity. Write essay in class. AHarris Burdick@ writing. Free reading.

Be prepared to turn in journals tomorrow. Come to class ready to participate in Amystery theater.@ Don=t forget your final draft is due Monday.

Day 15C Recap mysteries. Turn in response journals. AMystery Theater.@

Be prepared to turn in final draft on Monday.

IMPORTANT DAYS:

A participation grade will be given daily; all days are important.

Day 1C terms and overview

Days 2-4, 7-9, and 12-14C AHarris Burdick@

Days 5 and 10C extended writing

Days 6 and 11C writers in the round

Day 11 C terms quiz

Day 13C recap for essay on day 14

Day 14C essay in class

Day 15C Amystery theater@

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Assessment Rubric

Assessments and Evaluations:

1) Terms quiz			(10%)
2) Short in class essay over the works			(15%)
3) Participation	a) in class discussion		(15%)
4) Preparation	a) reading assignments completed		(5%)
	b) assignments completed on time		(5%)
5) Journal entries	a) complete		(10%)
	b) thoughtful		(10%)
6) Writing assignment of your choice	a) Content		(30%)
	b) text
		i) grammar
		ii) syntax
		iii) punctuation
		iv) clarity
			Total: 100%

The final writing assignment will be assessed using a writing rubric:

IDEAS & DEVELOPMENT Extensive development of prompt-strong support of main idea with many supporting details . . . Exceptional Good development of prompt . . . many supporting details Adequate development of prompt . . . listing of details Weak development of prompt . . . few or no details	____ 4 ____ 3 ____ 2 ____ 1
ORGANIZATION Completely organized . . . smooth flow with strong sequence Fairly well organized . . . flow and sequence evident Sparsely organized . . . lack of sequence Not organized	____ 4 ____ 3 ____ 2 ____ 1
VOCABULARY Vivid and imaginative word choice . . . appropriate use of vocabulary Good word choice . . . meaning is clear Fair word choice . . . simple words Poor or inappropriate word choice	____ 4 ____ 3 ____ 2 ____ 1
SENTENCE STRUCTURE Excellent . . . no errors and a variety of lengths Adequate . . . few errors and some variety of lengths Fair . . . choppy . . . no variety Poor . . . many errors	____ 4 ____ 3 ____ 2 ____ 1
CAPITALIZATION, PUNCTUATION, SPELLING Error free Few errors 1-5 Some errors 6-10 Many errors 10+	____ 4 ____ 3 ____ 2 ____ 1
GRADE:______	Total Points:

To my students,

The majority of your grade will be determined by the journal entries, one final draft of a piece of your choice, and participation. While the terms are important, it is more important for you to think critically and reflect on the bodies of literature. Giving you time to write and then select a few pieces to rewrite or revise gives you the power of choice. It also allows for you to practice self-evaluation. Peer critiquing and collaboration will also be an integral part of the portfolio process. This is key in learning good communication and social skills. The approach for peer critiquing will be TAGC Tell, Ask, Give. You will tell what you like about another=s work (AI really like . . .@). Second, you will ask a question ( AI would like to know more about. . .@). Finally, you will give a suggestion or a prompt (AHow would you. . .@ or AHave you thought about adding. . .@). This will always be done courteously and with tact. However, you are expected to respond and to do so thoughtfully and honestly.

Rationale	Syllabus	Lesson Plans	Teacher Notes
Bibliography	Writers in the Round	Essay Test	Terms Quiz

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Terms Quiz

Name:______________________ Date:_________________

Give the definition of each term and an example .

Foreshadowing:_________________________________________________________________

______________________________________________________________________________

Alibi:_________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Clue:_________________________________________________________________________

_____________________________________________________________________________

Red Herring:___________________________________________________________________

_____________________________________________________________________________

Suspect:______________________________________________________________________

_____________________________________________________________________________

Rationale	Syllabus	Lesson Plans	Teacher Notes
Bibliography	Writers in the Round	Essay Test	Terms Quiz

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Writers in the Round

Author:___________________ Peer:________________________

Complete one sheet for each member of the group who reads.

Remember to follow the TAG formula.

ALWAYS be courteous and tactful.

Tell one thing you really like about the piece._________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
_____________________________________________________________________________

______________________________________________________________________________

Ask one question about the piece. (What would you like to know more about?)______________

______________________________________________________________________________

______________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

Give one suggestion that might help the author improve or revise the piece._________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Rationale

Syllabus

Lesson Plans

Teacher Notes

Bibliography

Writers in the Round

Essay Test

Terms Quiz

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Essay for Mystery Unit

Name:_______________________ Date:___________

Directions:

In a clear and unified manner, tell me which work from this unit you have enjoyed the most. You must tell me why and use the correct terminology. I want you to use the work you liked the best as the piece against which you will compare and contrast at least two other works we have read. When doing this, you should remember to compare like points and contrast elements which are either different or present in one work and not in the other.

