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CS 512 052
Gaines, Lisa
Expository Escapade--Detective's Handbook.
MarcoPolo Education Foundation.; National Council of Teachers ofEnglish, Urbana, IL.; International Reading Association, Newark, DE.2003-05-2752p.
Managing Editor, ReadWriteThink, International Reading Association,800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail:[email protected]. For full text:http://www.readwritethink.org/lessons.
Guides Classroom Teacher (052)
EDRS Price MF01/PC03 Plus Postage.*Discussion (Teaching Technique); Expository Writing; IndependentStudy; Lesson Plans; *Listening Skills; Literary Genres; ,
*Literature; Middle Schools; Peer Evaluation; *Reading Skills; SelfEvaluation (Individuals); *Vocabularypevelopment; *WritingProcesses; Writing Skills
*Detective Stories
Students will combine reading in the detective fiction genre withexpository writing. Embedded in this unit are reading and writing skills, such asdefining, editing, explaining, illustrating, justifying, revising, supporting, andvalidating. During fifteen 40-minute lessons, grade 6-8 students will: recognize aform of literature according to its characteristics; indicate personal preference byself-selecting a novel in the detective fiction subgenre of mystery; practicepredicting, deducing, and analyzing through oral and written discussion; write inexpository mode, as well as in descriptive and persuasive modes to a lesser degree;develop and use an extended vocabulary by incorporating terms used by those involvedin crime solving; progress through all aspects of the writing process from prewritingto publishing; use self-monitoring and feedback from peers and teachers to evaluatereading, writing, listening, viewing, studying, and research skills; and evaluate whatthey have learned from the novel and the writing project. The instructional plan,lists of resources, student assessment/reflection activities, and a list of NationalCouncil of Teachers of English/International Reading Association (NCTE/IRA) Standardsaddressed in the lesson are included. A detective's handbook; a flick sheet; thedetective's handbook rubric; a peer editing/revision worksheet for expository entries;a self-monitoring worksheet; and a list of detective novels for grades six througheight are attached. (PM)
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Exposit ry [Escapade
AuthorLisa GainesBirmingham, Alabama
Grade Band6-8
Estimated Lesson TimeFifteen 40-Minute Sessions
Overview
etective's Handbo
1
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O This document has been reproduced asreceived from the person or organizationoriginating it.
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This lesson combines the reading of detective fiction, a subgenre of mystery, withwritten expository analysis. It also provides students with a scaffold for analyzingthe elements that comprise detective fiction while strengthening students' criticalthinking skills through the practices of predicting, deducing, and analyzing inwritten expression.
From Theory to Practice
Mysteries are an effective resource in the classroom, especially with reluctant readers. Students boredwith other readings and their textbooks can become involved in the intrigue of a detective mystery inways that more traditional reading fail to engage them. The "intrigue, characters, and gradually revealedstoryline" in mysteries get students involved, asking them to use critical thinking, deductive reasoning,and logic to explore and guess the events in the story as it unfolds.
Knowledge: Students arrange characters and events in the mystery.Comprehension: Students classify events, describe characters, and explain precisely what hasoccurred.Application: Students apply existing knowledge to the mystery by illustrating, dramatizing, andwriting their interpretations.Analysis: Students analyze, categorize, and differentiate characters and events.Synthesis: Students collect and organize facts to form hypotheses.Evaluation: Students appraise, argue, assess, and evaluate their opinions in the process of solvingthe mystery.
Mysteries are exciting reading for students; however, this assignment goes further, combining readingand writing in the classroom to improve both achievement and instructional efficiency (Vacca 260-261).Students who experience the integration of writing and reading are likely to learn more content, tounderstand it better, and to remember it longer. This is the case because writing, before or after reading,promotes thinking', but in different ways (Vacca 262).
Further ReadingLearning with Mysteries: Why Mysteries? http://www.mysterynet.com/learn/
McClure, Amy and Janice Cristo, Eds. 2002. Adventuring with Books: A Booklist for Pre-K-Grade 6. 13thEd. Urbana, National Council of Teachers of English.
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Vacca, Richard T. and Jo Anne L. Vacca. (1999).Curriculum, Longman.
Wiggins, Grant and Jay Mc Tighe. "Relearning byBirmingham, AL, Summer 2000.
Student ObjectivesStudents will
Content Area Reading: Literacy and Learning Across the
Design." Understanding by Design Summer Academy,
recognize a form of literature according to its characteristics.
indicate personal preference by self-selecting a novel in the detective fiction subgenre of mystery.
practice predicting, deducing, and analyzing through oral and written discussion.
write in expository mode, as well as in descriptive and persuasive modes to a lesser degree.
develop and use an extended vocabulary by incorporating terms used by those involved in crimesolving.
progress through all aspects of the writing process from prewriting to publishing.
use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening,viewing, studying, and research skills.
evaluate what they've learned from the novel and the writing project.
ResourcesDetective's Handbook Project Handout"Murder She Purred" Flick SheetDetective's Handbook Grading RubricPeer Editing HandoutSelf-Monitoring HandoutExpository Writing Cake HandoutDetective Fiction Book list, Grades 6-8Detective's Handbook Powerpoint PresentationMystery Net's Kids Mysteries Web SiteMurder She Purred: A Mrs. Murphy Mystery Movie
Instructional Plan
Resources
De Luna, Tony. (1992). Literature and Writing: Investigating Mysteries. Scholastic, Inc.
Murder She Purred: A Mrs. Murphy Mystery. (1998). Disney Studios. Approximately 95 minutes.
Sukach, James. (1997). Challenging Whodunit Puzzles: Dr. Quicksolve's Mini-Mysteries.. Sterling.
Instructions and Activities
1. Students select and begin reading a detective fiction novel. (For students requiring a modified
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curriculum, this is a good place to beginguide students towards a text at their reading abilitylevel. Due to the amount of writing involved, use discretion when guiding students towards textsthat may be above their reading ability level.)
2. Copy all handouts, distribute, and discuss. Reviewing the end result before beginning allowsstudents to reach their goal by seeing the "big picture."
a. Flick Sheet for Murder She Purredb. Detective's Handbook Project Information Sheetc. Expository Writing Cake Handoutd. Peer Editing/Revision Worksheete. Self-Monitoring Worksheetf. Grading Rubric
3. View Murder She Purred so that all students are working from a common knowledge base. Duringthe viewing, have students complete the "Flick Sheet." After the viewing, separate students intosmall groups and require them to compile their information. They should organize the clues in theorder in which they led to the solution of the mystery. Then have them examine clues that were"red herrings" and explain, either orally or in writing, how they were used to throw the detectiveand the audienceoff-track. This prewriting activity will prepare students for Detective's Handbookentries #9 and #10.
4. Show interactive Detective's Handbook Powerpoint Presentation, broken up into seven differentlessons. Each explains one entry that will go into the Detective's Handbook, using Murder ShePurred as a concrete example. It also includes an expository writing review. Allow students a fewdays between sections to reflect, review, and revisit the new information they are absorbing, aswell as to write the first draft of the corresponding entry. Load the Power Point on a computer whichthe students can access so that they can open and review it when necessary.
