Open the Case

Overview

In the first lesson of The School Mystery Files, students become investigative readers. They examine a fictional mystery packet containing a diary entry, news report, and character interview; identify explicit facts, separate facts from opinions, generate questions, and cite evidence to support initial ideas.

Learning intentions

Students will be able to:

• Identify details stated directly in several informational texts.
• Distinguish facts, opinions, claims, reasons, and evidence.
• Generate questions that help investigate a developing mystery.
• Participate in a collaborative discussion by referring to specific textual evidence.

Success criteria

• I can quote or accurately paraphrase details from the mystery packet.
• I can label a statement as a fact, opinion, claim, reason, or evidence and explain why.
• I can ask a useful question based on something I read.
• I can build on a classmate’s idea and refer to the text when I speak.

Curriculum links

• Reading informational text — citing textual evidence to support explicit understanding and inferences.
• Reading informational text — tracing and evaluating claims, reasons, and evidence.
• Speaking and listening — preparing for and participating effectively in collaborative discussions.

Lesson structure (60 minutes)

1. 0–7 min · Hook: What happened? Teacher displays the opening mystery question showing a striking image of a school trophy case with its glass door open, then reads the opening scenario: “The Falcon Cup disappeared during lunch, but three students remember seeing something different.” Students silently write one observation and one question, then share with a partner. Emphasize that an observation must be based on what is visible or stated, while a question identifies what investigators still need to know.

2. 7–15 min · Prepare to investigate. Teacher introduces the three text types in the text-type and evidence slides and models the difference between an explicit detail and an inference. Use a short example such as, “The hallway camera was covered at 12:10,” followed by: “The camera may have been covered intentionally.” Students identify which statement is directly supported and which is an inference, explaining what evidence would be needed.

3. 15–30 min · Read the case file. Teacher distributes the School Mystery Files case packet and directs students to read the diary entry, news report, and character interview independently, annotating one explicit detail per text and circling statements that sound like opinions or claims. Students record the paragraph or line location for each detail. Pause halfway to check that students are paraphrasing rather than copying unsupported guesses.

4. 30–42 min · Sort facts and claims. Teacher models one item from the worksheet using the labels “fact,” “opinion,” “claim,” “reason,” and “evidence,” then asks students to complete the remaining analysis. In pairs, students compare answers, locate the exact words that support each decision, and revise any label when a partner provides stronger evidence. Circulate and ask, “Where does the text say that?” and “Does this detail support the claim, or merely repeat it?”

5. 42–53 min · Evidence conference. Teacher displays the discussion prompts and evidence sentence frames and places students in groups of four. Students share their strongest fact, one initial theory, and one unanswered question. Each student must refer to a text, while peers ask for clarification or build on an idea using prompts such as “I agree because…,” “The interview adds…,” or “What evidence makes you think that?” Groups select one carefully supported claim and one claim that is not yet supported.

6. 53–60 min · Close the case for today. Teacher returns to the plenary and exit-ticket prompt and asks students to complete the retrieval practice exit ticket. Students write one explicit fact, one supported inference or claim, and one question for the next case-file lesson. Collect tickets as students leave and remind them that investigators must keep facts separate from theories.

Resources

• the complete Open the Case slide deck
• the School Mystery Files case packet
• Pencils or colored pencils for annotation
• Document camera or display
• Timer
• Highlighters, if available
• Exit-ticket collection tray

Assessment

• During reading, check annotations for accurate explicit details and references to paragraph or line locations.
• During pair and group discussion, listen for students distinguishing facts from opinions and citing the packet rather than relying on guesses.
• Review exit tickets for one accurate fact, one evidence-based inference or claim, and one relevant investigative question.

Differentiation

• Support readers with the packet’s text-type labels, bolded key terms, and sentence frames: “The text states…,” “This is a claim because…,” and “The evidence is…”
• Provide an audio or teacher-read version of the packet, chunk longer passages, and allow students to mark evidence with symbols instead of writing full explanations.
• Pair English learners with supportive peers and preview the words explicit, inference, claim, opinion, reason, and evidence using the examples on the slides.
• Extend ready students by asking them to rank the three claims from strongest to weakest and explain what additional evidence would be needed to confirm the weakest claim.