Rationale

Syllabus

Lesson Plans

Teacher Notes

Bibliography

Writers in the Round

Essay Test

Terms Quiz

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Lesson Plans

Day 1

Day2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Day 11

Day 12

Day 13

Day 14

Day 15

Day 1

English

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C I will return the exam from the last unit (perspectives in nature). We will spend the first part of class examining selections from the exam that expounded best on the topic for the essay. Exam notes will again be explained. I will offer a sign up sheet for individual conferences regarding the papers. At this point I will offer the syllabus for the next three weeks and open the discussion: What is a mystery? We will go over the syllabus and I will offer terms which we will cover that day; we will end with A Case of Red Herring. They will read the first Awhodunnit@ for homework and respond in their journals.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (L.A. 9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C return exams

C read selections from exams

C offer sign up sheet for individual conferences regarding papers

C lead discussion: What is a mystery?

C hand out new syllabus

C go over new syllabus

C hand out new terms

C go over new terms

C A Case of Red Herring

C evaluation of discussion

C have students free read

C assign homeworkC AThe Locked Tomb Mystery@

ClosingC Have you read any short mysteries? What were they? Did you enjoy them? Why or why not? Have you read any full length mysteries? What did you like about them? Would you recommend them to a friend? Why or why not?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C exams to return

C sections from student papers to share

C new syllabi

C terms handout

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C handouts of all but the last page and a half of AThe Locked Tomb Mystery@

Assignment:

Students will read all but the last section of AThe Locked Tomb Mystery.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C offer some background on Herodotus

C read aloud from Herodotus= AThe Thief versus King Rhampsinitus,@ a truly historical whodunnit

Teacher Notes Day 1

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Day 2

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AThe Locked Tomb Mystery@ and have them share what they wrote in their reflective journals. Did they figure out how the deed was done? What led them to their conclusions? I will then read the ending aloud, and we will compare how the ending differed from their answers? Were their endings plausible? Why or why not? Was the ending of the story as it was printed plausible? Why or why not? I will introduce the next assignment, AFive-Minute Mysteries.@ I will examine one of these with them. This will be followed with the first AHarris Burdick@ illustration from Chris Van Allsburg’s "The Mysteries of Harris Burdick." We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. I will point out again the section in the classroom where mystery novels are housed. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well. I will have students read two AFive-Minute Mysteries@ for homework and respond.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AThe Locked Tomb Mystery@

C read the end of AThe Locked Tomb Mystery@ aloud

C return to discussion of AThe Locked Tomb Mystery@

C introduce AFive-Minute Mysteries@

C read a AFive-Minute Mystery@ aloud

C discuss the Asolution@

C introduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C go over terms again

C assign homework: two AFive-Minute Mysteries@

ClosingC We have been looking at different types of mysteries. What are some of the differences between those that we have examined so far? Which have you preferred? Why? Tomorrow we will talk about the two AFive-Minute Mysteries@ you will read and respond to for homework.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C one AFive-Minute Mystery@ to share with the class

C two AFive-Minute Mysteries@ for homework

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read two AFive-Minute Mysteries.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 2

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Day 3

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AFive-Minute Mysteries@ and have them share what they wrote in their reflective journals. Did they figure out how the deed was done? What led them to their conclusions? I will then read the solutions aloud, and we will compare how the solution differed from their answers? Were their solutions plausible? Why or why not? Was the solution of the story as it was printed plausible? Why or why not? I will introduce the next assignment, AHow’s Your Mother?@. This will be followed with the second AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AFive-Minute Mysteries@

C read the solutions of AFive-Minute Mysteries@ aloud

C return to discussion of AFive-Minute Mysteries@

C introduce AHow=s Your Mother?@

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homework: AHow=s Your Mother?@

ClosingC

What did you learn about language in AFive-Minute Mysteries?@ How are they different from AThe Locked Tomb Mystery@? Which did you prefer? Why? Tomorrow we will look at AHow=s Your Mother.@ Be ready to share your responses with the class.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

Chandouts of AHow’s Your Mother?@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read AHow=s Your Mother?@. They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 3

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Day 4

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AHow=s Your Mother?@ and have them share what they wrote in their reflective journals. I will introduce the next assignment, AThe Specialty of the House.@ This will be followed with the second AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AHow=s Your Mother?@

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homework: AThe Specialty of the House.@

ClosingCHow are your responses to AHarris Burdick@ changing? Are you experimenting with different ways to expose a mystery? What have you tried so far? Think about this tonight when reading AThe Specialty of the House.@

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

Chandouts of AThe Specialty of the House@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment: Students will read AThe Specialty of the House.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 4

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Day 5

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AThe Specialty of the House@ and have them share what they wrote in their reflective journals. The students will have 30 minutes for polishing a piece of writing from the week. We will examine AThe Santaland Shooting@ from The Case.com as a class. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AThe Specialty of the House@

C have students polish one piece of Harris Burdick@ writing

C place Harris Burdick overhead on projector

C lead a discussion about a selection from The Case.com

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C review terms

C assign homework: continue working on writing for Monday

ClosingCWhat did you like about AThe Santaland Shooting?@ How is it different from the mysteries we have been reading? How can you relate this type of mystery to the writing you are doing in response to the AHarris Burdick@ illustrations?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C transparencies of AHarris Burdick@ selections for the week

C photo-copies of AHarris Burdick@ selections for the week

C AThe Santaland Shooting@ from The Case.com

Assignment: Students will continue to work on polishing one piece of writing which will be prepared for the Awriters in the round@ session on Monday.

