Lesson Title:

The Mystery Men

Grade Level:

7th
Language Arts

Subject:

Description of Learning Goals, Standards, Objectives

CC/GPSs:

National Technology
Standards:

Long-Term Learning
Goal or Outcome:

ELACC6W1- Write arguments to support claims with clear reasons and

relevant evidence.
Introduce claims and organize the reasons and evidence
clearly.
Support claims with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the
topic or text.
Use words, phrases, and clauses to clarify the relationships
among claims and reasons.
Establish and maintain a formal style. Provide a concluding
statement or section that follows from the argument presented.
ISTE Standard: Critical thinking, problem solving, and decision
making: Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
Identify and define authentic problems and significant questions
for investigation.
Plan and manage activities to develop a solution
or complete a project.
Collect and analyze data to identify solutions and/or make
informed decisions.
Use multiple processes and diverse perspectives to explore
alternative solutions.

ABCD Objectives or
Outcomes:

Students will learn that arguments are better supported with

evidence.
Students will understand the definition of an argument and
claim.
Students will be able to write arguments using the proper terms,
phrases, and clauses.

Given different clues and scenarios, students will determine which three
suspects committed the crime by connecting relevant evidence to a
certain claim.

Description of Assessment
Assessment Plan:

Students will be assessed through a discussion of their groups

claims. Towards the end of the class, the teacher will ask: "Why
didn't you choose some of the other suspects?" This question
will allow the teacher to assess whether or not the students
understand the material taught in class.

Students will then be given a formative assessment that allows

the teacher to gauge the student's understanding of the
material as a whole. Students must answer the questions using
complete sentences. The assessment will include the following
questions: (1) What is an argument? (2) What is a claim? (3)

How do claims support arguments? (4) What is evidence? (5)

Why is the use of evidence necessary to support your theory?

Description of Activities with Technology and Materials

Activity Design:

Class starter and lesson connection:

This lesson will take place in one 55 minute class

period.

Teacher will assess the students' prior

knowledge of the topic by asking the
following questions: (1) Who knows how
to solve a mystery or crime? (2) What
types of items do you need to solve a
mystery/crime? (3) Why would these
items work?
Students will answer by stating evidence
is needed to solve mysteries. This will
allow the teacher to see what the
students already understand and will
help introduce the topic to the students.
The teacher will use the following story to
capture the students' attention:
Yesterday when I was leaving to go
home, three unidentifiable figures
grabbed me and threw me in the
dumpster. They yelled mean and rude
sayings to me. They also took my phone
and laptop bag. I did not do anything to
provoke them towards reacting in anger.
Unfortunately I did not see who they
were, but after I removed the old banana
peel from covering my eyes, I could see
three distinct silhouettes running off into
the night. Luckily, these bullies left some
clues that are going to help me solve this
case. I am going to need your help with
solving the mystery; however, you must
each go through detective training.

Teacher and student activities:

Students will then be introduced to

Detective Training. Detective Training is
a presentation about arguments, claims,
and supporting evidence. The
presentation will define an argument,
discuss the uses of arguments, and
provide examples. The presentation will
also define a claim, discuss the uses of
claims, and provide examples. Finally,
the presentation will define evidence,
discuss uses of evidence, and provide
examples.
Students will be broken into groups.

Each group will be given a police report

and a list of ten suspects. The police
report will be the written account of the
crime said in class. The suspect will each
have details connecting the individual to
the scene of the crime. The groups will
be required to choose the three suspects
they feel were most likely to have
committed the crime. The students will
be required to individually write an
argumentative paragraph. The paragraph
must in explain the students suspect
choices by supporting the argument with
clear and relevant evidence.

Technology Connection:

The teacher will use Microsoft

PowerPoint to present the lesson to
students.

Computer
Projector
Microsoft Office PowerPoint
"Police Report" Handout
"Suspect List" Handout
Recap Handout

Materials and Resources:

Reflection on Lesson Design

Future Actions :

In the future, technology use for students should

be incorporated more. This lesson did use
technology but in a very limited capacity.
The lesson could involve more interaction
between students and could allow students to act
out part of the lesson.
The lesson may need to be stretched across
more days in order to allow students more time to
act out the scenarios and use different
technologies to help solve the mystery.