CITING EVIDENCE TO SUPPORT ANALYSIS
Picture Mystery and Text-Footsteps in the Dark
This is a highly engaging lesson that truly helps students to find evidence to support inferences, question each others' evidence and opinions, synthesize information to create a true understanding, and to help students to write out their thoughts with clear and logical thinking. Each of these mysteries have been formatted to look like an investigators clipboard to help students become immersed into the detective role.
GOALS: Students will look at two different texts (short story, picture), and develop skills and strategies to look closely at details to analyze probability of events and provide relevant evidence which lead to their inferences. Once they have analyzed the text, students will use a graphic organizer to organizer their information and write an argument that will support their claims/analysis of the text. Students can share their findings with each other and debate those finding based on the evidence they find.
HOW STUDENTS WILL DO THIS: Students will read a scenario and view a picture and determine what evidence is relevant and outline the events which took place using probability of evidence. Students will use the graphic organizer to trace and evaluate their analysis using the text and the picture to help them figure out the crime.
(Pictures and Texts formatted from Crime and Puzzlement by Lawrence Treat and illustrated by Paul Karasik)
COMMON CORE STANDARDS:
RL 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL 6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
W 6.1: Write arguments to support claims with clear reasons and relevant evidence.
SL 6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL 6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL 6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL 6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
NOTE: THUMBNAILS HAVE BEEN SHRUNKEN DOWN TO MEET THE 200 KB MAXIMUM. IF YOU DOWNLOAD THE PREVIEW, THE LESSON IS MUCH CLEARER! MY STUDENTS LOVED THIS ACTIVITY BECAUSE THEY ENJOYED MYSTERIES AND THEY GOT TO ARGUE ABOUT WHO THEY THOUGHT THE KILLER WAS!