Extenders/ backup activities:

C extended free reading

Teacher Notes Day 5

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Day 6

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spellingand punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students to get into their writers in the round groups and have them share what they have prepared for the day. They will use the TAG method to do their peer reviews. If they are finished before the end of 45 minutes, they may use the remaining time to make revisions. I will introduce the next assignment, AThe Adventure of the Speckled Band.@ I will read the first portion of it aloud in class. They will then have the opportunity to do free reading until 5 minutes before the end of class. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C have students participate in Awriters in the round@ groups

C read the first portion of AThe Adventure of the Speckled Band@

C have class free read for 15 minutes (or until 5 minutes before the bell)

C evaluate discussion from the day (recap)

C assign homework: finish reading AThe Adventure of the Speckled Band@

ClosingC What have you noted in AThe Adventure of the Speckled Band@ so far? What do you think might happen? Be prepared to share your response journal entries in class tomorrow. Also, we will be watching the video tomorrow in class.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C handout of TAG form

C chalk

C clean transparencies

C write on transparency markers

C handouts of AThe Adventure of the Speckled Band@

Assignment:

Students will read AThe Adventure of the Speckled Band.@ They will make a journal entry regarding their ideas of how the mystery is solved and whether the ending is plausible. Be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Teacher Notes Day 6

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Day 7

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AThe Adventure of the Speckled Band@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? We will watch the video of AThe Adventure of the Speckled Band@ in class. We will compare and contrast the written text and the video. I will introduce the next assignment, AThe Case of the Deptford Horror.@ This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AThe Adventure of the Speckled Band@

C show the video of AThe Adventure of the Speckled Band@

C lead a discussion comparing and contrasting the two

C introduce Adrian Conan Doyle

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC AThe Case of the Deptford Horror@

ClosingCWhich version of AThe Adventures of the Speckled Band@ did you prefer? What might be the benefits of having both the print and the non-print versions?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C video of AThe Adventure of the Speckled Band@

C handouts of AThe Case of the Deptford Horror@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read AThe Case of the Deptford Horror.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 7

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Day 8

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AThe Case of the Deptford Horror@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? I will introduce the next assignment, AConfession Found in a Prison.@ This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AThe Deptford Horror@

C introduce Charles Dickens

C introduce AConfession Found in a Prison@

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C review terms

C assign homeworkC AConfession Found in a Prison@

ClosingC Tomorrow we will be reading AThe Tell-Tale Heart@ by Edgar Allen Poe. It was based on the story we are reading for homework tonight. Think about what you might want to change or enhance as you read this story and respond in your journals.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C handouts of AConfession Found in a Prison@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read AConfession Found in a Prison.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 8

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Day 9

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AConfession Found in a Prison@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? I will introduce the next assignment, AThe Tell-Tale Heart.@ This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AConfession Found in a Prison@

C introduce the next story by Dickens

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC AThe Tell-Tale Heart@

ClosingCRemember that the story for tonight is based on Dickens= story. Consider how they are alike and how they are different. Although Dickens= story preceded the Poe story by about 10 years, it is the later story that is considered one of the founding detective or mystery stories.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C handouts of AThe Tell-Tale Heart@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read AThe Tell-Tale Heart.@ They will make a journal entry regarding their thoughts on the similarities and differences between this story and the tale from last night. Which did they prefer and why?

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 9

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Day 10

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AThe Tell-Tale Heart@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? The students will have 30 minutes for polishing a piece of writing from the week. We will examine AShear Murder@ from The Case.com in small groups. We will come back together as a class to discuss the solutions. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AThree >Detective= Anecdotes@

C have students polish one piece of Harris Burdick@ writing

C place Harris Burdick overhead on projector

C lead a discussion about a selection from The Case.com

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC continue working on writing for Monday

ClosingCWe have looked at nine short mystery stories and two Acases.@ What has been the easiest to Acrack@ so far? What is it about the language or the way they are written to make them easier to understand or solve?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C The Case.com, AShear Murder@

C transparencies of AHarris Burdick@ selections for the week

C photo-copies of AHarris Burdick@ selections for the week

Assignment:

Students will continue to prepare one piece of writing for Awriters in the round@ for Monday. Remember, Monday there will be a quiz on the terms for this unit, and a week from Monday your polished final draft will be due. Next Friday you will need to turn in your response journals.

Extenders/ backup activities:

C free reading

C AFive- Minute Mysteries@

Teacher Notes Day 10

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Day 11

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students to get into their writers in the round groups and have them share what they have prepared for the day. They will use the TAG method to do their peer reviews. If they are finished before the end of 45 minutes, they may use the remaining time to make revisions. I will introduce the next assignment, AAccidentally Yours.@ They will then have the opportunity to do free reading until 5 minutes before the end of class. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C have students take the terms quiz

C have students work in their Awriters in the round@ groups

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC AAccidentally Yours@

ClosingC What have you discovered about yourself as a writer during the last two weeks? What about as a reader? Does the pursuit of mysteries enable you to take a look at your own writing from another perspective? If so, how?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C terms quiz

C handout of Tag form

C chalk

C clean transparencies

C write on transparency markers

C handouts of AAccidentally Yours@

Assignment:

Students will read AAccidentally Yours.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day.

