Classroom Corner: Murder Mystery Lesson Plan

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By Edward Pye

[This article was first printed in the Winter 2016 issue of TEAL News.]

“Murder” is an active vocabulary review and speaking activity that will really engage your students and have them working together closely in teams. It is ostensibly called “Murder” and it works great when you are teaching a topic related to crime; however, the format of the activity can be changed to any topic you can think of. In a recent lesson plan, I adapted it to travel and have used it before for medicine and sports. For the purposes of this article, I will model it using the murder theme.

Objectives:

  • Review vocabulary through description.
  • Practice speaking skills by creating questions and answers.
  • Have students working together in teams to problem solve.

Preparation:

  • Before the class, cut up about 40 strips of paper. How many you need exactly will depend on how many teams you make.

Steps:

  1. First, you need to make teams. Depending on the size of the class, you can do teams of 2, 3 or 4. The activity works best if you have at least 4 teams but not more than 10, so if you have 12 students then go for 4 teams of 3. Put the students into teams, have them sit together, and have them choose a team name. Write the team names on the board.
  2. Next, you need to explain the premise of the activity; Someone has been murdered, (I usually choose another teacher or someone that the students all know, but that isn’t in the class), and the teams need to use their investigation skills to figure out the murder weapon, the scene of the crime, and the murderer.
  3. Put 3 columns on the board; murder weapon, crime scene and suspect.
  4. Start with weapons. As a class, brainstorm different kinds of weapons and write them up on the board. Get them to think of unusual weapons, which adds a little bit of fun to the activity.
  5. You need to brainstorm enough weapons so that there are 2 for each team and 1 extra. If you have 4 teams, the class needs to think of 9 weapons. If there are 5 teams, then 11 weapons.
  6. Do the same for the crime scene and the suspect categories: 2 for each team and 1 extra. With the suspect category, I have them name a student in the class, as well as a fictional job that that student has; for example, “John the Doctor”.
  7. All of these items (weapons, crime scene, and suspects) need to be written on individual pieces of paper, so choose 3 students, give them some strips of paper, and have them write items down as you write them on the board; 1 item for 1 piece of paper.
  8. When all the brainstorming is finished, have the students copy all the information into a notebook, so they can refer back to it.
  9. Now, the teacher should re-collect the individual pieces of paper, keeping them in their categories.
  10. Without showing the students, choose 1 weapon, 1 crime scene and 1 suspect and put it in your pocket. Those 3 pieces of paper are the actual murderer, the crime scene and the weapon that was used, and this is the information that the students need to find.
  11. Next, randomly hand out all the other items to the teams. Each team should get 2 weapons, 2 crime scenes and 2 suspects. Make sure they keep their information secret from the other teams.
  12. Explain to the students that their goal is to find the 3 pieces of information that you put in your pocket. They now have 2 items from each category, so they can eliminate those things from their lists. Give teams 3 or 4 minutes to talk together and make sure they all understand what their items are.
  13. They then have to eliminate the other things from each category by questioning students from other teams about their items. Have the students stand up and go around the class meeting students from other teams to question them about their team’s items.
  14. There is 1 rule here; the students cannot simply go to another student and ask “Does your team have the gun?” They must ask indirect yes/no questions by describing the item. They can ask 3 yes/no questions; for example, “Does your team have a weapon that is made of metal?” If the student answers “yes” then the student can ask another question “Does your team have a weapon that can shoot bullets?” and finally “Is it a gun?”
  15. By getting a yes answer, the student knows that that team has that weapon, and thus this is not the actual murder weapon (because the actual weapon is in the teacher’s pocket.)
  16. If the student gets a “no” answer they must change partners.
  17. Give everyone about 10-15 minutes to go around and question students from other teams about their items. The goal with this part of the activity is to get students interacting and describing items with as much accuracy as possible. This reinforces vocabulary and understanding of the characteristics of the vocabulary.
  18. When that time is up, tell them to go back to their teams and compare the information they have found. Most teams will not have found all the answers because their initial attempts will have been unorganized. Tell them that you are going to give them 5 more minutes, but this time, tell them to make a plan, perhaps 1 student only asks about weapons, 1 only about crime scenes and the other, only about suspects.
  19. When the 5 minutes is up, have them come back together in their teams and compare again to see if they found the answers that are in your pocket. They may have found the exact answer, or they may have eliminated it down to 2 or 3 choices. If they still have possible choices, they have to take a guess.
  20. Have the teams write down on a piece of paper what they think are the actual 3 pieces of information. Collect them, and write them up on the board next to their team name.
  21. Now it’s time to reveal the actual answers and see which team was the best at investigating. The team that has the most correct answers is the winner.

This is the murder version, but it can be done with many different topics. For something like travel, you can change the 3 categories to country, landmark and holiday activity and then have students try to figure out what you did on your vacation. For medicine, you can do symptoms and then get them to try and figure out the actual sickness. The format can work in many different ways.

Biographical Information

From the Winter 2016 issue of the BC TEAL newsletter:  Edward Pye is a New Zealander with an English literature degree from Otago University. Before moving to British Columbia, he taught in South Korea for eight years. Since then, he has worked as an Educational Programmer on UBC’s Okanagan campus and as an EAL instructor at Okanagan College.

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This article is licensed under a

Creative Commons Attribution-NonCommercial 4.0 International License.