5. Begin the writing process for each entry at the rate of approximately one every two days. Modeleach entry by writing it with the students, based on the movie Murder She Purred. (Be prepared!You will have first drafts, second drafts, self-revision, peer editing, and conferencing to contendwith at the same time.) Conference with each student to make sure that no one is falling behind orstruggling with a specific entry. Use the Self-Monitoring Worksheet to assist you both. For specialeducation students, students with limited English proficiency, or students reading well below gradelevel, modify the number of entries required in the final Handbook. For example, do not requireentries two, three, and eight.
6. When analysis is complete, have students write the expository foreword (see the Project Handoutfor details).
7. Finalize and publish Detective's Handbooks.8. Set up a time with the school (or local public) librarian in which the students can make a videotape
of their presentations. (OPTION: audiotape can be made in the classroom.)9. Host "Detective's Deposition" at which students record (either on video or audio) an overview of
their self-selected novel, and evaluate how its characteristics, and the style in which it is writtenshow that it belongs in the detective fiction subgenre of mystery.
10. Each student will peer-review two peers' presentations.11. Tapes are to be labeled and kept in the library so that other students, who are looking for a
detective fiction book to select, can view or listen to them.
Extensions
Provide students with different "mystery shorts." Allow them time to practice predicting, deducing,analyzing, and solving each mystery. After modeling the first few, to show students how the processworks, set up "stations." One station includes a computer with Internet access and directs students toMysteryNet's Kids Mysteries"; one contains the book Dr. Quicksolve's Mini-Mysteries by James Sukach;one contains the sourcebook Scholastic's Investigating Mysteries These stations can be used for studentswho are finishing their written entries ahead of schedule. They can return to them as necessary.
Web Resource
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MysteryNet's Kids Mysterieshttp://kids.mysterynet.com/This Web site hosts a number of short mysteries for students to solve.
Student Assessment/ReflectionsStudents will share, on video or audiotape, their reflections about the project by providing an overview oftheir self-selected novel and evaluating, through the Detective's Handbook, how its characteristics, labelit a member of the detective fiction subgenre of mystery. In addition, each student will share, with theclass, the part of the foreword that details the connection the student has made between this expositorywriting project and the novel. After all handbooks have been shared, they are displayed in the library forothers to enjoy.
NCTE/IRA Standards
3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciatetexts. They draw on their prior experience, their interactions with other readers and writers, theirknowledge of word meaning and of other texts, their word identification strategies, and theirunderstanding of textual features (e.g., sound-letter correspondence, sentence structure, context,graphics).
5 Students employ a wide range of strategies as they write and use different writing processelements appropriately to communicate with different audiences for a variety of purposes.
6 Students apply knowledge of language structure, language conventions (e.g., spelling andpunctuation), media techniques, figurative language, and genre to create, critique, and discussprint and nonprint texts.
11 Students participate as knowledgeable, reflective, creative, and critical members of a varietyof literacy communities.
12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., forlearning, enjoyment, persuasion, and the exchange of information).
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Copyright 2002-2003, IRA/NCTE. All rights reserved.
DETECTIVE'S HANDBOOK(Mystery Unit/Expository Writing Project)
The Detective's Handbook is the book extension for the mystery youare reading. Not only will you read a self-selected book, but you will also
read short mysteries in class and watch some mystery vignettes so that you cango through all of the steps in the handbook as a class before you are required todo them on your own. The book extension is worth points, butadditional points will be awarded along the way for related assignments. GETALL OF YOUR DRAFTS IN ON TIME OR YOU WILL FIND YOURSELFOVERWHELMED WITH WORK TOWARDS THE END OF THE PROJECT, AS WELLAS WITHOUT THE HELP OF THE TEACHER OR PEER EDITORS.
REQUIREMENTS:
1. Handbook CoverYour name, title of book, author of bookIllustrate or decorate cover using specific symbols from the mystery youare reading.
2. ForewordYour foreword must show that you have a comprehensive understandingabout the plot of the self-selected mystery you read. The first paragraphsummarizes the mystery without giving away its solution. In the secondparagraph you will dedicate your handbook to a particular person, explainwhy you have chosen that person, and discuss what you have learned,enjoyed, or not enjoyed about expository writing in the context of detectivefiction and the Detective's Handbook.
3. Table of Contents
4. Handbook Entry #1 (Expository)How do your sleuth's character traits contribute to his/her strengths andweaknesses as a detective?
S. Handbook Entry #2 (Expository)What kind of mystery is your sleuth trying to solve? How does your sleuthget involved?
6. Handbook Entry #3 (Descriptive)Describe the crime scene. Action verbs, in the present tense, drive this modeof writing in order to "show," not "tell." Include sensory detail what doesthe sleuth taste, smell, touch, see, and hear? DO NOT use any personalpronouns in order to increase descriptive quality. Also, do not simply stringadjectives together to form description. Put the reader at the scene of thecrime by writing as if you are the detective on-site surveying the scene.
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7. Handbook Entry #4 (Expository)Write a character sketch about the sidekick(s) in your story, either person(s),or animal(s). How does the sidekick contribute to detection during themystery?
8. "Wanted" Poster of Villain Handbook Entry #5Create a poster that includes the following: illustration of villain, descriptionof character traits, physical appearance, strengths, and weaknesses. Be sureto answer these questions: What was the crime? Where was it committed?Where was the villain last seen? What does the villain value most and why?Of what should the public be aware? Reward?
9. Handbook Entry #8 (Detective's Log)Create a detective's log that follows your sleuth through the most exdting ofhis or her 18-24 hours on the case.
10. Handbook Entry #9 (Expository)This is a "how to" paragraph that takes the reader step-by-step through theprocess by which the sleuth solved the mystery.
11. Handbook Entry #10 (Persuasive)This is a persuasive letter to the local Chief of Police convincing him/herwho should be arrested and why.
General RegulationsUse detective fiction vocabulary words to enhance your writing.All entries into your Detective's Handbook must have been through thewriting process. That is: prewrite, write, edit, revise, rewrite. We will do alot of peer editing in class. Paragraph and sentence structure, as well asspelling, grammar, mechanics, and punctuation count!All rough drafts are due the day the handbook is turned in, but do not bindthe rough drafts into the final handbook. Instead, use a binder clip to holdthem all together, and file them in your writing portfolio.
HANDBOOK DUEDATE: TBA
TAPING DATE: TBA
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Name
FLICK SHEETMurder She Purred
Answer the following on this sheet of paper:
Who
What
When
Where
Why
How
1. What are Harry's pets' names?
2. What is the mystery, puzzle, situation, or problem in the movie?
3. List Harry's strengths (physical, mental, or moral)':
4. List Harry's weaknesses (physical, mental, or moral):
5. List the names of the possible suspectsthe people who might havecommitted the crime.
6. At whom does all of the circumstantial evidence point?
7. What purposes do the cat and dog serve in the storyline?
8. Who was the real criminal? What was his/her crime?
9. List the MAJOR clues that lead to the solution of the mystery, in the order inwhich they are discovered. (Use the reverse of this handout.)