Extenders/ backup activities:

C The Case.com

Teacher Notes Day 11

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Day 12

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AAccidentally Yours@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? I will introduce the next assignment, AFour-and-Twenty Blackbirds.@ This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C lead discussion about AAccidentally Yours@

C introduce Agatha Christie, AFour-and-Twenty Blackbirds@

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC AFour-and-Twenty Blackbirds@

ClosingCWhat seems to be common throughout all of the mysteries that we have read? Are there any elements which really stand out in a particular story? What are they? What has helped the most so far in solving the mysteries? What do you think makes a good mystery? Why are those elements important to you?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C handouts of AFour-and-Twenty Blackbirds@

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will read AFour-and-Twenty Blackbirds.@ They will make a journal entry regarding their ideas of how the mystery is solved and be prepared to share with the class the next day. Your journals will be due Friday, your final draft of one piece of writing will be due on Monday.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 12

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Day 13

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will ask the students what they thought of AFour-and-Twenty Blackbirds@ and have them share what they wrote in their reflective journals. Was the solution of the story as it was printed plausible? Why or why not? Students will prepare to write the essay on Thursday. I will answer questions about the readings. This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C return terms quiz

C go over terms quiz

C lead discussion about AFour-and-Twenty Blackbirds@

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC prepare for essay tomorrow

ClosingC Are there points about any of the stories on which you are unclear? So far, which story do you think you like the best? Are there authors we have not read for this unit who write in this genre that you would like to read in the future?

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C chalk

C clean transparencies

C write on transparency markers

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will be prepared to write an essay about the story they liked the best and why. They will be expected to use the correct terminology. Remember, your journals will be due on Friday, and your final draft of one piece of writing will be due on Monday.

Extenders/ backup activities:

C The Case.com

Additional Van Allsburg links

Teacher Notes Day 13

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Day 14

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities.

Introduction:

C We will start with a selection from A Case of Red Herring. Then, I will have the students write a short essay about the story they liked the best and why. They will be expected to use the correct terminology when expounding on the work of their choice. We will engage in a recap of the stories read. This will be followed with the next AHarris Burdick@ illustration. We will spend a few minutes as a class examining the illustration. I will use prompts to get them to tell me what they notice in particular about the illustration. They will then have 15 to 20 minutes to write in connection with the picture. They will then have the opportunity to spend 15 minutes in free reading. We will wrap up discussing what we wrote about today or read today that was of interest. I will be prepared to comment as well.

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.13 [Core Skills]): take notes on the main and subordinate ideas in lecture and discussion and reports accurately on what others have said.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

C (.9-12.21 [Core Skills]): creates hypotheses and predicts outcomes.

C (.9-12.22 [Core Skills]): defend conclusions rationally.

Procedures:

The teacher will:

C lead A Case of Red Herrings

C have students write an essay about which story they liked the best and why

C reintroduce AThe Mysterious Harris Burdick@

C place Harris Burdick overhead on projector

C lead discussion about picture

C have class write about the picture for 15 minutes

C have class free read for 15 minutes

C evaluate discussion from the day (recap)

C assign homeworkC be prepared to turn in response journals tomorrow

ClosingC If you haven=t finished your response journals, tonight is the time to finish them. They are due tomorrow at the beginning of class. Be prepared to participate in Amystery theater@ tomorrow.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

C A Case of Red Herring

C transparency of above

C essay test

C chalk

C clean transparencies

C write on transparency markers

C AHarris Burdick@ selection

C transparency of AHarris Burdick@ selection

C photo-copies of AHarris Burdick@ selection

Assignment:

Students will be prepared to turn in their response journals. They will come to class ready to participate in Amystery theater@ (mystery in a box)

Extenders/ backup activities:

C free reading

Additional Van Allsburg links

Teacher Notes Day 14

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Day 15

General Objectives:

The students will:

C apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

C participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities

Introduction:

C We will start with a quick recap about what we know about mysteries. I will have the students turn in their response journals. The class will then participate in Amystery theater.@

Specific Objectives:

The students will:

C (L.A. 9-12.33 [Lit & Comp 09]): Engage critically and constructively in discussions by speaking and listening.

C (.9-12.24 [Core Skills]): work as a team member to solve problems.

Procedures:

The teacher will:

C lead recap about mysteries

C have students turn in response journals

C have students break into three groups to participate in Amystery theater@

C evaluate discussion from the day (recap)

ClosingC Your essays will be returned on Monday. I will have your response journals near the end of next week. Have a great weekend. On Monday, be prepared to share what you liked about this activity and what you did not like.

EvaluationCThey will start with 100 for a participation grade today. Did students pay attention and participate in the discussion? If so, they will keep the starting grade. If they must be called down, 10 points will be deducted each time.

Materials:

CMystery Theater in a box

C snacks

Assignment:

Students will be prepared to turn in their final draft of the writing of their choice on Monday.

Extenders/ backup activities:

C The Case.com

Teacher Notes Day 15

Rationale

Syllabus

Lesson Plans

Teacher Notes

Bibliography

Writers in the Round

Essay Test

Terms Quiz

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Teacher Notes

Day 1 Notes

Day 2 Notes

Day 3 Notes

Day 4 Notes

Day 5 Notes

Day 6 Notes

Day 7 Notes

Day 8 Notes

Day 9 Notes

Day 10 Notes

Day 11 Notes

Day 12 Notes

Day 13 Notes

Day 14 Notes

Day 15 Notes

Teacher Notes Day 1

Return Exams

Go over best responses from each question

Hand out new syllabus

C go over it (See Syllabus)

C pay special attention to the change in grading policy for this unit!

