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Author(s):

Mystery
Lesson Plan
ELA
7
50+
Gina Ceely

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard

ELACC7W7: Conduct short research projects to answer a question, drawing on several

sources and generating additional related, focused questions for further research and
investigation.
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify
their own views and understanding.

TAG Standard
Advanced Communication Skills:

2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
3. The student creates products and/or presentations that synthesize information from diverse
sources and communicate expertise to a variety of authentic audiences.
6. The student anticipates and addresses potential misunderstandings, biases, and
expectations in communication with others.
7. The student responds to contributions of others, considering all available information.
8. The student participates in small group discussions to argue persuasively or reinforce
others good points.
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9. The student maintains a journal or log for self-reflection and/or self-evaluation.

10. The student supports and defends his/her own opinions while respecting the opinions of
others.
Advanced Research Skills

2. The student formulates original and appropriate questions to test the limits of an existing
body of knowledge.
3. The student uses concepts within and across disciplines to develop valid hypotheses, thesis
statements, or alternative interpretations of data.

6. The student develops and uses systematic procedures for recording and organizing
information.
Creative Thinking and Creative Problem-Solving
5. The student develops original ideas, presentations, or products through synthesis and
evaluation.
Higher Order Critical Thinking Skills
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
5. The student predicts probable consequences of decisions.
Summary/Overview: During this lesson, students will be learning to work cooperatively
to form an opinion about a subject. Students are expected to present his or her
knowledge and ideas, as well as listening to the ideas of others. Students will be working
on communicating effectively with one another in addition to reflecting on the benefits of
working with multiple partners, some of which include the gaining of new perspectives,
the ability to take differing ideas and form a completely new idea from the synthesis of
ideas, and bettering ones own communication skills.
Enduring Understanding(s):
communication skills are valuable
effective communication requires practice
Essential Question(s):

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In what ways do our words impact others? Students will be seeing the same essential
question throughout this unit, but it will apply in vastly different ways from lesson to
lesson. For this lesson, our essential question refers to communication skills. In what
ways do our words impact others? Students should gain an understanding of the
importance of communicating ideas clearly, as well as hearing, responding to, and/or
accepting the ideas of others in a way that facilitates a successful group able to produce
progress.
Concepts to Maintain:

communicating ones ideas clearly

effectively responding to the ideas of others

Evidence of Learning:
What the students should know:
effective communication is a skill and it must be practiced and honed
effective communication is an essential job/career skill
What the students should be able to do:
communicate his or her ideas clearly
effectively respond to the ideas of others
Procedure(s):
Phase 1: Hook Yesterday, after school, Lisa misplaced her cell phone. When she
realized it was missing, she began to look for it. After fifteen minutes of searching, she
asked her brother and her mom to help. Lisa told her mom and brother what shed done
since arriving home. Lisa, her mom, and her brother searched for another fifteen
minutes. At this time, Lisas mom and brother tried offering suggestions as to what might
have happened to her phone. You could have left it on the bus. Is it in your
backpack? Lisa, already frustrated about misplacing the phone, became angry and
yelled at her mom and brother. Just then, the phone rang. Lisas bus driver called to let
her mother know that her phone had been left on the bus. However, after Lisas outburst,
her mother decides she wont be needing her phone for a week anyways.
What could Lisa have done differently? How could Lisa have communicated with those
trying to work with her more effectively?
Phase 2: Acquiring Content
1. Pose the essential question. In what ways do our words impact others? Lead a brief
discussion to link Lisas Story with our goal for the day, practicing effective
communication skills while working collaboratively to solve a mystery.
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2. During the discussion of how to work in groups and communicate effectively, create an
anchor chart using student suggestions. This chart will act as our standard for the year on
what constitutes collaborative group work and effective communication.
3. Group students into groups of 3-4. Our seating arrangement is already set up this way,
so they can remain at their table groups.
3. Present The Mystery of the People of Mesa Verde. Allow students time to read this
setup for the mystery.
4. While students are reading, distribute a list of clues and a large Post-it (chart-size).
5. When students are finished reading, direct them to retrieve a marker, scissors, and glue
stick from our supply shelf.
6. Tell students that they have received a list of clues. They should begin by cutting each
of the clues apart. After cutting the clues apart, they will have twenty minutes to read
each of the clues and sort them into categories. I will not give them the categories; they
must formulate these on their own. Each group may have no fewer than three categories,
the more categories the better. This twenty minutes is important, as I will be walking
around and monitoring each groups ability to collaborate and communicate effectively.
7. When groups have decided which clues should be categorized together, they should
glue these to the large chart paper and then, using the marker, create titles for each of
their categories.
8. After completion, each group will formulate a hypothesis on what they believe
happened to the people of Mesa Verde. Instruct students to write their hypothesis at the
top of the chart paper. Each group must reach a consensus and may only present one
final hypothesis.

Phase 3:
1. Hang each groups chart up and allow the students to do a museum walk. Discuss the
similarities and differences they found. Unfortunately, there is no definite conclusion to
this mystery. Scientists believe that a combination of factors, such as the decreased
temperatures, land fertility, and population contributed to the mass exodus of the people
of Mesa Verde. We know that the remaining population traveled south to New Mexico to
live with distant relatives.
Summarizing Activity:

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1. Pass out the product and checklist sheets. Students have the option to choose one of
the group options, or they may choose one of the individual options. A collaborative
consensus must be reached by the group. Have students present products.
2. Hold a brief discussion, wherein we reflect upon and discuss how well we feel we
collaborated and/or communicated (In what ways do our words impact others?). Adjust
and/or add new suggestions for future collaborative communication to our anchor chart.

Resource(s):
Jarus, Owen. "Mesa Verde: Cliff Dwellings of the Anasazi." LiveScience. TechMedia
Network, 22 Feb. 2013. Web. 05 May 2014
United States. National Park Service. "Ancestral Puebloans of Mesa Verde." National
Parks Service. U.S. Department of the Interior, 24 Apr. 2014. Web. 05 May 2014.
Anchor Texts:
Class Created Anchor Chart: Collaborative Communication
Technology:
Handouts:
The Mystery of the People of Mesa Verde
Clues
Product and Checklist Sheet

Revised April 2009