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Activation & Motivation

Pass out the Guess the Genre Worksheet to each student. Tell students that their task is to unscramble all of the words on the worksheet. After they havecorrectly identified the words, ask students to examine the words to figure out which genre they will be reading next. Reveal the answer: "We will be readinga Mystery book." Explain to students that just like they used their critical thinking skills to figure out the scrambled words, they’ll use similar thinking tofigure out a mystery.

Teacher Modeling

will explain that the scrambled words on the Guess the Genre Worksheet described elements of a mystery. I will tell students that we will be reading abook in the mystery genre. I will tell students that mysteries are like the scrambled words on the Guess the Genre Worksheet. Readers have to

unscramble details and clues and put them together to come up with a solution. I will define “mystery” as a fictional story that has a puzzle or crime thatneeds to be solved. Note: Save the Super Sleuth Checklist 1 for use with Lesson 2.

I will read aloud from the “All about Mysteries” Reading Passage to learn more about mysteries. (Have students follow along on their copy of the passage asyou read.) As I read, I will note the bolded words in the passage. These words are also listed on my Super Sleuth Checklist 1. I will figure out the meaning ofthose words by reading the sentences surrounding the unfamiliar words. I will write a definition for each word on my Super Sleuth Checklist 1. This will helpme remember the elements of a mystery story so that I can look for these elements as I read.

Next, I will read aloud the first three paragraphs of “The Case of the Sticky Brush” from Two-Minute Mysteries by Donald J. Sobol. I will record informationabout each element on my Super Sleuth Checklist 2.

Think Check

Ask: "How do I know that I am reading a mystery and not another kind of fiction?" Students should respond that mysteries contain a crime, problem, orpuzzling situation. Mystery stories have clues, a suspect, a victim, a witness, and an investigator who solves the crime.

Guided Practice

will continue reading aloud “The Case of the Sticky Brush” from Two-Minute Mysteries by Donald J. Sobol to find examples of mystery elements. Aswe read, we will identify as many mystery elements on our Super Sleuth Checklist 2 as we can find in the story. For instance, when we learn the

detective’s name, we will record it on the correct line. If we can’t find an element, we will note it. Time permitting, we will choose another mystery from Two-Minute Mysteries to read and identify the literary elements. Note: Do not use “The Case of the Open Door,” as it may be used in subsequent lessons in thisunit.

Independent Practice

will receive a Student Packet to use as you read your mystery book. You will complete the Mystery Elements Worksheet in your Student Packet toidentify the various mystery elements and clues you find during your reading. Your Mystery Elements Worksheet will come in handy as you solve the

mystery. (See pages 2-3 in the Student Packet.)

As you read your book, think about all of the elements that make up a mystery and try to identify them as you come across them in the text. When you finda mystery element, you will write it down on the appropriate Mystery Elements Worksheet. Cite the page number from the text where the information was

Lesson Plan

Learning GoalIdentify the elements of a mystery.

DurationApproximately 1 Day; Independent Practice-Ongoing

Necessary MaterialsProvided: Guess the Genre Worksheet, “All about Mysteries” Reading Passage, Super Sleuth Checklist 1, Super Sleuth Checklist 2, Mystery ElementsWorksheet (Student Packet, pp. 2-3), Characters Worksheet (Student Packet, pp. 4-5), Odd Happenings Worksheet (Student Packet, pp. 6-7) Not Provided: Chart paper, markers, Two-Minute Mysteries by Donald J. Sobol

LESSONS & UNITS: SAMMY KEYES AND THE HOTEL THIEF 6TH GRADE UNIT

Genre Lesson: What is a Mystery?

found. For example, if you find specific information about a suspect, write the character’s name down and record the page number that first stated theSuspect’s name. If you find a detail that looks like a clue, write that detail and cite the text page number, and so on.

As you read you will also complete a Characters Worksheet. (See pages 4-5 in the Student Packet.) On this worksheet, you will list and describe anycharacter that appears in the story as you read. You will cite the page number where you found this information. You will use this worksheet as you read tohelp you solve the mystery.

Finally, you will complete an Odd Happenings Worksheet as you read. (See pages 6-7 in the Student Packet.) On this worksheet, you will note any strangeor usual actions, thoughts, or ideas you come across as you read. You will save this worksheet to refer to help you solve the mystery.

Reflective Practice

will come together to share our Mystery Elements Worksheet and discuss the mystery elements as they are relevant to the book.

Build Student Vocabulary bristles

Tier 2 Word: bristles

Contextualize the word as it isused in the story

When Joe May and Dr. Haledjian find Al Pohl’s body, “The famous sleuth fingered the bristles of the paint brush near Al’sright hand. ‘Sticky,’ he muttered.”

Explain the meaning student-friendly definition)

A bristle is something that is made of hair or looks like hair. When Dr. Haledjian fingered the bristles of the paint brushnear Al’s hand, he was touching the part of the brush that is made from hair.

Students repeat the word Say the word bristles with me: bristles

Teacher gives examples ofthe word in other contexts

My hair brush has plastic bristles. My paint brush had smooth bristles.

Students provide examples Why was it important that Dr. Haledjian touched the bristles on the brush near Al’s body? Start by saying, “It wasimportant that Dr. Haledjian touched the bristles because ______________________."