C Participation and preparation now total 25%!!!

What is a Mystery?

Have you read any mysteries?

C what are your favorites?

(Sue Grafton, Edgar Allen Poe, Barbara Michaels, Lilian Jackson Braun, James Lee Burke, Michael Connelly, Anna Katherine Green, Agatha Christie)

What do you think are the elements of a mystery?

(A misdeed which remains unsolved by the regular police force, clues which may lead up to the Aah-ha,@ foreshadowing, red herrings, suspects, leads, alibis, witnesses . . . )

A Little Historical Background (See highlighted Gilbert Introduction)

Terms to know:

alibi

foreshadowing

clue

red herring

suspect

lead

Can you give examples of these terms? Where have you seen some of them before?

Introduce A Case of Red Herring

C see directions from book

Activity

There are mystery novels and short stories on the bookcase in the back right corner. They are on the top three shelves.

Free reading for 30 minutes.

So, what did we learn about mysteries today? What is foreshadowing? What is a red herring? Can someone identify a red herring from the activity?

For tomorrow, read AThe Locked Tomb Mystery@ handout. You have all except the last page and a half. In your journals, note how you think the deed might have been accomplished based on what you read for homework. We will listen to the Asolution@ in class tomorrow and compare the two.

Return to Day 1

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Teacher Notes Day 2

Yesterday we began our new unit, and you became detectives in order to solve a case of red herrings. You asked yes and no questions in order to learn the Atrue story@ behind the short story that was on the overhead. Today, you are going to try to solve another Ared herring.@

A Case of Red Herrings

Last night for homework you read AThe Locked Tomb Mystery.@ Again, it was a historical mystery.

Can someone tell me what a historical mystery is?

This one was written in the last twenty years but set in ancient Egypt.

What did you think about how AThe Locked Tomb Mystery@ was solved? Can I have volunteers to share what they wrote in their response journals.

Did anyone have something different to share?

Read the end.

Do you think the Asolution@ is plausible? Why or why not?
Read one Five Minute Mystery aloud

as a classC try to discover the solution.

Introduce AHarris Burdick@

Read Introduction from beginning of book (note in front)

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Free reading for 15 minutes

Closing questions from lesson plan

We have been looking at some different types of mysteries. What are some of the types we have looked at so far?

What are some of the differences you have noticed between the ones we have examined ?

Which have you preferred? Why?
Review terms

alibi suspect foreshadowing clue

lead red herring

Assign homework

For tomorrow you will read the two AFive-Minute Mysteries@ in the handout, and respond in your journals. Be prepared to share your responses with the class.

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Teacher Notes Day 3

You are now ready to begin your third case. Thus far, you have sought an author who took pictures for his book of rare animals and you have discovered the true nature of what Alex meant when he said he wanted to follow in his uncle=s footsteps. Today, there is another mystery waiting . . .
A Case of Red Herrings

Discuss the class answers for Five-minute mysteries

(Responses will vary

See Texts and solutions)

For #2, AThe Case of the Slow-Moving Ducks,@ did you discover the flaw in the case of the witnesses?

Why might people have a difficult time staying outside?

In the summer? Near a swamp? Could it be an insect? What about mosquitos?

Read the solution.

Is the answer plausible? Why or why not?

For #3, ASquash and the Scales of Justice,@ did you discover how to prevent the disaster?

There is a logic to the solution in this one. Have you thought about it mathematically?
Read the solution.

Is the answer plausible? Why or why not?

AHarris Burdick@ selection

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Free reading for 15 minutes

Closing questions from lesson plan

What did you learn about language in AFive-Minute Mysteries@?

How are they different from AThe Locked Tomb Mystery@?

Which did you prefer? Why?
Assign homework

Read AHow=s Your Mother?@ tonight. Respond in your journals and be prepared to share your responses in class tomorrow.

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Teacher Notes Day 4

You are fast on your way to becoming expert detectives. Today, we will follow the clues from the case of red herring on the overhead and try to discover the story behind the mystery. What might a good, broad opening question be?
A Case of Red Herrings

Discuss AHow=s Your Mother?@

What were the examples of foreshadowing in this story?

Was the officer=s response plausible?

What did you like best about the story?

Where might the story have taken place?

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Free reading for 15 minutes

Closing questions from lesson plan

How are your responses to Harris Burdick changing?

Are you experimenting with different styles as we read different styles? Why or why not?

What have you tried so far?

Think about this when reading your assignment tonight.
Assign homework

Read ASpecialty of the House@ for homework and respond in your journals.

Be prepared to share your responses with the class tomorrow.

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Teacher Notes Day 5

As we come to the close of the first portion of our mystery unit, what have you learned? Are you better detectives this week than you were last week? Have you started considering what is said, the way it is said, and what is not said when looking at a red herring?
A Case of Red Herrings
Discuss AThe Specialty of the House@

When the story ends, Laffler is going into the kitchen. What happens next?

What are the examples of foreshadowing? (How do you know?)