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DETECTIVE'S HANDBOOK RUBRIC
8 Find AnotherCareer
10 Apply for a sidekick'sPosition
12 Partner required 15 Master Sleuth
RequiredElements
Some requiredelements, butdirections notfollowed
Some required elementscompleted, but directions notfollowed consistently
All required elementscompleted according todirections
All required elements completedaccording to directions, andpresented in a cohesive manner
WritingProcess
No rough or reviseddrafts
Some rough and reviseddrafts
Rough and revised draftsfor all entries
Rough and significantly reviseddrafts for each entry
"Foreword" No foreword Foreword covers some of therequired elements
Foreword covers all ofthe required elements
Foreword covers all of therequired elements in a creativemanner
Entries 3 or fewer of therequired entries
5 or fewer of the requiredentries
7 or fewer of therequired entries
All 11 required entries in properorder
DescriptiveEntry
Includes none of therequired elementsfor the mode
Includes some sensory detail,and action verbs in thepresent tense, but either nofigurative language, orfigurative language usedinappropriately. Indicatescomprehension of theassignment and subjectmatter
Includes adequatesensory detail, presenttense action verbs, andfigurative language.Indicates comprehensionof the assignment andsubject matter
Includes exemplary sensorydetail, mastery of present tenseaction verbs, command of useof figurative language, andindicates comprehension andsynthesis of the assignment andsubject matter
ExpositoryEntries
Includes none of therequired elementsfor the mode
Uses "cake" method ofexpository writing, but do notindicatse comprehension ofthe assignment and subjectmatter
Uses "cake" method ofexpository writing andindicates comprehensionof the assignment andsubject matter
Uses "cake" method ofexpository writing and indicatescomprehension and synthesis ofthe assignment and subjectmatter
Detective's Logand WantedPoster
Neither one nor bothof the entries includesome of the requiredelements
Both entries include some ofthe required elements
Both entries include all ofthe required elements
Both entries include all of therequired elements presented ina creative manner
PersuasiveLetter
Includes none of therequired elementsfor either formalletter writing or forthe persuasive mode
Includes some of therequired elements for formalletter writing and for thepersuasive mode
Includes all of therequired elements forformal letter writing andfor the persuasive mode
Includes all of the requiredelements for formal letterwriting and for the persuasivemode and indicates synthesis ofthe assignment
VideotapedPresentation
No presentation Presentation shows adequateunderstanding of unit
Presentations showssatisfactoryunderstanding of unit
Presentation shows mastery ofunit and additionalunderstanding of the concept asa whole
Visual Aids No Handbook orvisual aids
Handbook with superfluousvisual aids
Handbook and visual aidsexhibit evidence ofcomprehension
Handbook and visual aids showevidence of comprehension,synthesis, and analysis
Poise Presenter reads fromthe Handbook and isunfamiliar withcontent
Presenter reads from theHandbook the majority of thetime.
Presenter "is" sleuth andis able to verbalizecontent of Handbook,using it only as areference
Presenter "is" sleuth and is ableto verbalize content ofHandbook in a manner thatindicates comprehension andsynthesis
Articulation Presenter does notarticulate clearly andis difficult tounderstand
Presenter speaks clearly butsoftly and cannot be heardvery well. Is not comfortablewith material,
Presenter speaks clearlyand loudly enough to beheard anywhere in theroom and is comfortablewith the material
Presenter speaks clearly andloudly enough to be heardanywhere in the room, iscomfortable with the material,and makes audience believethat sleuth is present
TOTAL:
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Reviewer's Name Writer's Name
PEER EDITING/REVISION WORKSHEET FOR DETECTIVE'S HANDBOOKEXPOSITORY ENTRIES
Entry Number Entry Title
EDITOR'S COMMENTS:Statement explains the topic that the writer is going to discuss. YES NO
Write the topic here.
2. Reason explains why the topic is important. YES NO
3. Example #1 shows why the statement and reason are correct. YES NO
4. Explanation #1 ties example #1 back to the statement and reason. YES NO
How?
5. Example #2 shows why the statement and reason are correct. YES NO
6. Explanation #2 ties example #2 back to the statement and reason. YES NO
How?
7. "What Difference Does it Make?" wraps up the entire entry byproviding a "big picture" view of why what writer said is important. YES NO
8. Writer uses vocabulary relevant to detective fiction.
9. I circled punctuation, mechanical, and structural errors.
10. I conferenced with the writer about his/her entry.
YES NO
YES NO
YES NO
Return this form to the writer so that s/he can attach it to his/her rough drafts.
WRITER'S COMMENTS:
1. The editor's comments were helpful to me.
2. I understood what the editor wanted me to do.
3. I feel confident that I can make the necessary revisions.
YES NO
YES NO
YES NO
4. At my next conference with the teacher, I need to discuss or ask about thefollowing:
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Name
FOR
WHERE I AM'
Date
DETECTIVE'SSELF-MONITORING WORKSHEET
ENTRY
HANDBOOK
One sleuth's character traits RD Rev RD2 Edit FD Published
Two type of mystery RD Rev RD2 Edit FD Published
Three crime scene description RD Rev RD2 Edit FD Published
Four sidekick character sketch RD Rev RD2 Edit FD Published
Six detective's log RD Rev RD2 Edit FD Published
Seven how crime was solved RD Rev RD2 Edit FD Published
Eight persuasive letter RD Rev RD2 Edit FD Pu blished
OTHER COMPLETE?
Cover YES NO
Foreword YES NO
Table of Contents YES NO
"Wanted" Poster YES NO
Conference Date: Conference Notes:
2.
3.
4.
5.
6.
RD = rough draft, Rev = revision, RD2 = second draft, Edit = editing, FD = final draft
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EXPOSITORY WRITING CAKE
Reason (Why you are explaining
Examples & Explanations(How you support what you are explaining,
and how you tie it to your statement and reason.)
Statement (What you are goingto explain.)
"What difference does itmake?" (In other words, why is what you've explained important,
and how do your examples and explanations tie back tóyour statement and reason?)
EXAMPLE:
TOPIC: Explain to next year's sixth graders what they can expect in seventhgrade.
STATEMENT: Sixth graders need to prepare for seventh grade by learning howto plan for long-term assignments.
REASON: Because seventh grade teachers expect their students to be moreindependent, the long-term planning skill is one that will ensure a successfulseventh grade year.
EXAMPLE: For example, some seventh grade teachers will assign a project andnot check your progress until the day it is due.
EXPLANATION: If students do not organize their project into steps, they getoverwhelmed and end up in a last minute rush to complete it. This situationusually results in a poor grade.
EXAMPLE #2: In addition, seventh graders take quarterly tests that covereverything learned in an entire nine-week period.
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EXPLANATION: If students do not plan for the long-term and study a little biteach week, they might forget what they learned at the beginning of the quarterand have to cram right before the test. Cramming usually results in a poorgrade.
WHAT DIFFERENCE DOES IT MAKE: In sum, sixth graders who learn to getorganized through the skill of long-term planning will have a better grade pointaverage in seventh grade.
HERE'S WHAT IT LOOKS LIKE, ALL PUT TOGETHER:
Sixth graders need to prepare for seventh grade by learning how to planfor long-term assignments. Because seventh grade teachers expect theirstudents to be more independent, the long-term planning skill is one that willensure a successful seventh grade year. For example, some seventh gradeteachers will assign a project and not check your progress until the day it is due.If students do not organize their project into steps, they get overwhelmed andend up in a last minute rush to complete it. This situation usually results in apoor grade. In addition, seventh graders take quarterly tests that covereverything learned in an entire nine-week period. : If students do not plan forthe long-term and study a little bit each week, they might forget what theylearned at the beginning of the quarter and have to cram right before the test.Cramming usually results in a poor grade. In sum, sixth graders who learn toget organized through the skill of long-term planning will have a better gradepoint average in seventh grade.