Students repeat the wordagain.

What word are we talking about? bristles

Additional Vocabulary Words porch, halt


Genre Lesson: What is a Mystery?

C ON CE PT S OF C OMP R EH E NS IO N: S AM MY K EY E S AN D T HE H OT EL T HI EF 6 t h GR AD E UN IT

Genre Lesson: Activation and Motivation Worksheet

Guess the Genre

Name: ___________________________ Date: _____________

Directions: Unscramble the words below. When you’ve figured out each word, draw a conclusion about the genre of the book you will be reading next.

IVICTM ________________________________

TEVECETID ________________________________

PECSTUS ________________________________

EDR RHREGIN ________________________________

CMERI ________________________________

SNETISW ________________________________

CULE ________________________________

IALIB ________________________________

TOMIEV ________________________________

EDEVICEN ________________________________

Genre: ___________________________________

Why do you think this is the genre of the book we will read?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

© 2010 Urban Education Exchange. All rights reserved

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C O N C E P T S O F COM P RE HEN S I O N : M YS TE RI ES 6 t h G RAD E U N I T

Genre Lesson: Direct Teaching Passage

© 2012 ReadWorks®, Inc. All rights reserved.

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Name: ___________________________ Date: _____________

All About Mysteries

What is a Mystery? Everyone enjoys a good mystery! A mystery is a fictional story in which a character needs to figure out who committed a crime. Whether it is on television, at the movies, or in a game or book, many people enjoy the challenge of figuring out who is responsible for a crime. Mystery stories all have several things in common. All mystery stories have at least one suspect, or a person who could have committed the crime. In many mystery stories, suspects have alibis. An alibi is an excuse or reason a suspect might use to show his or her innocence. Most mysteries have at least one victim, or character who was wronged, hurt, or killed in the story. Mystery stories also have an investigator or a detective. These characters can either be professional or amateur sleuths. Amateur investigators are people who aren’t trained to hunt down clues, but who like to try to solve a crime. Investigators often try to find a witness to the crime, or someone who may have seen the crime in progress or may have knowledge of it. Investigators also try to find evidence to help solve the crime. Investigators try to track down these clues to determine a person’s motive, or reason for committing a crime. After they gather enough evidence, investigators put the details and pieces together to try to solve the crime. A mystery is unique from other stories because the plot, or main purpose, of the story focuses on a crime, which is a puzzle or problem that needs to be solved. Authors of mysteries add clues to the story to help the reader solve the puzzle by the end of the book. They also add misleading clues called red herrings to keep readers in suspense. Mystery authors want the reader to try to predict, or guess, the final outcome. Authors usually don’t reveal the solution until the end of the book. A Mysterious Start Fiction and nonfiction stories have been around for a long time, but mystery stories didn’t become popular until the 1840s. This type of literature, or genre, got its start with author Edgar Allen Poe. In 1841, Poe wrote a story of detective Auguste C. Dupin, a police officer who figured out crimes. Detective Dupin starred in the stories “The Murders in the Rue Morgue,” “The Mystery of Marie Roget,” and “The Purloined Letter.” After Poe’s success in the mystery genre, other writers ventured into this mysterious writing territory.

C O N C E P T S O F COM P RE HEN S I O N : M YS TE RI ES 6 t h G RAD E U N I T

Genre Lesson: Direct Teaching Passage

© 2012 ReadWorks®, Inc. All rights reserved.

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How to Read a Mystery

Reading a mystery is different from reading other types of stories. Here are some suggestions that may help you solve a mystery before its solution is revealed.

1. Read carefully. To solve a mystery, you need to be on the lookout for clues and hints that may not be immediately noticeable.

2. Pay close attention to details. The clues are in the details. Even the smallest idea may turn out to be very important. Keep your eyes peeled for interesting or unusual information.

3. Carefully read character descriptions. Do not skip over any details that describe the characters. Remember, one of the characters will be the criminal, or the one who committed the crime. You need to know everything about each character to determine the characters’ roles in the book.

4. Beware of tricks. The author may throw in a number of clues to get you off track. Your job is to figure out which facts and clues are real and which are red herrings or traps. To do this, think carefully as you read. Connect new clues to what has already happened in the story.

5. Reread the clues. If you have questions or are unsure about how a clue or character fits into the story, go back and skim the pages you have already read. By rereading the text, you may find clues or details you may have missed before.

Uncovering Mysteries Timeline Who were the major authors that made mysteries popular?

1841: Edgar Allen Poe creates detective Auguste C. Dupin in “The Murders in the Rue Morgue,” “The Mystery of Marie Roget,” and “The Purloined Letter.”

1860: English author Wilkie Collins writes The Woman in White and The Moonstone.

1870: English author Charles Dickens’ The Mystery of Edwin Drood is published after his death.

1880s: Famous detective Sherlock Holmes is created by Sir Arthur Conan Doyle and is featured in The Hound of the Baskervilles.

1900s: Agatha Christie, Erle Stanley Gardner, and Ed McBain become famous mystery writers.

1930s: Nancy Drew and The Hardy Boys are popular mystery series for young teen readers.