Look at the highlighted text
Polish one piece of AHarris Burdick@ writing for 30 minutes

Remember, the grading rubric is in your syllabus. I have additional copies if needed. Also, if you would like to take another look at any of the illustrations from this week, those are available. There are packets of them on the table at the front, either help yourselves or ask me.

THE CASE.COM

We are going to work in teams of four in order to solve our next mystery.

This is AThe Case of the Santaland Shooting.@

Each group will need one person to read, one person to record, one person to report and one person to check the information. Although there are four individual roles, it is the responsibility of the group to act as a team to solve the case. There is a copy of the case and a worksheet for each group. This is part of your participation grade. You will have 20 minutes. I will be circulating; you are welcome to ask me questions. Although I will not tell you the answer, I will verify or clarify information. I can also steer you in the right direction if you are having difficulty.

Come back together as a class.

Who did it?

How did you determine this?

Free read for 15 minutes

Closing questions from lesson plan

What did you like the most about AThe Santaland Shooting@?

How is it different from the other mysteries we have read this week?

How can you relate this type of mystery writing to the response writing you are doing to Harris Burdick?
review terms

alibi red herring suspect lead

clue foreshadowing

For homework continue to polish one piece of Harris Burdick writing and be prepared for writers in the round on Monday.

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Teacher Notes Day 6

Last week we started examining mysteries. Who can tell me something we learned about mysteries last week? What are some of the mysteries we looked at? Let=s get ready to become detectives again and take a look at the next red herring . . .
A Case of Red Herrings

Have class get into groups of 3 for writers in the round

Hand out TAG forms

TELL< ASK< GIVE

Go over direction sheet again in order to refresh their memories

Also, remember no more than 15 minutes per workC 45 minutes total
Read the first portion of AThe Adventure of the Speckled Band.@

Free read (if time)

Closing questions from lesson plan

What have you noticed in AThe Adventure of the Speckled Band@ so far?

What do you think might happen?

Assign homework

Read the rest of AThe Adventure of the Speckled Band@ and respond in your journals. Be prepared to share your responses in class tomorrow. Also, we will watch the video in class tomorrow.

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TEACHER NOTES DAY 7

Today, in the tradition of Sherlock Holmes, we have a new red herring lurking. If we were to model ourselves after Holmes and Watson, what kind of questions might we ask?
A Case of Red Herrings

Discuss AThe Adventure of the Speckled Band@

Was the ending of AThe Adventure of the Speckled Band@ plausible?

Why or why not?

Are you sure about your answers?
Show video

Are you still sure about the plausibility?

Would someone like to look up information on this particular type of snake?

Which did you prefer and why?

How were they different?

How were they similar?

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Closing questions from lesson plan

Which version of the ASpeckled Band@ did you prefer? Why?

What might be the benefits of having both versions?

Assign homework

Read AThe Case of the Deptford Horror@ for homework and respond in your journals. Be prepared to share your responses in class tomorrow.

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TEACHER NOTES DAY 8

Yesterday we looked at a classic mystery figure. Today we will be moving on to another modern mystery. Has reading Aclassic@ style mysteries made you look at the mysteries we have been solving in class any differently? Try to consider how Aclassic@ detectives might go about trying to solve our red herring today as you discover the truth to our msytery.
A Case of Red Herrings

Discuss AThe Deptford Horror@

What did you think of AThe Deptford Horror@?

Was there a difference in the writing styles between father and son?

Which did you prefer and why?

How were they similar?

AHarris Burdick@

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Closing questions from lesson plan
Assign homework

ReadAConfession Found in a Prison@ and respond in your journals. Remember that we will be reading AThe Tale-Tell Heart@ tomorrow night and will be comparing them. Poe based his story on this tale written by Dickens ten years earlier. Be prepared to share your responses with the class tomorrow.

On Monday you will have a quiz over the terms we have been using for this unit.

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TEACHER NOTES DAY 9

Yesterday we looked at the second generation of Holmes stories and read one of the earliest true detective stories (in the modern sense). Today we will take another look at red herrings. And, then we will talk about AConfession Found in a Prison.@
A Case of Red Herrings

Discuss AConfession Found in a Prison@

Were there elements of foreshadowing in this story?

What are they?

Let=s take a closer look at the text . . .
Discuss the relationship between this and Poe=s ATell-Tale Heart@

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Closing questions from lesson plan
Assign homework

Tonight read AThe Tell-Tale Heart@ and compare and contrast it with AConfession Found in a Prison@ for tomorrow. Be prepared to share your responses in class tomorrow.
On Monday you will have a quiz over the terms we have been using for this unit.

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Teacher Notes Day 10

You have been reading a variety of mystery stories for the last two weeks. Today, we will examine the next red herring and then solve another case after our AHarris Burdick@ writing.
A Case of Red Herrings

Polish one piece of writing for 30 minutes

THE CASE.COM

We are going to work in teams of four in order to solve our next mystery.

This is AThe Case of the Santaland Shooting.@

Each group will need one person to read, one person to record, one person to report and one person to check the information. Although there are four individual roles, it is the responsibility of the group to act as a team to solve the case. There is a copy of the case and a worksheet for each group. This is part of your participation grade. You will have 20 minutes. I will be circulating; you are welcome to ask me questions. Although I will not tell you the answer, I will verify or clarify information. I can also steer you in the right direction if you are having difficulty.

