1. Students will read the story "Encyclopedia Brown and the Case of the Missing Salamander" and write a paragraph explaining how Encyclopedia Brown solved the case, citing evidence from the text. 2. Over multiple days, students will explore elements of fiction, define unfamiliar words, spend time reading with the teacher, and submit a reading review. 3. Students will write journal entries about the mystery solving methods used in the story they read and another mystery they viewed. They will then write an essay comparing the two methods.

1. Unit 11.4: It’s a Mystery!
Week Two/Three
Mr. Suarez

2. https://curryatkolter.wikispaces.com/file/view/Encyclopedia+Brown.pdf
How did Encyclopedia Brown solve the case of the missing salamander? Write a well-
crafted paragraph and cite evidence from the text. Please make sure to use proper
capitalization, punctuation and grammar within your writing. 20 points!

4. At the end of the class the student will consult reference materials
(dictionaries), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, Its part of speech,
its origin, or its standard usage or variations.
The teacher will continue to read aloud followed with student’s
response “Encyclopedia Brown and the Case Of The Missing
Salamander”
The student spends quality time reading to connect with the
vocabulary words. Finding meaning.
 Open questions to connect vocabulary words with prior
experience

5. Reading Response Journal Questions
What did we read about today? Be Specific.
How do you feel about what we read today? Why?
Think about your favorite character. What happened to him/her today?
How would you feel if the same that that happened tro him/her happened to you?
What questions do you have about what we read today?
What do you think will happen next or later in the story?
“Encyclopedia Brown and the Case Of The Missing Salamander, 20 Points

6. DAY THREE AND DAY FOUR
1. The student will explore the elements of fiction reading
genre through texts and visual mediums
2. Reading and understanding
3. The students will spend quality time reading with the
teacher.
4. We will define the unfamiliar words
5. TURN IN READING REVIEW (20 points)

8. The student refines the journal entry he/she previously completed about
the method of solving the mystery that the detective in his/her novel took.
The student also writes similar drafts about at least one other mystery story
that he/she viewed as a film or in another medium he/she has seen during
this unit.
The student uses these drafts to compose an expository essay comparing
and contrasting the process of solving the mysteries in the two stories –one
read and one viewed.
The student edits and revises his/her work before completing a final copy.
The student also presents his/her work orally to the class.
The essay and oral presentation are assessed using a teacher-made rubric.

9. Reading Response Journal Questions
What did we read about today? Be Specific.
How do you feel about what we read today? Why?
Think about your favorite character. What happened to him/her today?
How would you feel if the same that that happened tro him/her happened to you?
What questions do you have about what we read today?
What do you think will happen next or later in the story?
“Sherlock Holmes: The Dying Detective”, 20 Points
DUE MONDAY, JANUARY 30, 2016

10. What we think will happen What happened
1. 1.
2. 2.
3. 3.
4. 4.
http://www.readwritethink.org/files/resources/lesson_images/lesson166/prediction.pdf
10 POINTS TODAY