1980s and 1990s: Encyclopedia Brown by Donald J. Sobol and the Goosebumps series by R. L. Stine thrill young readers.


Genre Lesson: Direct Teaching and Guided Practice Example Chart

Super Sleuth Checklist 2

Name: _______________________________ Date: ________________

Directions: Write the correct information for each element you come across as you read “The Case of the Sticky Brush”.

ð detective: Dr. Haledjian

ð crime: someone was murdered.

ð plot: Joe May asks Dr. Haledjian for a ride to Al’s house. He finds Al dead behind

the bushes.

ð victim: Al Pohl

ð witness: There were no witnesses to the crime.

ð suspect: Joe May is a suspect in the murder of Al Pohl.

ð clue: Joe jumped over the steps because he knew they were freshly painted.

He knocked on the window instead of the door because he knew the door had

wet paint.

ð alibi: Joe hadn’t seen Al for two days, wanted to get back the wrench Al had

borrowed a week ago.

ð red herring: Joe discovers the body with Dr. Haledjian and seems shocked.

ð evidence: Paintbrush is sticky and painted porch is tacky, which means Al had

not been dead long. Joe jumped over stairs and porch and knocked on window

because he knew the steps and door had wet paint.

ð motive: No motive was stated.

Note: Italics is charted by the teacher during Direct Teaching (I). Underlined text is charted with the class during Guided Practice (We).


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CO NC EP T S OF CO MP RE HE N SI ON : SA MMY KE YE S A ND T H E HOT E L T H IE F 6 t h G RAD E U NI T

Genre Lesson: Worksheet for Direct Teaching and Guided Practice

Super Sleuth Checklist 1

Name: _____________________________ Date: _____________

Directions: Define the words. Check off each element as you find it in the “All about Mysteries” Passage.

ð detective: _________________________________________________________

ð crime: ____________________________________________________________

ð plot: _____________________________________________________________

ð victim: ___________________________________________________________

ð witness: __________________________________________________________

ð suspect: __________________________________________________________

ð clue: _____________________________________________________________

ð alibi: _____________________________________________________________

ð red herring: _______________________________________________________

ð evidence: _________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

ð motive: ___________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


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Before the Lesson

Read Sammy Keyes and the Hotel Thief, Prologue and Chapters 1-5; Complete Student Packet Worksheets for Chapters 1-5


Write the riddles on chart paper (see Teacher and Student Materials). Give students 3-5 minutes to solve all three and then have them share their answerswith the group. (Answers: 1. A potato; 2. The letter “e”; 3. The boy’s mother) After students work on solving the riddles, invite them to share how they solvedor approached the riddles. How did they know what they were looking for?

Teacher Modeling

will explain that solving a mystery is similar to solving a riddle. Like a riddle, a mystery may seem easy to solve at first, but it really requires payingcareful attention to textual details, moving around various puzzle pieces, and—most importantly—identifying the problem that needs to be solved. I

will explain that to solve a mystery, it is important to think about what mysteries are. There are often many problems in a work of detective fiction that areconnected to one main plot problem. Mysteries are questions that arise from plot problems.

I will read aloud “The Case of the Green Pen” from Two-Minute Mysteries by Donald J. Sobol. (Have students follow along with their own copies as you readaloud.) As I read, I will identify the problems in the story and record them under the “Problems in the Story” column on the Problems in a Mystery Chart. Forinstance, a problem is that Roberta Layne was murdered with a knife in front of the bowling alley. Note: See Problems in a Mystery Chart for specificexamples. I will also chart questions that I have about each mystery as I read. I will record my questions under the “Questions about the Mystery” column onthe Problems in a Mystery Chart. For example, a question that I can chart is “Who murdered Roberta?” or “Why is the green pen important to Roberta’smurder?” (Ask the question that students will be trying to solve throughout the story.)

I will continue reading the mystery story through to the end. I will circle the main mystery or problem in the story. When I am done, I’ll ask myself, “Was theproblem solved by the end of the story? How was it solved?”I will answer the questions on my Problems in a Mystery Chart with text evidence.

Think Check

Ask: "How can I figure out the main mystery in a story?" Students should respond that you recorded all the mysteries in the story. They should also mentionthat you asked questions about the problems in the story to identify the main mystery.

Guided Practice

will reread Chapters 1 and 2 in Sammy Keyes and the Hotel Thief to identify the main mystery in these chapters. As we read, we will chart theproblems that stood out in the text. We will include problems such as: a thief steals money from a woman’s purse inside a hotel room across the

street from Grams’ apartment; Grams worries about Mrs. Graybill seeing Sammy come and go; Sammy bumps into a man at the mall who acted strangely;etc. We will record this information under the “Problems in the Book” column on the Mysteries Chart. Note: See Mysteries Chart Example for specificresponses.

We will identify and record questions associated with each problem on the Mysteries Chart. For example, one problem in the book is that Sammy sees athief steal money from a hotel room. I know that this is a problem because the author writes, “I did something really, really stupid. I waved. He just took agood hard look at me and then ducked out of view.” The questions are then, “Who is the thief?” and “Will the thief come after Sammy?” If we find the solution

Lesson Plan

Learning GoalDescribe the mysteries, or plot problems that need to be solved, in a piece of detective fiction.