[Taken from a piece by Rick Shelton, educational consultant, Ft. Worth, Texas]
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Detective Novels, Grade 6-8Alphin, Elaine Marie. Counterfeit Son.
Avi. The Man Who Was Poe.Avi. Wolf Rider.Bellairs, John. The Chessmen of Doom.
Bennett, Jay. The Skeleton Man.Bloor, Edward. Crusader.Bloor, Edward. Tangerine.Coles, William. Another Kind of Monday.Cooney, Caroline B. The Face on the Milk Carton.Cooney, Caroline B. The Terrorist.Cormier, Robert. /Am the Cheese.Cormier, Robert. In the Middle of the Night.Cross, Gillian. Tightrope.Doyle, Arthur Conan. Hound of the Baskervilles.Duncan, Lois. Don't Look Behind You.Duncan, Lois. / Know What You Did Last Summer.Duncan, Lois. The Third Eye.Ehrlich, Amy. Where It Stops, Nobody Knows.Glenn, Mel. Foreign Exchange: A Mystery in Poems.Haddix, Margaret Peterson. Running Out of Time.Hahn, Mary Downing. Dead Man in Indian Creek.Hayes, Daniel. The Trouble with Lemons.Haynes, Betsy. Deadly Deception.Heisel, Sharon E. Eyes of A Stranger.Hoh, Diane. Blindfold.Konigsburg, E. L. Silent to the Bone.Levitin, Sonia. Incident at Loring Groves.Miklowitz, Gloria D. Desperate Pursuit..Patneaude, David. Someone Was Watching.Peck, Richard. Voices After Midnight .Plum-Ucci, Carol. The Body of Christopher Creed.Pullman, Philip. The Ruby in the Smoke.Qualey, Marsha. Close to a Killer.Qualey, Marsha. Thin /ce.Roberts, Willo Davis. The View from the Cherry Tree.Roberts, Willo Davis. Twisted Summer.Ryan, Mary Elizabeth. Alias.Sebestyen, Ouida. The Girl in the Box.Sykes, Shelley. For Mike.Van Draanen, Wendelin. Sammy Keyes And The Curse Of Moustache Mary.Van Draanen, Wendelin. Sammy Keyes and the Hotel Thief.Vande Velde, Vivian. Never Trust A Dead Man.Voigt, Cynthia. The Vandemark Mummy.Werlin, Nancy. The Killer's Cousin.
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equ
atio
n, p
layi
ng th
em li
ke a
mus
ical
sco
re, a
nd m
ovin
g th
roug
h th
em m
etho
dica
lly, l
ike
a sc
ient
ist w
ould
do, y
ou to
o ca
n pl
ay d
etec
tive
whi
le r
eadi
ng a
det
ectiv
e fic
tion
nove
l.
Pro
ject
Due
at t
he E
nd o
f the
Uni
t:
Let's
jum
p ah
ead
so th
atyo
ukn
ow w
here
we'
re h
eade
d. (
Don
'tpa
nic,
we'
ll re
turn
to S
quar
e 1.
)T
he c
ulm
inat
ing
proj
ect o
f thi
s un
it w
ill b
e a
"Det
ectiv
e's
Han
dboo
k" b
ased
on
the
mys
tery
nov
el y
ou'v
e ch
osen
. You
hav
ere
ceiv
ed a
han
dout
and
rub
ric, s
o le
t's r
evie
w th
em n
ow.
1. C
over
2. F
orew
ord
3. T
able
of C
onte
nts
0)4.
Exp
osito
ry e
ntry
abo
ut s
leut
h's
char
acte
r tr
aits
5. E
xpos
itory
ent
ry a
bout
nat
ure
of m
yste
ry6.
Des
crip
tive
entr
y ab
out t
he c
rime
scen
e7.
Exp
osito
ry c
hara
cter
ske
tch
abou
t sle
uth'
s si
deki
ck8.
"W
ante
d" p
oste
r of
prim
e su
spec
t9.
Det
ectiv
e's
Log
10. E
xpos
itory
ent
ry a
bout
clu
es th
at le
ad to
the
solu
tion
of th
e m
yste
ry11
. Per
suas
ive
Lette
r to
the
Chi
ef o
fpr
ovin
g th
e su
spec
t's m
otiv
e,m
eans
,an
d op
port
unity
Qui
ck Q
uiz
#1
Eith
er b
y yo
urse
lf, o
r in
agr
oup
of n
o m
ore
than
3 st
uden
ts, a
nsw
er th
e fo
llow
ing
on a
she
et o
fpa
per.
(You
hav
e 3
min
utes
the
pers
on/g
roup
with
the
mos
t cor
rect
ly d
efin
edsy
nony
ms
win
sa
ticke
t.)
1.W
hat d
oes
the
wor
d sl
euth
mea
n?
2.Li
st a
sm
any
syno
nym
sfo
r "s
leut
h"as
you
can
thin
k of
.
Def
initi
ons
to L
earn
and
to U
se in
You
r W
ritin
g
Peop
le
1. S
leut
h: "
priv
ate
eye"
/priv
ate
inve
stig
ator
/det
ectiv
e in
vest
igat
ing
the
case
2. S
idek
ick:
"he
lper
," p
erso
n/an
imal
who
hel
ps d
etec
tive
inve
stig
ate
the
crim
e
3. V
ictim
: per
son
to w
hom
the
crim
e ha
ppen
ed
co4.
Sni
tch:
per
son
who
tells
on
som
eone
els
e
5. S
uspe
ct: a
per
son
who
may
be
invo
lved
in th
e cr
ime
6. W
itnes
s: s
omeo
ne w
ho s
aw w
hat h
appe
ned
7. C
ulpr
it: p
erso
n w
ho c
omm
itted
or
assi
sts
in th
e cr
ime
8. F
ugiti
ve: p
erso
n ru
nnin
g fr
om th
e la
w
9. S
econ
dary
Sou
rce:
witn
ess
who
has
info
rmat
ion
s/he
hea
rd fr
omso
meo
ne e
lse
Def
initi
ons
to L
earn
and
to U
se in
You
r W
ritin
g (c
ont.)
Tec
hnic
al T
erm
s
10. C
rime:
ille
gal a
ct th
at is
com
mitt
ed
11. C
lues
: pie
ces
of th
e pu
zzle
that
hel
p so
lve
the
mys
tery
12. L
ead:
info
rmat
ion
or c
lues
con
cern
ing
the
case
13. I
nter
roga
te: t
o as
k qu
estio
ns r
elat
ed to
the
crim
e
14. A
libi:
proo
f tha
t a s
uspe
ct w
as n
owhe
re n
ear
the
crim
e
15. E
vide
nce:
som
ethi
ng th
at h
elps
pro
ve w
ho th
e cr
imin
al is
16. D
educ
tion:
usi
ng th
e fa
cts
to in
fer
a co
nclu
sion
One
mor
e:
Qui
ck Q
uiz
#2
17. R
edH
errin
g
A r
ed h
errin
g is
a fa
lse
clue
or
lead
. The
phra
se m
eans
"ca
mou
flage
"an
d co
mes
from
the
proc
ess
of c
urin
g a
herr
ing
(typ
e of
fish
). W
hen
ahe
rrin
g is
salte
d an
d sm
oked
slo
wly
ove
r a
woo
d fir
e,it
turn
s a
dark
red
dish
bro
wn
colo
r an
d ga
ins
a st
rong
flavo
r an
d sc
ent.