Come back together as a class.

Who did it?

How did you determine this?

Free reading for 15 minutes

Closing questions from lesson plan

We have looked at nine short mystery stories, five-minute mysteries, and two cases.

Which has been the easiest to Acrack@ so far? Why?

What is it about the language or the way it was written that makes it easier to understand or solve?
Assign homework

C keep working on one piece of writing

C remember terms quiz on Monday

On Monday you will have a quiz over the terms we have been using for this unit.

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TEACHER NOTES DAY 11

You are becoming excellent detectives. Last week we looked at both classic and more modern detective stories. Who can tell me one classic detective story we read? What about a modern detective story? This week we will finish our mystery unit and next week we will begin looking at popular literature.
A Case of Red Herrings

Hand out Terms quizC you will have about 15 minutes to complete the quiz

Have class get into groups of 3 for writers in the round

Hand out TAG forms

TELL< ASK< GIVE

Go over direction sheet again in order to refresh their memories

Also, remember no more than 15 minutes per workC 45 minutes total

free reading for 15- 20 minutes

Closing questions from lesson plan

What have you discovered about yourself as a writer during the last two weeks?

What about as a reader?

Are you enjoying mysteries?

Does the pursuit of mysteries enable you to look at your own writing from another perspective?
Assign homework

Read AAccidentally Yours@ for homework and respond in your journals. Be prepared to share your responses in class tomorrow. Don=t forget, our in-class essay will be on Thursday. Start thinking about what you are going to write.

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TEACHER NOTES DAY 12

I will return the quiz tomorrow. We are going to look at just a few more mysteries before our mystery theater day on Friday. What types of questions have been most effective for our red herring cases?
A Case of Red Herrings

Discuss AAccidentally Yours@

What did you think of AAccidentally Yours@?

How is it different from the other mysteries we have read?

Does it have a different tone because of the main character?

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Free reading 15 minutes

Closing questions from lesson plan

What seems to be common throughout all of the mysteries we have read?

Are there any elements which really stand out in a particular story?

What are they?

What has helped the most so far in solving the mysteries?

What do you think makes a good mystery?

Why are those elements important to you?
Assign homework

Read AFour-and-Twenty Blackbirds@ and respond in your journals. Be prepared to share your responses in class tomorrow. Don=t forget our in class essay is on Thursday.

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TEACHER NOTES DAY 13

We are approaching the end of our unit on mysteries. We have been looking at a wide variety and we will recap what we have studied so far at the end of class.
A Case of Red Herrings

Discussion of AFour-and-Twenty Blackbirds@

What did you think of this story?

How was AFour-and-Twenty Blackbirds@ different from the other mysteries we have read?

Did you like it? Why or why not?

Return terms quiz and go over the best answers

AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Free reading

Closing questions from lesson plan

Are there questions about the stories we have read for the essay tomorrow?

What can you tell me about AThe Locked Tomb Mystery@?

What can you tell me about AFive-Minute Mysteries@?

What can you tell me about AHow=s Your Mother?@

What can you tell me about AThe Specialty of the House@?

What can you tell me about AThe Adventure of the Speckled Band@?

What can you tell me about AThe Deptford Horror@?

What can you tell me about AConfession Found in a Prison@?

What can you tell me about AThe Tell-Tale Heart@

What can you tell me about AAccidentally Yours@?

What can you tell me about AFour-and-Twenty Blackbirds@?

AssignmentC be ready for essay tomorrow, journal responses Friday, and polished piece on Monday.

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TEACHER NOTES DAY 14

We are going to solve one more red herring. Tomorrow we will have our mystery theater.
A Case of Red Herrings

Are there any questions before we start the essay?
You will have 45 minutes to complete your essay and turn it in.

When you finish your essay, turn it in and pick up a copy of the Harris Burdick illustration for the day. I will put it on the overhead and add the title and caption after all of the essays have been turned in.

YOU HAVE THE OPTION OF SPENDING THE HARRIS BURDICK TIME TODAY ON POLISHING ANOTHER PIECE SINCE YOU WILL NOT HAVE TIME TO WRITE IN CLASS TOMORROW.

Last AHarris Burdick@

Examine one illustration for a few minutes

What do you see in the picture?

What else might be happening?

If you have the title, what changes about your thoughts?
Title

What if we add the caption?
Caption

Take the next twenty minutes to write about this illustration.

Additional photocopies are available if you want a closer look. These writings will become the basis for one final polished work for a final grade. They will also be added to your drafts folder. Only one will receive a weighted grade. You will chose the piece to turn in. The rubric is in the syllabus.

Closing questions from lesson plan

What was your favorite piece and why?

Assignment

Be ready to turn in your response journals tomorrow.

Mystery Theater tomorrow. It is a significant part of your grade.

Be prepared to turn in a final draft for a grade on Monday. Also, hand in your draft folder before you leave today.

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TEACHER NOTES DAY 15

Recap mysteries C what is a mystery

What makes a good mystery

Introduce mystery theater

break the class into three groups and hand out Aparts@

Participate in mystery theater

Closing questions

What did you like about mystery theater?

How might we have made it more exciting?

