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Mystery- Encyclopedia Brown, Boy Detective

This is a three part lesson on mysteries using the novel Encyclopedia Brown, Boy Detective by Donald Sobol.

A lesson plan for grade 4 English Language Arts

By Christine Weaver

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Learning outcomes

Students will:

  • access students prior knowledge of mysteries.
  • discuss elements of a mystery and create an informal definition of the content and form of mysteries that make them different from other narative forms of fiction.
  • be actively involved in reading mysteries.
  • learn appropriate oral reading strategies
  • learn appropriate note-taking strategies for recording information presented in mysteries
  • be introduced to the use of the internet as a tool for accessing information.
  • be introduced to the importance of evaluating information sources and formats.

Teacher planning

Time required for lesson

8 Hours

Materials/resources

  • paper for brainstorming activities
  • multiple copies of the book Encyclopedia Brown, Boy Detective by Donald Sobol (Skylark; Reissue edition, 1985 ISBN: 0553157248)with pages 101-111 taped closed so students will not be able to see solutions to each mystery
  • overhead transparencies of pages 101-111 from the book Encyclopedia Brown, Boy Detective
  • copies of the attached story map worksheet Mystery.rtf for analyzing the elements of a mystery
  • an overhead transparency of the attached story map worksheet Mystery.rtf

For Extension Activities

  • other mystery stories such as: (or others)Cam Jansen Mysteries by David A. Adler
  • video tapes of Scooby Doo movies or other mystery stories
  • access to a computer for extension activities on mysteries

Technology resources

For Extension Activities:

  • Internet access
  • Hotlinks to web sites containing mysteries written for children

Pre-activities

Review appropriate behaviors for brainstorming activities…

  • Everyone must be given a chance to participate.
  • Accept all answers, even if they seem unusual or out of the ordinary

To access the students prior knowledge, place them in small groups and ask them to list words or ideas associated with mysteries.

After about 10 minutes, ask groups to share their ideas and create a list for the entire class. Star items that are mentioned by more than one group.

Ask students to keep this list in mind while they listen to the first mystery in Encyclopedia Brown, Boy Detective

Activities

Part One

  1. Read aloud the first chapter of Encyclopedia Brown, Boy Detective “The Case of Natty Nat” pages 1-11 to the class modeling appropriate voice inflection while reading.
  2. After reading the chapter, return to the list created by the class. Review items listed and determine if each item is present in the mystery just read aloud. Pay particular attention to the items that were mentioned by more than one group. Then ask the class if there are any other things that should be added to the list. Keep this list posted in the classroom. After reading any other mystery, allow students to add items to the list.
  3. Talk with students about the characteristics usually present in mystery stories concerning the content and the story structure. To encourage analysis of the content of a mystery, discuss the attached worksheet titled Mystery.rtf by talking about each of the terms listed and asking the students to listen for information in the second chapter of Encyclopedia Brown.
  4. Have the students take turns reading aloud from chapter two “The Case of the Scattered Cards” pages 13-21. Encourage the students to use voice inflection while reading.
  5. After reading the chapter, use an overhead transparency of the story map worksheet Mystery.rtf to list items from the story, begin listing ideas or words from the story in each of the categories. Encourage the students to help respond to each category.
  6. After most of the categories are completed as a class ask the small groups to discuss the clues and try to come up with possible solutions. Share these solutions with the class.
  7. Place the overhead transparency of page 103 and share the solution with the class.
  8. Ask the small groups to read the next mystery “The Case of the Civil War Sword” pages 23-29.
  9. Have the groups complete story map worksheet Mystery.rtf together and discuss possible solutions. Share these with the class.
  10. Share the overhead transparency of page 104.
  11. Pass out copies the multiple choice questions for chapters 1-3. Read each question to the class. Model thinking strategies and the process of elimination to demonstrate how the students should reach the correct answer. Also make sure and have the students look up sections of the book when it would help to make sure of answers. Mark down page numbers and paragraphs to support answers eliminated and/or answers selected.
  12. Continue the steps described above until you have read and discussed all of the book.

Part Two

  1. Introduce the students to mysteries on the Internet using the hotlinks
  2. Have student groups log into one of the web sites listed and read the posted mysteries.
  3. To incorporate narrative writing skills, have students complete a web sheet listing the elements of the mystery story they read, using the attachment “Mystery.rtf” as a response writing assignment.
  4. Use the information on the Teacher Resource section of Midlink Magazine to discuss copyright and the evaluation of Internet sites. Use the link from Midlink Magazine to download evaluation forms from Widener University’s Wolfgram Memorial Library to lead your students on a critic of various sites and explain why a well informed Internet user needs to know who is publishing a site and the sites purposes.
  5. For extension activities, students could do the same assignment listed described above for other mysteries in book form as well as after viewing cartoon mysteries like Scooby Doo.

Part Three

  1. Have students use another copy of the attachment “Mystery.rtf” as a planning sheet to plan a mystery story of the own.
  2. Use the attached rubrics.rtf or create a rubric of your own to explain to your students what you are looking for in a well written mystery. (again see the Teacher Resource Section of MidLink Magazine for lots of information on writing Rubrics)
  3. Publish your students mysteries in hard copy and/or post them on your school web site.

Assessment

  • copies of the attached set of multiple choice questions eogques.rtf
  • copies of the attached story map worksheet Mystery.rtf
  • student’s original stories
  • copies of rubric for grading student written mysteries worksheet RubricMystery.rtf.

Supplemental information

Attachments:

Related websites

Student Mystery Stories http://www.isd77.k12.mn.us/schools/dakota/mystery/mystery97/contents97.html

Mystery Cases for Kids http://www.TheCase.com/kids/

Evaluating WebSites
http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm

Teachers Information on Evaluating Web Sites and Writing Rubrics for grading
http://www.ncsu.edu/midlink/tch.wk.rm.htm

Lesson Plans for Mysteries http://www.MysteryNet.com/learn/

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North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).