DurationApproximately 2 Days (40-45 minutes for each class)

Necessary MaterialsProvided: Riddles, Problems in a Mystery Chart, Mysteries Chart Example, Mysteries Worksheet (Student Packet, p. 11) Not Provided: Chart paper, markers, Two-Minute Mysteries by Donald J. Sobol, Sammy Keyes and the Hotel Thief by Wendelin Van Draanen


Lesson 1: Mysterious Plot Problems

to these mysteries as we read, we will come back to our Mysteries Chart and write the solutions beneath the mystery questions. These may help unravelother mysteries in the book. We will use this information to identify the main mystery in these chapters and record it on the Mysteries Chart.


will reread Chapters 3-5 of Sammy Keyes and the Hotel Thief. As you read, you will take notes about any problems that stand out and any questionsabout these mysteries on the Mysteries Worksheet in your Student Packet. (See page 11 in the Student Packet.) If you find the solution to these

mysteries as you continue to read, you will revisit your Mysteries Worksheet and write the solutions beneath the mystery questions as they may help yousolve the main mystery.

Based on what you have read and the information you have noted about the story, identify the main mystery in Sammy Keyes and the Hotel Thief and recordit on your Mysteries Worksheet. Next, think about how you decided on the main mystery. Was the main mystery explicitly stated, or right there, in the book?If so, write down the exact sentence or sentences that told you the specific problem in the story. If you identified the main mystery because you put variousparts of the plot together, write down the information you used to identify the problem.

Reflective Practice

will discuss the main mystery associated with the problems in Sammy Keyes and the Hotel Thief. We will write down each problem and mystery onchart paper. We will ask ourselves, “Is there more than one problem? If so, does one seem to be the main problem?” We will record our responses on

the chart paper. We will talk about what this problem could mean in the book. For example, if the problem is, “Who is the thief,” what can we guess about therest of the book? If the problem is, “Why is Grams so worried about Mrs. Graybill seeing Sammy come and go from the apartment,” what can we guessabout the remainder of the book?” Keep a list of the problems identified by the class on chart paper throughout the unit. As the students read through theremaining chapters, you can refer back to this list as a class to see which problems have been solved or which are still mysterious.

Build Student Vocabulary vicinity

Tier 2 Word: vicinity


Officer Borsch tells Sammy, “‘Look, little girl, we’ve had five burglaries in this vicinity in the past two weeks.’”


A vicinity is an area nearby. In the book, there are burglaries in the vicinity. This means that there were burglaries in thetown where Sammy lives.

Students repeat the word Say the word vicinity with me: vicinity.


He lives in the vicinity of the library. There are three parks in the vicinity of my apartment.

Students provide examples What is in the vicinity of where you live? Start by saying, “In the vicinity where I live, there is _____________________.”


What word are we talking about? vicinity

Additional Vocabulary Words gnawing, embroider, yelp, deflating, jamb, corridor, gawk, gushing, petrified, maturity


Lesson 1: Mysterious Plot Problems


Lesson 1: Activation and Motivation Example Chart

Riddles

Directions: Write the following riddles on chart paper or the board for students to solve.

1. I have eyes, but I cannot see. What am I?

2. Twice in a week, once in a year, at the beginning of eternity, and the end of time and space. What am I?

3. A man and his son are in a car accident and the father rushes the son to the hospital. When they get to the hospital, the doctor on the case sees the boy and says, "I can't operate on this child. He's my son." Who is the doctor?


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Lesson 1: Direct Teaching Example Chart

Problems in a Mystery Chart

Two-Minute Mysteries: “The Case of the Green Pen”Problems in the Story

1. Roberta Layne was found murdered with a knife in her back outside the Meadowbrook Bowling Lanes.

2. Roberta was dating Charlie Barnett, but left him for Theodore Layne.

3. Dr. Haledjian dropped a green pen by the door of the bowling alley.

Questions about the Mystery

1. Who murdered Roberta?Charlie Barnett.

2. How did Charlie feel about breaking up with Roberta?

The story does not say how he felt, but he may have been upset since he murdered her.

3. Why did Dr. Haledjian drop a green pen by the door of the bowling alley and ask Charlie to get it for him?

He wanted to see if Charlie would go to pick up the pen at the bowling lanes or the Laynes’ house. If he went to the bowling lanes, Haledjian would then conclude that Charlie was the murderer.

4. Why did Dr. Haledjian arrest Charlie for the murder of Roberta?

Charlie picked up the pen at the bowling lanes, rather than at the Laynes’ house. The only way Charlie would have known the pen was there was because he murdered Roberta.

How was the Main Mystery Solved?Dr. Haledjian suspected that Charlie Barnett murdered Roberta Layne because he was upset that she broke up with him. Although Charlie claimed that he did not know Roberta was murdered, Dr. Haledjian still suspected him. Haledjian asked Charlie to get the pen that he dropped in front of the lanes where the body was found. If Charlie was innocent, he would have looked for the pen in front of the Laynes’ house, rather then at the bowling lanes.

