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Critical Thinking Mystery Activity: The Perfect Crime

Rated 4.95 out of 5, based on 26 reviews
5.0 (26 ratings)
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Walton Burns
530 Followers
Grade Levels
7th - 12th, Higher Education, Adult Education
Resource Type
Standards
Formats Included
  • PDF
Pages
8 pages
$3.00
$3.00
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Walton Burns
530 Followers

What educators are saying

Used in - Law 12 Awesome resource to use when introducing crime scenes and students understanding motive and actions of a crime. I was super happy with how well the students did and were engaged with the activity. Will be using this in the future with my students! Thanks!!
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  1. By popular demand, all my clue by clue mysteries PDF (printable) format in one big bundle, plus a free mystery story organizing worksheet. Be sure to check the list above to see the exact list of Clue by Clue Mysteries!Each individual mystery is in PDF format and contains:A cover imageComprehensive
    Price $90.00Original Price $123.00Save $33.00

Description

In this engaging mystery activity, students have to follow the clues to figure out how a woman killed her husband without anyone suspecting anything! In fact, it's unclear whether or not she did anything wrong at all? Can they follow the clues and use their critical thinking skills and reading strategies to figure it out!

This is a PDF Printable copy that works well for a small group activity in a face-to-face classroom. Click here for the PowerPoint version. Or Click here for the Google Slides version.

Inside find:

  • Teacher Notes on how to use the clues, including suggested warm-ups.
  • 9 clues to be given to students one by one.
  • Hints in the form of guiding questions to help students figure out what happened.
  • The Solution: Students are not left hanging. There is a clear solution that follows from the clues.
  • Extension Questions (optional) to extend the activity by discussing if the woman is guilty or not and other ways to commit a "perfect" murder.

What is a Clue by Clue Mystery?

It's a great warm-up, filler, or time killer for early finishers. Students are given a mystery to solve--whodunit or how did they do it or why. They have to figure it out by reading a series of clues, one at a time. As they receive each clue, they speculate on its significance and what it tells them about the situation.

Once they have received all the clues, they should have enough information to figure it out!

While students are solving the mysteries they are also developing their spoken language skills, using language such as:

  • Modal verbs of speculation: She must have forgotten her keys, It could have been the butler
  • Opinion language: I think...., I’m positive..., I’m not sure...
  • Hedging: It’s possible, probably, maybe, it’s not impossible.
  • Conclusions: That means that...
  • Emphasis: There’s no way that...
  • Hypotheticals: What if he didn’t do it, If he was at the movies, he couldn’t have done it.

They are also a lot of fun!

Enjoy this? Check out my entire Mystery Section with more clue by clues in different formats. I also have activities to help students write their own mysteries and more!

And please leave a review. It helps others find this resource and gives me valuable feedback when creating new ones!

Total Pages
8 pages
Answer Key
Included
Teaching Duration
30 minutes
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Standards

to see state-specific standards (only available in the US).
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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