Investigation Game: Who'd Done It?

Investigation Game: Who'd Done It?
Investigation Game: Who'd Done It?
Investigation Game: Who'd Done It?
Investigation Game: Who'd Done It?
Grade Levels
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Presentation (Powerpoint) File

(10 MB|11 pages)
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  • Product Description
  • StandardsNEW


I am so excited that you have purchased this Investigation pack. There are 6 weapons, 6 individuals, and 9 locations cards.

Everything in here is editable, and you are more than welcome to change anything for your classroom. Please do not share with others, as it is a violation of copyright laws. If you want to use this in more than one class, please purchase multiple licenses for use.

Enjoy this in your classroom! Below you will find a suggested lesson progression as to how Ioriginally taught the lesson.

You will need to copy enough of the pages for each of the envelops. You need enough envelops for each group/student. Each envelop gets ONE weapon, ONE individual, and ONE location. That is the “solution” for their murder. Their job is to write the story, not of HOW it happened, but WHY it happened.

You should review the rules of dialogue/drama before students get this assignment.

Suggested Lesson Progression:

1.Have students view the preview for Clue The Movieon YouTube.

2.You can either give each student their own solution or create small groups.

3.Students are then instructed to write a monologue as to WHY the individual killed Mr. Butler.

4.You will also find the Capture Sheet for students to complete their monologue.

OPTIONAL: You can have students PLAY the game “Clue,” so they discover who the culprit, weapon, and location is.

OPTIONAL: Watch the conclusions to Clue the Movie (there are three alternative endings), either as inspiration OR as a conclusion/wrap up.

OPTIONAL: Have students write the entire investigative story.

There are special printing instructions for specific pages.

I truly hope you enjoy the assignment!

Rachel Lowrie

Log in to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Total Pages
11 pages
Answer Key
Does not apply
Teaching Duration
90 minutes
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