Note: Italics is charted by the teacher during Direct Teaching while reading the story. (I) Underline is charted by the teacher during Direct Teaching after finishing the story. (I)


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Lesson 1: Guided Practice Example Chart

Mysteries Chart Example

Main MysteryWho is the thief?

Will the thief come after Sammy?


Chapters Problem Mystery Question

Chapters 1-5 Sammy sees a thief steal money from a woman’s purse inside a hotel room across the street from Grams’ apartment.

Who is the thief?

Will the thief come after Sammy?

Will the thief ever be caught?Grams worries about Mrs. Graybill seeing Sammy come and go.

Why is Grams worrying about this?

What will Mrs. Graybill do?

Sammy bumps into a man at the mall who acted strangely.

Is the man the thief?

Why did the man act strangely?

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Before the Lesson

Read Sammy Keyes and the Hotel Thief, Chapters 6-10; Complete Student Packet Worksheets for Chapters 6-10


Before starting the lesson, remove the stapler from the classroom. Cut out the Student Clue Pieces (see Teacher and Student Materials). Begin the lessonby telling students that they will help solve The Case of the Disappearing Mystery Item. Explain that they will each receive one clue to help them solve thecase. Pass around one Student Clue Piece per student. Allow students one minute to use the clues to solve the case. Note: The Disappearing Item shouldbe a stapler, based on the clues provided.

After the minute is up, pair students and have them put their clues together to get more information to crack the case. Give students two additional minutesto solve the case. Combine pairs of students into groups. They should now have four clues to help them solve the case. Allow two minutes for the groups towork together to solve the case. When time is up, ask each group about their clues. Which clues helped your group get closer to solving the case: one clue,two clues, or more clues? Why?

Engage students in a conversation about their thought process. "Which clues were most useful in helping you solve the mystery? Which were of little or nouse? How did you decide which clues were useful and which clues were not?"

Teacher Modeling

will explain that just like the clues that were used to find the stapler, mystery authors also include clues. Clues are details in a story that aresuspicious or out of place. As we learned from “The Case of the Disappearing Mystery Item,” clues help solve the mystery. They can be words that

characters think or say, actions characters take, or objects in the story. Clues answer questions about the mystery: Who? What? Where? When? Why? andHow? Some details in a story turn out to be useful clues, while other details don’t help the reader solve the mystery. It’s an investigator’s job—and a reader’smission—to figure out which details in a text can be helpful or useful clues.

I will reread Chapter 6 of Sammy Keyes and the Hotel Thief to look for suspicious or odd details that could be useful clues. I will write these clues on theClue Tracker. Then, I will use the clue to answer the 5W and H questions about a mystery. These clues will come in handy as I try to predict the outcome ofthe mystery. Note: See the Clue Tracker for specific examples. Have students follow along in their books while you read Chapter 6 aloud. Save the ClueTracker for use with Lessons 4 and 5.

For example, a suspicious action or detail that stands out to me is when T.J. slams the register drawer and tells Madame Nashira that he’ll be living onJasmine, the street in town that wealthy people live on. I also see that T.J. seems mean and rude. I’ll write this detail on my Clue Tracker. I will then try toanswer the 5W and H questions for the clues about T.J. to figure out if the clue is useful or not: Who? T.J. What? Wants to live on Jasmine. Is rude tocustomers/females. Where? Maynard’s Market. When? When Marissa and Sammy are at the store. Why? Unknown. How? Unknown.

Next, I will draw a conclusion about this clue to see if it is useful. Based on what I know about T.J.’s behavior and dreams of living on an expensive street, Ithink this character or his actions could be clues to help solving the mystery about who stole the money from the hotel. On my Clue Tracker, I will put acheckmark next to this clue because I think it is useful in helping to solve the mystery. I will come back to this clue as I learn more information about T.J.later in the text.

Think Check

Lesson Plan

Learning GoalDraw conclusions about which details in a mystery are useful clues.


Necessary MaterialsProvided: Student Clue Pieces, Clue Tracker – save for use with Lessons 4 and 5, Clue Tracker Worksheet (Student Packet, p. 15) – save for use withLessons 4 and 5 Not Provided: Scissors, stapler, chart paper, markers, Sammy Keyes and the Hotel Thief by Wendelin Van Draanen


Lesson 2: Identifying Clues to Help Solve a Mystery

Ask: "How did l find useful clues in the story?" Students should respond that you looked for odd or suspicious details that could be useful in solving themystery. You asked and answered the 5W and H questions about the detail to draw a conclusion about its usefulness as a clue.

Guided Practice

will reread Chapter 7 to look for details that could be clues. We will pause our reading when we come across suspicious or odd details to record themon our Clue Tracker that we started during the Direct Teaching. Note:Read aloud with the class and ask students to raise their hands if they notice an

odd detail. The first tangible suspicious detail doesn’t come until after Sammy goes to Hudson’s house. Save the Clue Tracker for use with Lesson 4.