The
sm
ell i
s so
str
ong
that
itov
erw
helm
s ot
her
scen
ts. A
ccor
ding
to s
ome
old
tale
s, r
ed h
errin
gs w
ere
pulle
d ac
ross
the
trai
l of
houn
ds to
con
fuse
and
thro
w th
em o
ff th
e tr
ail.
Som
etim
es w
riter
s of
det
ectiv
e fic
tion
delib
erat
ely
"fak
e-ou
t" r
eade
rs b
y pl
antin
g m
isle
adin
g cl
ues
know
n as
red
her
rings
.
Ele
men
ts o
fa
Mys
tery
iAvt
wA
crim
e
Var
iety
of c
hara
cter
s
Clu
es
Sus
pens
ean
d te
nsio
n
Sol
utio
n
3.-______1,.........,__....__
..
,
-
41C1
1
1
-
V....,....".."
1
2 3
Les
son
#2
App
eara
nces
Can
Be
Dec
eivi
ng
A d
etec
tive'
s ap
pear
ance
can
hav
e a
maj
oraf
fect
onhi
s/he
r ef
fect
iven
ess
onth
e jo
b. F
orex
ampl
e, Ir
onsi
des,
ade
tect
ive
your
gra
ndpa
rent
sw
ill r
emem
ber
from
tele
visi
on, w
as in
a w
heel
chai
r.(,
)S
uspe
cts
did
not t
hink
he
was
a th
reat
bec
ause
he
was
phy
sica
lly c
halle
nged
.S
imila
rly, A
gath
aC
hris
tie's
Mis
s M
arpl
e is
an
elde
rly w
oman
. Aga
in,
susp
ects
do
not f
ind
her
thre
aten
ing
and
tell
her
thin
gs th
ey m
ight
not
tell
the
polic
e.
So,
bon
't Ju
dge
a B
ook
by it
s C
over
!
Whi
le a
ppea
ranc
es c
an w
ork
both
for
and
agai
nst d
etec
tives
who
are
solv
ing
mys
terie
s, c
hara
cter
trai
ts c
an d
o th
e sa
me.
Thi
nkin
gab
out s
leut
h H
arry
Har
riste
en fr
om th
e m
ovie
, Mur
der,
She
Pur
red,
let's
ans
wer
the
follo
win
g qu
estio
ns.
1. W
hat a
re H
arry
's p
hysi
cal t
raits
?
2. L
ist s
ome
of H
arry
's p
ositi
ve c
hara
cter
trai
ts.
3. H
ow d
o th
ese
stre
ngth
s en
able
Har
ry to
be
ago
od d
etec
tive?
4. L
ist s
ome
of H
arry
's n
egat
ive
char
acte
r tr
aits
.
5. H
ow d
o th
ese
wea
knes
ses
hurt
Har
ry's
det
ectin
gca
pabi
litie
s?
6. W
hich
of H
arry
's c
hara
cter
trai
ts c
an b
e ei
ther
(:3)
stre
ngth
s or
wea
knes
ses
depe
ndin
g on
the
situ
atio
n?
7. H
ow d
o th
ese
stre
ngth
san
d/or
wea
knes
ses
cont
ribut
e to
the
succ
esse
s an
d fa
ilure
s H
arry
enco
unte
rs w
hile
tryi
ng to
solv
e th
e m
yste
ry?
Let's
pra
ctic
e w
ritin
g to
geth
er fi
rst!
(We'
re g
oing
to u
se R
ick
She
lton'
s m
etho
d of
exp
osito
ry w
ritin
g ca
ke le
arne
d in
das
s.)
Sta
tem
ent:
Rea
son:
Exa
mpl
e #1
:
Exp
lana
tion
#1:
Exa
mpl
e #2
:
Exp
lana
tion
#2:
Wbb
IM?:
Tel
l wha
t it i
s yo
u ar
e go
ing
to e
xpla
in. T
his
is w
hat y
ouus
ed to
cal
l a to
pic
sent
ence
.
Exp
lain
why
you
r to
pic
is im
port
ant.
Giv
e an
exa
mpl
e, fr
om th
e m
ovie
, tha
t sho
ws
your
topi
cse
nten
ce to
be
true
.
Tie
exa
mpl
e #1
bac
k to
you
r re
ason
to s
how
why
the
reas
on is
val
id.
Giv
e an
othe
r ex
ampl
e, fr
om th
e m
ovie
, tha
t sho
ws
your
topi
c se
nten
ce to
be
true
.
Tie
exa
mpl
e #2
bac
k to
you
r re
ason
to s
how
why
the
reas
on is
val
id.
"Wha
t diff
eren
ce d
oes
it m
ake?
" or
"W
ho c
ares
?"E
xpla
in th
e bi
g pi
ctur
e in
a w
ay th
at ti
es y
our
entir
epa
ragr
aph
toge
ther
.
In w
hat w
ay d
o yo
ur s
leut
h's
char
acte
r tr
aits
con
trib
ute
to h
is/h
erst
reng
ths/
wea
knes
ses
as a
crim
e-so
lver
?
Sta
tem
ent:
Rea
son:
Exa
mpl
e #1
:
Exp
lana
tion
#1:
Exa
mpl
e #2
:
Exp
lana
tion
#2:
Wbb
IM?:
Har
ry H
arris
teen
is a
fict
iona
l cha
ract
er w
ith tr
aits
that
con
trib
ute
to h
er c
rime-
solv
ing
abili
ties.
It is
the
very
hum
an c
ombi
natio
n of
wea
knes
s an
d st
reng
th th
atm
ake
her
the
perf
ect d
etec
tive
for
this
mov
ie.
For
exa
mpl
e, H
arry
is d
istr
ustfu
l of m
en s
ince
her
pai
nful
div
orce
from
her
ex-
husb
and,
Fai
r.
It is
this
dis
trus
t tha
t mak
es h
er s
uspe
ct th
at h
er n
ew n
eigh
bor,
Bla
ir,is
the
mur
dere
r. T
his
char
acte
r w
eakn
ess,
bas
ed o
n lif
e ex
perie
nce,
adds
to th
e m
yste
ry b
y ad
ding
ano
ther
sus
pect
to H
arry
's li
st.
On
the
othe
r ha
nd, H
arry
's p
erse
vera
nce
forc
es h
er to
con
tinue
sea
rchi
ngfo
r th
e m
urde
rer,
des
pite
the
obvi
ous
atte
mpt
s by
the
kille
r to
sto
p he
r.
Per
seve
ranc
e, a
pos
itive
cha
ract
er tr
ait,
allo
ws
the
view
er to
acc
ept
Har
ry's
wea
knes
ses
by fo
rcin
g th
em to
adm
ire h
er a
s a
pers
on. A
s th
ede
tect
ive,
Har
ry m
ust h
ave
the
audi
ence
's s
uppo
rt in
ord
er fo
r th
e st
ory
to b
e w
ell-r
ecei
ved.
