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Read Chapter 12: “Tea at Four” – Chapter 14: “Flashing Lights;” Complete Student Packet Worksheets for Chapters 12-14

Tell the students you are thinking about an object in the room. In order for them to guess the object, they will ask you questions to get some clues, or details, about it. Students may ask only “Yes” or “No” questions. For example, they may ask: “Is the object round?” rather than “What shape is the object?” Write down the answers to the questions on chart paper so the class may keep track of the clues. For example, you would write: The object is/is not round.

After the class has asked 10 questions and you have written the clues on chart paper, ask the students to figure out the mystery object. If they are unable to do so, reveal the object and ask them to think of questions that may have helped uncover the answer more quickly, or narrow down the possible answers more strategically.

will explain that detectives and investigators ask critical questions to figure out the solution to a crime, just like the class asked questions to guess the mystery object. I will explain that clues are details in a story that could be used to help solve a mystery. Clues answer the 5W and H questions: Who? What? Where? When? Why? and How? I will record the definition of clues on chart paper or refer to the definition on the Super Sleuth Checklist 1 from the Genre Lesson. I will explain that it is up to the reader to draw a conclusion about which details can act as clues to solving the mystery.

To find details that could be useful clues, I will look for suspicious actions, things that seem out of place or unusual, and characters that may say or do something that stands out. I will post Clue Tracker and use it to note clues that I find. I will read aloud Chapter 12 from Chasing Vermeer, stopping when I come across any suspicious actions, characters, or things that seem out of place or unusual. (Have students follow along in their books while you read aloud.) Note: See Clue Tracker for an example chart. Save for use with Lesson 4.

When I come across a possible clue, I will answer as many critical questions as I can, to determine if it is a detail or a useful clue that could help me solve a mystery. If the detail connects to suspicious characters, involves suspicious behavior, stands out or is inconsistent with the story, or provides me with important information about the mystery, I will consider it useful and will chart this information. 

I will read aloud through the end of paragraph six of Chapter 12. Stop after reading, “Ms. Hussey was oddly quiet.” Say: "This part seems strange to me. Ms. Hussey is never quiet in class. Why was she suddenly quiet? Continue reading to the end of this section of the text. Say: Ms. Hussey looked frightened. What or who made her afraid? Why would she be frightened? These details might be clues, so I’ll write them down on the Clue Tracker. I will also record the questions that I asked myself about the possible clue. Next, I will ask myself if this clue provides information about a suspect or a mystery in the book to see if it is useful. This clue is useful because Ms. Hussey is never quiet. It makes me think that she may know something about the mystery of the missing Vermeer." Since this clue is useful, I will place a check mark by it on the Clue Tracker.

 

I will continue reading the rest of the chapter, stopping as I encounter strange actions, thoughts, or characters. I will ask and answer as many critical questions about these details to determine if it is a useful clue in solving the mystery. After I have identified the possible clues in this chapter, I will go back and try to draw a conclusion about the clue. Does this clue or detail provide information about a suspect or a mystery in the book?

Ask: "How did I look for clues in the story?" How can I tell if the clue is useful? Students should respond that you paid careful attention to details. You looked for information that was suspicious, unusual, or out of place. Once you found a clue, you should ask and answer the 5W and H questions to see if it is truly connected to a plot problem or mystery in the story.

will read aloud Chapter 13, looking for actions, thoughts, characters, or details that seem strange or out of place. We will pause our reading when we come to details that could be possible clues – for example, the letter Petra found on Harper Avenue, or the three advertisement messages mailed from different cities.

We will ask as many of the 5W and H questions about these clues to help us determine if each clue may be useful in solving the mystery. Is the clue connected to a plot problem? Or is it just an odd or out-of-place detail? If we determine the information is a clue, we will write down the detail on our Clue Tracker. We will also record any 5W and H questions that go along with the clue. Note: Save the Clue Tracker for use with Lesson 4.

We will then go back and look at our clues. We will ask a question to help us draw a conclusion about the clue: Does this clue or detail provide information about a suspect or a mystery in the book? If yes, we will place a checkmark by it on the Clue Tracker.

will read Chapter 14, looking for details that could be clues. As you come across possible clues, you will pause your reading to record some 5W and H questions about the detail on your Clue Tracker Worksheet in your Student Packet. (See page 21 in the Student Packet). Save for use with Lesson 4.

You will continue to record additional clues on your Clue Tracker Worksheet that you come across as you continue to read the book If you determine the detail is a possible clue, you will write it on your Clue Tracker Worksheet. You will also record the 5W and H questions that led you to believe this detail was a clue. You will read the clues on your Clue Tracker Worksheet to draw a conclusion about each clue. You will think about the question: Does this clue provide me with information about the suspect or the crime? If yes, you will place a checkmark by the clue on your Clue Tracker Worksheet.

will each share one of our useful clues from Chapter 14 with the class. We will discuss why we concluded the detail was a useful clue and what we think each might mean, or where it could lead us. We will keep a list of clues on our Clue Tracker Worksheet. We will refer to these clues as we read the conclusion of the book, as they may help us to solve the mystery.