We will then determine if the clue is useful by answering as many 5W and H questions as we can. If the clue is useful, we will place a checkmark by it onour Clue Tracker. For example, one suspicious detail we come across is that Hudson bought new wild boar boots. We’ll write this detail down on our ClueTracker. Next, we will answer as many 5W and H questions as we can about this detail. Who? Hudson. What? New wild boar boots. Why? The boots areprobably expensive, which means Hudson would have needed a lot of money to buy them. We will draw a conclusion about this detail. Is it a useful clue?Could it help us solve the mystery? Since this could be a useful clue, we will put a checkmark next to it on the Clue Tracker.


will reread Chapters 8-10, looking for odd or suspicious details that could be clues. As you come across possible clues, you will ask the 5W and Hquestions about the detail. If you determine that the detail is a possible clue, you will write it on your Clue Tracker Worksheet in yourStudent Packet.

(See page 15 in the Student Packet.) You will also record the 5W and H questions that led you to believe this detail was a clue and decide if it is a clue ornot. You will think about the question: Does this clue provide me with information about the mystery, a suspect, or a clue? If it does, you will put acheckmark next to the clue.

In your Student Packet, look back at the Odd Happenings you had previously listed from Chapters 1 through 7, and consider which happenings could beuseful clues. In addition, add the clues to your Clue Tracker Worksheet page and answer the 5W and H questions about these clues. Then, put a checkmarknext to the clues that you believe will help you solve the mystery. Continue to record additional clues to your Clue Tracker Worksheet as you read furtherinto the book. Note: Save the Clue Tracker Worksheet for use with Lessons 4 and 5.

Reflective Practice

will each share one of our useful clues with the class. We will discuss why we concluded the detail was a useful clue. We will keep a list of clues onour Clue Tracker. We will refer to these clues as we read the conclusion of the book. They may help us as we try to solve the mystery. Note: Use the

Clue Tracker that you started with the class during the Direct Teaching and Guided Practice. Keep the chart posted and refer to it throughout the unit. It willalso be used during Lesson 4.

Build Student Vocabulary dainty

Tier 2 Word: dainty


Officer Borsch is waiting for Sammy in Marissa’s living room. Sammy says, “And sitting there in one of those dainty glasschairs is Officer Borsch, looking like an elephant trying to squeeze into a fishbowl.”


Dainty means small, pretty, and delicate. When Sammy said that Officer Borsch was sitting in a dainty glass chair, shemeant that the chair he was sitting in was small, pretty, and delicate.

Students repeat the word Say the word dainty with me: dainty.


Be careful with the dainty China vase. The flower was dainty. The dress she wore was dainty. It was not a boldstatement.

Students provide examples What is something that is dainty? Start by saying, “Something that is dainty is ___________________.”




What word are we talking about? dainty

Additional Vocabulary Words flimsy, gropes, government-subsidized




Lesson 2: Worksheet for Activation and Motivation

Student Clue Pieces

Something’s missing from our room.But the object is not a broom.

The missing object is useful to me.I use it more than twice daily.

This object is neither big nor small.It does not have the shape of a ball.

The object is often in front of my face.But now it seems it has been misplaced.

Does it have a color? Yes, indeed!I want it back; it’s something I need.

It keeps things together in one neat place.Plus it doesn’t take up too much space.

Can you find it? I don’t know.You must move quick; don’t go slow!

Look high, look low, look in, look out!When you find it, give a shout!

You may hear it go click, click, click.When I use it to help paper stick.

It’s not glue, or tape, or paper, or pen.Find another clue and guess again!


1

C ON CE PT S OF C OMP R EH E NS IO N: S AM MY K EY E S AN D T HE H OT EL T HI EF 6 T H GRA D E UN IT

Lesson 2: Direct Teaching and Guided Practice Example Chart

Clue Tracker

Sammy Keyes and the Hotel Thief: Chapter 6 (Direct Teaching)Useful? Clue 5W and H Questions (Who? What? Where? When?

Why? How?)√ T.J. slams the register drawer and tells

Madame Nashira that he’ll be living on Jasmine, the street in town that wealthy people live on.

I also see that T.J. seems mean and rude.

Who? T.J. What? Wants to live on Jasmine. Is rude to customers/females. Where? Maynard’s Market. When? When Marissa and Sammy are at the store. Why? Unknown. How? Unknown.

Sammy Keyes and the Hotel Thief: Chapter 7 (Guided Practice)√ Hudson bought new wild boar boots. Who? Hudson.

What? New wild boar boots. Why? The boots are probably expensive, which means Hudson would have needed a lot of money to buy them.


1

Before the Lesson

Read Chapters 11-13; Complete Student Packet Worksheets for Chapters 11-13


Play “What’s Your Motivation?” Pose a question to a student such as, “Why did you come to school today?” or “What made you choose your outfit today?”Pick one student to respond to the questions first. The first student will then pick another to answer the same question, and that student will then pickanother, and so on until everyone in the class has had a turn to answer. Note: If you are concerned about erratic student responses, try to ask non-personalquestions that require students to consider motivation for doing something. For example, “Why do you think Barack Obama ran for President?” Note thatnearly every student had a different reason for doing the same action

Teacher Modeling

will explain that for every action we take, we have a motivation, or a reason for doing that action, as we saw in our game, “What’s Your Motivation?”Different people can have different motivations for the exact same action. (Record the definition of “motivation” on chart paper). In a mystery,

suspects have a “motive” for committing a crime. (Write the definition of a “motive” on chart paper.) Motive is the reason for making a choice or completingan action. In a mystery, a character’s motive is his/her possible reason for committing a mysterious action, a crime, or causing a problem. Identifying amotive allows us to identify a suspect. A suspect is someone who may have committed a mysterious action or a crime. If a character does not have amotive, he/she is not a suspect.