In c
oncl
usio
n, H
arry
Har
riste
en is
a s
ucce
ssfu
l crim
e so
lver
bec
ause
her
stre
ngth
s an
d w
eakn
esse
s al
low
s us
to c
onsi
der
her
a "f
riend
." W
eun
ders
tand
her
wea
knes
ses
and
adm
ire h
er s
tren
gths
.
Her
e is
wha
t you
r co
mpl
eted
ent
ry w
ill lo
ok li
ke w
hen
it's
all
put t
oget
her:
Har
ry H
arris
teen
is a
fict
iona
l cha
ract
er w
ith tr
aits
that
cont
ribut
e to
her
crim
e-so
lvin
g ab
ilitie
s. It
is th
e ve
ry h
uman
com
bina
tion
of w
eakn
ess
and
stre
ngth
that
mak
e he
r th
e pe
rfec
tde
tect
ive
for
this
mov
ie. F
or e
xam
ple,
Har
ry is
dis
trus
tful o
f men
sinc
e he
r pa
infu
l div
orce
from
her
ex-
husb
and,
Fai
r. It
is th
isdi
stru
st th
at m
akes
her
sus
pect
that
her
new
nei
ghbo
r, B
lair,
isth
e m
urde
rer.
Thi
s ch
arac
ter
wea
knes
s, b
ased
on
life
expe
rienc
e,ad
ds to
the
mys
tery
by
addi
ng a
noth
er s
uspe
ct to
Har
ry's
list
. On
the
othe
r ha
nd, H
arry
's p
erse
vera
nce
forc
es h
er to
con
tinue
sear
chin
g fo
r th
e m
urde
rer,
des
pite
the
obvi
ous
atte
mpt
s by
the
kille
r to
sto
p he
r. P
erse
vera
nce,
a p
ositi
ve c
hara
cter
trai
t, al
low
sth
e vi
ewer
to a
ccep
t Har
ry's
wea
knes
ses
by fo
rcin
g th
em to
adm
ire h
er a
s a
pers
on. A
s th
e de
tect
ive,
Har
ry m
ust h
ave
the
audi
ence
's s
uppo
rt in
ord
er fo
r th
e st
ory
to b
e w
ell-r
ecei
ved.
Inco
nclu
sion
, Har
ry H
arris
teen
is a
suc
cess
ful c
rime
solv
er b
ecau
sehe
r st
reng
ths
and
wea
knes
ses
allo
ws
us to
con
side
r he
r a
"frie
nd."
We
unde
rsta
nd h
er w
eakn
esse
s an
d ad
mire
her
str
engt
hs.
Now
it's
you
r tu
rn! R
emem
ber
the
obje
ct o
f thi
sex
erci
se is
to w
rite
bete
ctiv
e's
Han
dboo
k E
ntry
#1
base
d on
the
follo
win
g:
In w
hat w
ay d
o yo
ur s
leut
h's
char
acte
r tr
aits
cont
ribut
e to
his
/her
str
engt
hs/w
eakn
esse
s as
acr
ime
-sol
ver?
Not
es: Y
ou d
o no
t hav
e to
be
very
far
into
you
r bo
ok to
writ
e th
is e
ntry
.In
itial
impr
essi
ons
are
fine.
You
r ro
ugh
draf
t and
pre
writ
ing
tool
are
due
tom
orro
w.
r
J
Les
son
#3
Som
e sl
euth
s re
ceiv
e as
sist
ance
from
sid
ekic
ks w
ho a
reei
ther
pai
d he
lper
s or
frie
nds
who
hel
p. T
hese
sid
ekic
ksse
rve
as "
soun
ding
boar
ds"
for
the
sleu
th to
exp
lain
how
cert
ain
bits
of d
etec
tion
are
done
. If t
he s
leut
h is
not
, in
som
e w
ay,
conn
ecte
d to
law
enf
orce
men
t, on
e of
thes
ech
arac
ters
usu
ally
is. T
he s
idek
ick
is s
omet
imes
a p
et o
r an
anim
al.
Qui
ck Q
uiz
#3
On
ase
para
te p
iece
ofpa
per,
list a
sm
any
sleu
ths
who
hav
e si
deki
cks
you
can
thin
k of
. The
pers
onw
ith th
e m
ost p
airs
or
grou
ps,
win
s a
ticke
t.
Sco
oby
boo,
Whe
re A
re Y
ou?
Som
etim
es s
leut
hs w
ork
in p
airs
or
ingr
oups
.F
or e
xam
ple,
Art
hur
Con
an b
oyle
's S
herlo
ck H
olm
esha
s a
part
ner
in D
r. W
atso
n. S
imila
rly, t
he S
coob
ybo
oga
ngha
s fiv
eve
rydi
ffere
nt p
erso
nalit
ies
to s
olve
mys
terie
s.A
s in
Mur
der
She
Pur
red,
the
Sco
oby
boo
(A)
gang
of d
etec
tives
has
a p
erso
nifie
d an
imal
in th
eir
mid
st. S
coob
y, th
e do
g, is
the
side
kick
who
aid
s in
the
solv
ing
ofth
em
yste
ries
for
"the
gan
g,"
just
like
Mrs
.M
urph
y &
Tee
Tuc
ker
aid
Har
ry in
sol
ving
mys
terie
s.
You
are
the
com
pany
you
keep
!
We
will
now
beg
in w
ork
on e
xpos
itory
Han
dboo
k E
ntry
#4.
In th
isen
try,
you
mus
t com
plet
e a
char
acte
r sk
etch
abo
ut th
e hu
man
or
anim
al s
idek
ick(
s) in
your
mys
tery
nove
l. T
oge
t sta
rted
, ans
wer
the
follo
win
g qu
estio
ns; t
hen
com
plet
e th
e gr
aphi
c or
gani
zer
char
acte
rsk
etch
.
1. W
ho a
re th
e si
deki
cks
in M
urde
r, S
he P
urre
d?
2. H
ow d
oes
each
one
hel
p H
arry
sol
ve th
e cr
ime?
3. N
ot o
nly
do th
e si
deki
cks
help
Har
ry, b
ut th
eyal
so s
erve
apu
rpos
efo
r th
e au
dien
ce. W
hat i
s it?
4. E
xpla
in th
e an
swer
s to
1-3
in e
xpos
itory
entr
y#4
.
Let's
writ
e to
geth
er fi
rst!
Sta
tem
ent:
Rea
son:
Exa
mpl
e#1
:
Exp
lana
tion
#1:
Exa
mpl
e#2
:
Exp
lana
tion
#2:
Wbb
IM?:
Rou
gh d
raft
due
tom
orro
w!
3 6
Les
son
#4V
illai
nsQ
uick
Qui
z #4
Sle
uths
may
face
the
sam
e op
pone
nt m
any
times
or
a di
ffere
nt o
ne e
ach
time.
Tak
e, fo
r ex
ampl
e,th
e vi
llain
inM
urde
r, S
heP
urre
d W
orki
ng w
itha
part
ner,
or
by y
ours
elf,
com
plet
e th
e fo
llow
ing.
The
mos
t com
plet
eand
cor
rect
answ
er w
ins
a tic
ket.