Your last evaluation for this unit will be on Monday when you hand in your final draft of one Harris Burdick writing.

Turn in your drafts folder before you leave unless you need it over the weekend.

Return to Day 15

Rationale

Syllabus

Lesson Plans

Teacher Notes

Bibliography

Writers in the Round

Essay Test

Terms Quiz

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Bibliography

Works Consulted

Atwell, Nacie. In the Middle: Writing, Reading, and Learning with Adolescents. NH: Boyton/Cook, Heinemann, 1987.

Brett, Simon. AHow=s Your Mother?@ Murder on Main Street. Cyntihia Manson, ed. New York: Barnes and Noble, 1993.

Camilli, Thomas. A Case of Red Herrings. Pacific Grove: Critical Thinking Books and Software, 1992.

Caveney, Ellane. AAccidentally Yours.@ Murder on Main Street. Cyntihia Manson, ed. New York: Barnes and Noble, 1993.

Christenbury, Leila. Ed. Books for You: An Annotated Booklist for Senior High Students 1995 Edition. Urbana, IL: NCTE, 1995.

Christie, Agatha. AFour-and-Twenty Blackbirds.@ Murder on the Menu: Cordon Bleu Stories of Crime and Mystery. Peter Haining, ed. New York: Carroll and Gaf Publishers, 1991.

Conrad, Hy. AThe Case of the Santaland Shooting.@ The Case.com. Dec. 20, 1999. <http://www.mysterynet.com>. March 12, 2000.

Conrad, Hy. AShear Murder.@ The Case.com. March 30, 1998. <http://www.mysterynet.com>. March 12, 2000.

Dickens, Charles. AConfession Found in a Prison.@ The World of Mystery Fiction. Elliot L. Gilbert, ed. Bowling Green: Bowling Green State UP, 1983

Doyle, Adrian Conan. AThe Case of the Deptford Horror.@ The Mammoth Book of Historical Whodunnits. Mike Aheley, ed. New York: Carroll and Graf Publishers, 1993.

Doyle, Sir Arthur Conan. AThe Adventure of the Speckled Band.@ Electronic Text Center, University of Virginia Library. <http://etext.lib.virginia.edu/cgib...odeng&data=/lv1/Archive/eng-parsed>. Feb. 23, 2000.

Ellin, Stanley. AThe Specialty of the House.@ Murder on the Menu: Cordon Bleu Stories of Crime and Mystery. Peter Haining, ed. New York: Carroll and Gaf Publishers, 1991.

Freedman, Donna. AWriting Mysteries for Children=s Magazines.@ May 1998. <http://www.users.interport.net/~hdu/magsmore.htm>. Jan, 30, 2000.

Gere, Anne R., Colleen Fairbanks, Alan Howes, Laura Roop, and David Schaafsma. Language and Reflection: An Integrated Approach to Teaching English. Upper Saddle River, NJ: Prentice Hall, 1992.

AGet a Clue! A Month of Mysteries for the Classroom.@ Education World. Nov. 1, 1999. <http://www.education-world.com>a_curr/curr177.shtnl>. Jan 30, 2000.

Gilbert, Elliot L. ed. The World of Mystery Fiction. Bowling Green: Bowling Green State UP, 1983.

Greene, Pamela. ASherlock Holmes: Teaching English Through Detective Fiction.@ Yale-New Haven Teachers Institute. 1998. <http://www.cis.yale.cedu/ynhti/curriculum/units/1982/1/82.01.01.x.html>. Feb. 8, 2000.

ALearning with Mysteries.@ Mysterynet.com. <http://www.mysterynet.com/learn/lessonplans/solving.worksheet.shtml>. Feb. 24, 2000.

Nixon, Joan Lowery. AThe History of Kids Mysteries.@ The Case.com for kids. 1999. <http://www.thecase.com/kids/kidsmysteries/>. Jan. 30, 2000.

Peters, Elizabeth. AThe Locked Tomb Mystery.@ The Mammoth Book of Historical Whodunnits. Mike Aheley, ed. New York: Carroll and Graf Publishers, 1993.

Poe, Edgar Allan. AThe Tell-Tale Heart.@ The World of Mystery Fiction. Elliot L. Gilbert, ed. Bowling Green: Bowling Green State UP, 1983

Price-Anisman, Pamela P. AFinding the Key: Detective Fiction for the Developmental Reader.@ Yale-New Haven Teachers Institute. 1998. <http://www.cis.yale.cedu/ynhti/curriculum/units/1982/1/82.01.01.x.html>. Feb. 8, 2000.

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992.

Swan, Heather M. AUnit Plan: English 480.@ Fall 1996.

Taylor, Phyllis. AI Love a Mystery.@ Yale-New Haven Teachers Institute. 1998. <http://www.cis.yale.cedu/ynhti/curriculum/units/1982/1/82.01.01.x.html>. Feb. 8, 2000.

Van Allsburg, Chris. The Mysteries of Harris Burdick. Boston: Houghton Mifflin, 1984.

Weber, Ken. Five-Minute Mysteries: 37 Challenging Cases of Murder and Mayhem for You to Solve. Philadelphia: Running Press, 1989.

Rationale

Syllabus

Lesson Plans

Teacher Notes

Bibliography

Writers in the Round

Essay Test

Terms Quiz

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