Original reference information:

Pye, E. (2016, Winter). Murder Mystery Lesson Plan. TEAL News. Retrieved from https://www.bcteal.org/wp-content/uploads/2017/12/BC-TEAL-Newsletter-Winter-2016-FINAL.pdf

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BC TEAL Webinars: Moving Beyond Pronunciation Pairs: Teaching the Rhythm of Canadian English

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Moving Beyond Pronunciation Pairs BC TEAL Webinar Series

Are you reluctant to teach pronunciation due to the variation in your learners’ needs? Don’t be! You can create valuable aha moments for students of various backgrounds by teaching them the pronunciation features of syllable and sentence stress. They will suddenly understand why others often do not understand them, why they often don’t understand others, and why English spelling and grammar are often difficult to learn. In this webinar recording, you will learn key features of the rhythm of Canadian English, a suggested progression for teaching it, and recommendations for teaching materials.

Cari-Ann Roberts Gotta is one of BC TEAL’s regional representatives. She holds a Master’s degree in Adult Education from UBC and a TESOL diploma from Vancouver Community College. Cari-Ann has been teaching in the field of English Language Learning for the past 12 years and currently works for Selkirk College in Nelson. Over the years she has developed her interest and skills in teaching pronunciation and has shared her learning with many language instructors and literacy tutors through numerous conference and training workshops.

Slides (click on the image below):

BCTEAL pronunciation webinar

Video:

February 20 #LINCchat Summary: Teaching Pronunciation

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Understanding pronunciation is essential for successful listening and speaking yet it’s sometimes neglected in our language classrooms. In our February 20 #LINCchat, we asked questions and shared resources and ideas for introducing pronunciation-focused activities in our classes.

Thanks to the educators who shared their thoughts during this #LINCchat and those who added their thoughts after the chat: @thespreadingoak, @LINCInstructor, @TanyacowieCowie, @ElleninSaigon@salaamay, @jennifermchow, @StanzaSL, @EALStories, and @ESLlibrary.

Thank-you also to moderators, Jennifer Chow (@jennifermchow) and Bonnie Jean Nicholas (@EALstories) for facilitating the discussion and keeping us on track.

Please find a summary of this chat below. To read it, hover over the Twitter bird next to the subtopics in the image below. The interactive image was made with Canva and ThingLink.

New to #LINCchat?

If you have never participated in #LINCchat before, go to www.lincchat.ca for more information. #LINCchats occur every other Tuesday, with the occasional Friday.  If you have any ideas for topics or have comments about #LINCchat, please send @StanzaSL or @EALstories a tweet or post a message on Tutela. Please join us for our next #LINCchat on Tuesday, March 6th at 6-7 p.m. PST or 9-10 p.m. EST. Please let others know about #LINCchat. Feel free to use the #LINCchat hashtag between chats to share thoughts and links with others.


zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #LINCchat as well as a member of the #LINCchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), Augusta Avram (@LINCInstructor), and Nathan Hall (@nathanghall). Bonnie teaches LINC at NorQuest College in Edmonton.

Accuracy and Fluency – #LINCchat April 7th

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LINCchat

By Jennifer Chow

What is more important – accuracy or fluency? Although this question seems to be as tough to answer as the nature vs. nurture debate, Friday’s special daytime #LINCchat discussion explored this topic.

Our moderators, Nathan Hall (@bcteal) and Svetlana Lupasco (@StanzaSL), led a small and intimate group of regular #LINCchat participants in a robust discussion that touched on topics such as the importance of fluency and accuracy in speaking and writing, finding balance between the two, successful activities that develop these skills, error correction and more.

#LINCchat participants started off with a question about the importance of fluency and accuracy. While most agreed it was difficult to choose one over the other, Catherine (@CatherineEbert2) and Shawna (@ShawnaWiKo) tweeted about how having students focus on fluency first allows for errors, which could be followed up with a lesson on accuracy. This led to a general consensus that giving more time to fluency could lead to more informed teaching of accuracy. As Nathan noted, knowing when to emphasize one over the other is a balancing act.

Finding that balance is tricky because while Catherine’s suggestion about letting students know it is okay to slow down and focus on accuracy is important, Shawna and Augusta’s tweet that overcorrection can impede fluency is also valid. Perhaps Nathan’s comment about raising students’ awareness of what to focus on and why it is important to focus on that, whether it is accuracy or fluency says it best. Helping students focus on what they need requires corrective feedback. Great ideas for error-correction included self-correcting (@CatherineEbert2), correcting only errors impeding communication, making note of others to address later (@nathanghall), peer-correction, and giving students “expert” responsibilities for certain language features (@AugustaAvram).

As always, #LINCchat is not only about dynamic discussion. Another benefit from this chat is the resources shared by all.

Fluency Activities and Resources

Activities and Resources for Accuracy Development

If this summary only whet your appetite, follow the complete discussion here.

New to #LINCchat? If you have never participated in a chat before, go to www.lincchat.ca for more information. #LINCchat occurs every other Tuesday, with the occasional Friday. Our next #LINCchat will be on April 18th. Feel free to use the hashtag between chats to share thoughts and links with others. Hope to “see” you on April 18th!


Jen Bio PicJennifer has been teaching in the LINC Program for more than 10 years. She loves using Twitter to stay connected as a mother, an educator and an active citizen. 
 
Twitter: @jennifermchow