I will think about possible characters that have a motive for stealing Gina’s money from the hotel room. I will review the Characters Worksheet to figure outwho could be a suspect in this case. (See Student Packet, pp. 4-5.) Up to this chapter, I have identified 16 characters in the book. Immediately, I willeliminate characters that I believe are not suspects. How do I know which characters could or could not be suspects? I see on my Clue Tracker(from Lesson 2) that Sammy saw a man stealing money from the purse. That means I can eliminate all of the female characters as suspects. That leavesme with 13 male characters. I will post the Suspects Chart and will use the chart to help me keep track of the characters and possible motives. Note: SeeSuspects Chart for sample responses. Save the Suspects Chart for use with Lessons 4 and 5.

I will add the names of the 13 male characters. I will begin to fill out information for one of the characters, such as Mikey. I will record a description of Mikeyand suspicious thoughts or actions. By looking at this information, I can then think about a possible motive for Mikey. I don’t think Mikey has a possiblemotive because he is only a small child. I can’t find information about Mikey that leads me to believe he would have a reason for stealing the money. So, inthe Possible Motive column, I will write “No Motive.” Since Mikey does not have a motive, he is not a suspect in this mystery.

Think Check

Ask: "How do I know the difference between a character who is a suspect and a character who is not a suspect?" Students should respond that a suspect isa character with a reason or motive for committing a crime. You can find a character’s motive by thinking about the character’s descriptions, thoughts, andactions. A character without a motive or suspicious information usually won’t be a suspect.

Guided Practice

will continue to think about the next 12 possible suspects listed on our Suspects Chart. We will record information about another character to determine if

Lesson Plan

Learning GoalDraw a conclusion about characters’ possible motives for committing a crime, in order to determine which characters are suspects.


Necessary MaterialsProvided: Characters Worksheet (Student Packet, pp. 4-5), Clue Tracker from Lesson 2, Suspects Chart – save for use with Lessons 4 and 5, SuspectsWorksheet (Student Packet, pp. 19-20) – save for use with Lesson 4, Suspect Card Template – save the cards for use with Lesson 4 Not Provided: Chart paper, markers, Sammy Keyes and the Hotel Thief by Wendelin Van Draanen


Lesson 3: Character’s Motive

they are a suspect. We will use the Characters Worksheet (see Student Packet, pp. 4-5) and Clue Tracker (from Lesson 2) to complete the SuspectsChart.

We will fill out the information for the Hotel Manager character. Our Character Worksheet states that the he smokes a cigar and spends a lot of time at theseedy Heavenly Hotel. We’ll record this information in the “Description of Character” box on our Suspects Chart. Next, we’ll think about any suspiciousactions or thoughts for this character. In Chapter 13, the character keeps an eye on the people in the hotel lobby. He also tells Sammy and Marissa to leavethe hotel. We will record this in the “Suspicious Actions or Thoughts” box on our chart.

Next, we need to think of a possible motive for this character. If a character’s motive isn’t explicitly stated in the book, you can think about prior knowledgeabout a character to think of a motive. From what we know about hotel managers, we could say that hotel managers are responsible for collecting rent fromthe people who stay at the hotel. Perhaps he stole the money from Gina? Can we say that his possible motive was to get Gina’s rent money? (If this is astrong motive in your class’ opinion, keep the hotel manager as a suspect. If your class believes this is not a strong motive, model eliminating the characteras a suspect by crossing out the character in the Suspects Chart.)

Note: Engage the class in a discussion about why or why not to eliminate this character. Ask students to use their Character Worksheet from their StudentPacket and text evidence to support their reasoning. Continue to record information on the Suspects Chart started during Direct Teaching. Save theSuspects Chart for use with Lessons 4 and 5.


will continue to fill out your Suspects Worksheet in your Student Packet for the remaining 11 possible suspects in the book. (See pages 19-20 in theStudent Packet.) If you believe a character is not a suspect, you will eliminate that character from your suspect list. Note: Save the Suspects

Worksheet for use with Lesson 4. After you have eliminated suspects and pared your list down to 5 suspects, you will create a Suspects Deck of Cards. Oneach card, you will draw a picture of your suspect and include information about the suspect. Below the suspect’s description, you will write down thesuspect’s possible motive. Note: Share the Suspect Card Template with your class, so they have a clear understanding of what is expected for this activity.

Reflective Practice

will share our Suspect Cards with the class. We will discuss the reasons why we believe a character could be a suspect in the theft of Gina’smoney. We will talk about each suspect’s possible motive or motives. Remember that all of the suspects may have different motives for committing

the same crime. We will display our Suspect Cards on our class bulletin board. We can view all of the cards and see the information and motives ourclassmates have created for each suspect. We will continue to refer to our Suspect Cards as we try to solve the mystery in this case.