Cha
ract
er, t
raits
wha
t mak
es th
is v
illai
n a
pers
onal
ityor
char
acte
r?
List
the
char
acte
r tr
aits
that
con
trib
ute
to th
isvi
llain
's s
tren
gths
.
3.Li
st th
e ch
arac
ter
trai
ts th
at c
ontr
ibut
e to
this
villa
in's
wea
knes
ses.
4.W
hat d
oes
the
villa
in v
alue
mos
t? W
hy?
Mis
sion
: Pos
sibl
eY
our
mis
sion
and
you
mus
t acc
ept i
tis
to c
reat
e a
"Wan
ted"
pos
ter
for
the
villa
in in
your
nove
l.
Incl
ude
the
follo
win
g:a
pict
ure/
illus
trat
ion
of th
e su
spec
t (la
rge
enou
gh to
be
seen
from
a d
ista
nce)
susp
ect's
nam
e an
d al
ias,
if a
pplic
able
phys
ical
des
crip
tion
ofsu
spec
tth
e of
fens
e of
whi
ch th
e vi
llain
is a
ccus
edth
e tr
oubl
e th
e of
fens
e ha
s ca
used
whe
re th
esu
spec
t was
last
see
nw
arni
ngs
the
publ
ic s
houl
d be
aw
are
ofw
hom
to c
all w
ith in
form
atio
na
rew
ard
cons
iste
nt w
ith th
e na
ture
of t
hecr
ime
(Exa
mpl
es fr
om la
st y
ear
are
post
ed a
roun
dth
e ro
om.)
WA
NT
ED
!
Fitz
Fitz
sim
mon
s
For
stea
ling
the
iden
titie
s of
the
dead
, bla
ckm
ail,
atte
mpt
edm
urde
r, a
nd m
urde
rH
as f
alse
ly in
heri
ted
the
mon
eyof
a d
ead
man
/ kill
ed B
en a
fter
blac
kmai
ling
him
, dec
eive
d hi
sw
ife
and
mot
her-
in-l
aw, a
nd p
utH
arry
Har
rist
een
and
her
pets
inda
nger
.T
all,
blon
d, h
ands
ome
Las
t see
n in
the
com
pany
of
Mim
az
Litt
le M
im a
t Sus
an's
dine
r..Su
spec
t is
to b
e co
nsid
ered
arm
ed a
nd d
ange
rous
If y
ou h
ave
any
info
rmat
ion,
plea
se c
all t
he F
BI
in C
roze
t,W
V a
t (72
4) 5
55-1
234
$100
,000
rew
ard
for
info
rmat
ion
lead
ing
to th
e ar
rest
of "
Mr.
Litt
le M
im."
Less
on #
5T
OD
AY
'S D
AT
ED
etec
tive'
s Lo
g8:
00am
Got
to w
ork
and
bega
n so
rtin
g m
ail.
Mim
arr
ived
for
hers
and
let
us k
now
that
Ric
k an
d C
ynth
ia h
ad g
otte
n a
pict
ure
of th
e m
an w
hose
finge
rprin
ts w
ere
foun
d on
the
whe
el o
f Ben
Sie
fert
's c
ar. T
his
is th
e m
anw
ho h
as a
lso
been
dea
d fo
r 20
yea
rs. G
rabb
ed M
irand
a H
ogge
ndob
ber's
yum
my
appl
e-th
ingi
es a
nd h
eade
d fo
r P
.D.
9:30
Brib
ed R
ick
and
Cyn
thia
to g
o of
f the
ir di
ets
by w
avin
g M
irand
a's
appl
e-th
ingi
es u
nder
thei
r no
ses.
Whi
le th
e tw
o pi
gs w
ere
eatin
g, (
no p
unin
tend
ed),
exc
used
mys
elf t
o go
to th
e ba
thro
om.
9:45
On
my
way
to th
e "b
athr
oom
," b
orro
wed
dea
d m
an's
pic
ture
from
wal
l and
faxe
d it
to P
ost O
ffice
.
9:50
Gra
bbed
Mira
nda'
s ap
ple-
thin
gies
and
bea
t a h
asty
ret
reat
bac
k to
the
post
offi
ce a
fter
hang
ing
the
dead
man
's p
ictu
re b
ack
on th
e po
lice
depa
rtm
ent w
all.
10:0
5R
etrie
ved
fax
once
bac
k at
pos
t offi
ce, a
nd p
oste
d it
on th
e w
all
to g
auge
the
reac
tion
of p
atro
ns a
s th
ey c
ame
in to
pic
k up
thei
r m
ail.
Fed
Mur
phy
& T
ucke
r. Now
you
cre
ate
a de
tect
ive'
s lo
g fo
ryo
ur s
leut
h.
dam
4 1
Les
son
#6S
olvi
ngth
eM
yste
ry
Fac
tS
omet
hing
that
can
not
be d
ispu
ted
Ben
Sie
fert
is d
ead.
Ass
umpt
ion
Agu
ess
Ben
Sie
fert
was
mur
dere
d.
Infe
renc
eA
gues
sba
sed
on th
e fa
cts
Who
ever
mur
dere
d B
en S
iefe
rt h
asso
met
hing
tohi
de.
Ded
uctio
nA
n ed
ucat
edgu
ess
Ben
Sie
fert
mus
t hav
e th
reat
ened
to te
ll th
e ki
ller's
sec
ret.
Thr
ee R
ules
of C
rime
Sol
ving
"7.
`
tr
p.bP
. 10.
3I
T.
4,...
-
14 .4q4
,6-
AA
-4-A
, a..*
.*
4' A
"Ir"
''4:
,A
A;
,
ZA
trs
The
prim
e su
spec
t mus
t hav
e ha
da
reas
on to
com
mit
the
crim
e.
The
prim
e su
spec
t mus
t hav
e ha
da
way
to c
omm
itth
e cr
ime.
The
prim
e su
spec
t mus
t hav
e ha
dth
e ch
ance
to c
omm
it th
e cr
ime.
Clu
esF
inge
rprin
ts (
dead
man
's o
n st
eerin
g w
heel
)S
uspi
ciou
s ite
ms
(mat
chbo
ok a
t des
erte
d fa
rm)
Blo
od/H
air/
Fab
ricB
ody
Par
ts (
pros
thet
ic a
rm fo
und
with
bul
let i
n it)
Per
sona
l ite
ms
(ear
ring
foun
d ne
ar c
rime
scen
e)F
inan
cial
rec
ords
Life
styl
e ch
ange
s (L
ittle
Mim
& F
itz b
uild
ing
new
hou
se)
Tel
epho
ne c
alls
Wha
t peo
ple
say
abou
t the
mse
lves
/oth
ers
(Fitz
hid
espa
st b
ecau
se it
's "
pain
ful"
to ta
lk a
bout
.)C
onne
ctio
ns b
etw
een
and
amon
g pe
ople
(F
itz c
ame
from
"now
here
," b
ut h
ad lo
ts o
f mon
ey a
nd m
arrie
dLi
ttle
Mim
.)kr
al
You
r tu
rn!
Writ
e an
expo
sito
ry e
ntry
whi
ch d
etai
ls th
e cl
ues
your
sleu
th fo
llow
ed to
the
solu
tion
to th
em
yste
ry.
