Detective Dog and the Mystery of the Missing Hens

Learning Intention:

I am using comprehension strategies so that I can identify clues in the text then present and justify a solution.

Success Criteria:

• I can find clues in a text
• I can map a mystery
• I can present my theory on what happened to the missing hens and justify my reasoning

 

Read the text as a class up to the line-

‘Yes. That proves they were here,’ Detective Dog said. ‘I have a hunch. Let’s go back to the henhouse.’

 

Mapping a Mystery

Ask students to map the mystery in their student workbook.

This will first have a statement identifying the crime. In this statement ask students to describe what happened and what is the mystery or problem. Students can then use dot points to identify the clues and consider why this clue may impact the mystery. Below is a suggested framework for this mystery to enable students to record their findings from the text.

• Identify the crime What is the problem, the mystery or the crime.
• Describe each clue and explain why this may be an important piece of evidence. What does this clue infer in solving the mystery.
• Clue 1
• Clue 2
• Clue 3
• Clue 4
• Who are your suspects? Ask students to list characters in their workbook that may be involved and write notes on why they are considered a suspect.
• Solve the mystery. My theory or hunch is ……because…….

 

The foxes had an alibi. Discuss with students what an alibi is and how it adds to the mystery.

Detective Dog had a hunch. Explain to students that a hunch is like a theory and ask the class what their current hunch or idea for a solution to this mystery may be.

Now allow students time to read the text and take notes as they map the mystery.

Ask students to read up to this line so that the solution is not disclosed.

 

‘Yes. That proves they were here,’ Detective Dog said. ‘I have a hunch. Let’s go back to the henhouse.’

 

Students can now use their clues and strategies to propose a theory as to what happened and allow them time to justify their solution to the mystery.

 

 

Co-construct a visual organiser that will assist children to organise their information in a meaningful and thorough way.

 

Students can now explain their theory and reasoning to their partner and to see if they agree with their thinking, justification and solution. Explore all of the various solutions in an oral discussion amongst the entire class. Encourage children to use evidence from the text to justify their opinions respectfully.

As a class, finish reading the text from the line- ‘Yes. That proves they were here,’ Detective Dog said. ‘I have a hunch. Let’s go back to the henhouse.’

How did the students go as detectives, did they get the correct deduction?