Thi
spi
ece
isba
sed
on c
ause
and
effe
ct. C
ompl
ete
the
Cau
se/E
ffect
gra
phic
orga
nize
r, a
nd w
rite
your
ent
ryfr
om th
ere.
Let's
do
it to
geth
er fi
rst!
Cau
se
1) H
arry
saw
ligh
t at t
hede
sert
ed fa
rmho
use
next
doo
r.
2) N
ew n
eigh
bor
with
sus
pici
ous
past
mov
es in
to F
oxde
n. H
e's
aY
anke
e w
ith n
o id
ea o
f Sou
ther
nw
ays.
3) B
en S
iefe
rt's
dea
d bo
dyfo
und
in h
is c
ar in
Mim
's p
ond.
Effe
ct
1) H
arry
foun
d fo
otpr
ints
&m
atch
book
s w
hen
she
wen
t to
inve
stig
ate.
Als
o, a
fire
had
bee
nre
cent
ly li
t in
the
firep
lace
. Why
?
2) H
arry
sno
ops
arou
nd a
nd fi
nds
out
that
he
is a
ret
ired
psyc
hiat
rist w
hoda
bble
d in
ser
ial k
iller
s. H
isgi
rlfrie
nd w
as m
urde
red.
By
who
m?
3) H
arry
is d
oubt
ful t
hat B
en w
asdr
unk
and
drov
e hi
s ca
r in
to th
e po
nd.
Sus
pici
ous
finge
rprin
ts o
n th
est
eerin
g w
heel
get
her
mor
e de
eply
invo
lved
in th
e in
vest
igat
ion.
Who
sear
e th
ey?
Now
let's
writ
e th
eex
posi
tory
ent
ryth
at fo
llow
s th
ecl
ues
of th
em
yste
ry th
roug
hits
end
.
Sta
tem
ent:
Rea
son:
Cau
se #
1:
Effe
ct #
1:
Cau
se #
2:
Effe
ct #
2:
WD
DIM
?:
Less
on #
7
Arr
est t
hat M
an!
You
, (as
the
sleu
th in
you
r no
vel)
mus
t writ
e a
pers
uasi
vele
tter
to th
e lo
cal c
hief
of p
olic
e. Y
our
thes
is s
tate
men
t will
read
som
ethi
ng li
ke th
is: "
Due
to th
e pr
oof a
gain
st h
im, y
oush
ould
arr
est F
itz F
itzsi
mm
ons
imm
edia
tely
!"
Qui
ck Q
uiz
#4
In a
dditi
on, y
ou m
ust h
ave
thre
e m
ain
supp
orts
: mot
ive,
mea
ns, a
nd o
ppor
tuni
ty.
Exp
lain
how
eac
h ca
n be
pro
ved
by u
sing
text
ual p
roof
from
the
book
, and
mak
e su
re y
ou c
ite th
e pa
genu
mbe
r, o
n w
hich
the
proo
f is
foun
d, w
ithin
the
lette
r. U
se b
oth
cita
tion
met
hods
dire
ct q
uota
tion
and
para
phra
sing
. Par
t of
your
text
ual p
roof
sho
uld
incl
ude
the
clue
s fo
und
as w
ell a
s yo
urin
fere
nces
and
logi
cal d
educ
tions
.
Exa
mpl
e
Oct
ober
31,
200
1
Ms.
Har
ry H
arris
teen
1111
Pos
t Offi
ce W
ayH
eade
rC
roze
t, W
V 2
9304
(670
) 55
5-08
78 [w
ork]
Offi
cer
Ric
k C
oope
rC
roze
t Pol
ice
Dep
artm
ent
1108
Cat
chum
' Str
eet
Cro
zet,
WV
293
04
RE
: Ben
Sie
fert
's M
urde
r
Dea
r O
ffice
r C
oope
r:
bate
Rec
ipie
nt's
Add
ress
"Hea
ds U
p"
Sci
luta
tion
Intr
oduc
tion
Thr
ee s
uppo
rts
Afte
r ca
refu
l con
side
ratio
n of
the
even
ts th
at o
ccur
red
in C
roze
t thi
s pa
st m
onth
, I
have
com
e to
the
logi
cal c
oncl
usio
n th
at y
our
prim
e su
spec
t in
the
case
is M
r. F
itz F
itzsi
mm
ons
of
Cro
zet,
WV
. The
clu
es th
at w
ere
not r
ed h
errin
gs le
d di
rect
ly to
Fitz
and
con
trib
ute
to p
roof
of
mot
ive,
mea
ns, a
nd o
ppor
tuni
ty. B
ased
on
the
evid
ence
, you
sho
uld
arre
st F
itz a
t onc
e!
Sup
port
#1
e. a
The
sis
Mot
ive
is th
e ba
ckbo
ne b
ehin
d an
y cr
ime,
and
Fitz
had
to p
rote
ct h
is s
ecre
t in
orde
r to
pro
tect
his
cus
hy li
fe w
ith L
ittle
Mim
, as
wel
l as
his
own
pers
onal
fort
une.
Whe
n B
en
Sie
fert
unc
over
ed F
itz's
true
iden
tity,
Fitz
was
con
tent
to s
impl
y bl
ackm
ail h
im a
t firs
t, bu
t
whe
n B
en c
ould
not
long
er p
ay th
e hu
sh m
oney
, Fitz
got
sca
red
and
mur
dere
d hi
m.
Initi
ally
,
Fitz
cau
ght B
en b
urni
ng im
port
ant p
aper
s at
the
dese
rted
Fox
den
Far
m, a
nd tr
ied
to k
ill h
im
ther
e by
sho
otin
g hi
m.
Unf
ortu
nate
ly fo
r F
itz, B
en's
pro
sthe
tic a
rm p
rote
cted
him
from
the
bulle
t and
Fitz
had
to fi
nd a
noth
er w
ay to
kill
him
. So
Fitz
pre
tend
ed h
e w
ante
d to
bui
ld L
ittle
Mim
a n
ew h
ouse
and
took
Ben
to a
des
erte
d pl
ot o
f lan
d un
der
the
guis
e of
nee
ding
a b
anke
r's
opin
ion.
Uns
uspe
ctin
g B
en w
as th
en k
nock
ed u
ncon
scio
us a
nd p
ut in
his
car
whi
ch F
itz p
ushe
d in
Mim
's la
ke. T
oo b
ad fo
r F
itz h
e di
dn't
real
ize
the
wat
er w
ould
n't w
ash
away
his
fing
erpr
ints
on
the
whe
el. T
hus
the
clue
s pr
ove
that
Fitz
's fi
nger
prin
ts b
elon
g to
the
man
who
sup
pose
dly
died
20 y
ears
ago
, and
it's
obv
ious
that
he
was
tryi
ng to
hid
e hi
s re
al id
entit
y.
Logi
cal C
oncl
usio
n
a 2
Sup
port
#2
mea
ns
Sup
port
#3o
ppor
tuni
ty
Con
clus
ion Res
tate
men
t of t
hesi
sR
esta
tem
ent o
f thr
ee s
uppo
rts
with
pers
onal
con
clus
ions
dra
wn
in b
etw
een
Sin
cere
ly,
Sig
n H
ere
Har
ry H
arris
teen
Pos
tmis
tres
s of
Cro
zet,
WV
5 2
x
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