Build Student Vocabulary ruckus

Tier 2 Word: ruckus


Sammy and Marissa go to the Heavenly Hotel. As they enter, the Cigar Man who works there says to Sammy, “‘Hey . . .you’re the gal that was here the night of the ruckus.’”


A ruckus is a noisy disturbance or argument. When the Cigar Man said to Sammy that she was at the hotel the night ofthe ruckus, he meant that she was there the night of the disturbance created by the hotel thief.

Students repeat the word Say the word ruckus with me: ruckus.


I could not sleep last night because of the ruckus going on at my neighbor’s apartment. The dog made such a ruckus thatthe whole neighborhood heard him.

Students provide examples When have you heard or made a ruckus? Start by saying, “I heard (made) a ruckus when ___________________.”


What word are we talking about? ruckus



Additional Vocabulary Words jaywalk, corridors, sheik, initiative





Suspects Chart


Suspects Mikey Hotel Manager Rockin’ Rick

Officer Borsch Officer Tall ‘n’ Skinny

Hudson Oscar

Description of Character

Curly, black hair that looks uncombed. Short, fat, eight years old.

He smokes a cigar and spends a lot of time at the seedy Heavenly Hotel.

Suspicious Thoughts or

Actions

None He keeps an eye on the people in the hotel lobby. He also tells Sammy and Marissa to leave the hotel.

Possible Motive

No Motive Hotel managers are responsible for collecting rent from the people who stay at the hotel. Perhaps he stole the money from Gina? His possible motive was to get Gina’s rent money.

1



Suspects Chart (continued)


Suspects Brandon T.J. Mr. Holgartner Mr. Cann Maynard Bill Eckert



Actions

Possible Motive

2

Before the Lesson: Read Sammy Keyes and the Hotel Thief, Chapters 1-13; Complete Student Packet Worksheets for Chapters 1-1

Activation and Motivation

I will recall that Sammy Keyes has come across a handwritten note that could possibly be evidence in the crime of the hotel thief. I will explain that someinvestigators specialize in handwriting analysis to learn more about a crime or a suspect when there is handwritten evidence involved in a case.

Have students take turns copying this sentence in their own handwriting on the board, “My handwriting gives clues to my personality.” When each studenthas had a chance to write the sentence on the board, ask them to talk about the various types of handwriting they see. Engage the class in a discussionabout the similarities and differences between the different writing styles. Ask, "Which style is neater? Which looks like it’s scribbled quickly"? Ask studentsif they agree with the sentence they copied. Why or why not? Discuss the writing styles with students. Can they conclude anything about the person whowrote the sentence by looking at that person’s handwriting? What can they conclude?

Tell students that they will read the “Forensic Science Files: Handwriting Analysis” Reading Passage to learn background information about how handwritingis analyzed. Instruct students to carefully follow the steps for Textual Analysis to read the passage and answer the questions that follow. Be sure to havestudents discuss and prove their answers after they are done.

Before Reading

1. Read the passage title, introduction, and any captions.2. Look at any pictures or photographs.3. Read the first two sentences only.4. Stop! Brainstorm what you think the text is going to be mostly about.5. Read and label the Textual Analysis questions with the Concepts of Comprehension.6. Do not read the answer choices. Spend only a few seconds labeling each question with the appropriate Concepts of Comprehension.

During Reading

1. Read the whole section of text that was assigned.2. As you read, underline or highlight any information that may help you answer the question. If you are doing TA with a book, use sticky notes to flag

information.3. Have students answer questions independently.4. Use the process of elimination for any questions for which you are not positive of the answer.

After Reading

1. Prove all of your answers by underlining or copying evidence from the text. Go back and check your work. Do your answers make sense? Can youprove each answer?

2. Share your answers with the group. Use text evidence to explain why you think an answer is correct.3. Guidance for Questions 4 and 7:

For Question 4, discuss answer choices “A” and “B” as two possible definitions of simulation. Answer choice “A,” forgeries or fakes, definessimulation as an imitation. Answer choice “B,” “demonstrations,” might define simulations as models or representations. Discuss which optionbest fits the context of this text.For Question 7, engage students in discussion about why the specific elements that they identified are important to handwriting analysts.Extend the discussion by drawing conclusions about what each element might say about the manner in which the sample was written or aboutthe suspect themselves.

Lesson Plan

Learning GoalUse the Textual Analysis process to answer comprehension questions about a text.

DurationApproximately 1 Day (20-25 minutes)

Necessary MaterialsProvided: “Forensic Science Files: Handwriting Analysis” Reading Passage – (Student Packet, pp. 21-22), “Forensic Science Files: Handwriting Analysis”Textual Analysis Questions (Student Packet, p. 23)


Textual Analysis Lesson: Forensic Science Files: Handwriting Analysis

Build Student Vocabulary analyze

Tier 2 Word: analyze


“Forensic experts can determine if a handwritten sample was created by a suspect. They can also analyze the sampleand draw conclusions about who the suspect might be.”


To analyze means to closely study, examine, and explain something. When forensic experts analyze a handwritingsample, they are closely studying it, examining it, and explaining what it means.

Students repeat the word Say the word analyze with me: analyze.


The scientist analyzed the cells. I analyzed the problem to solve it.

Students provide examples What have you analyzed? Start by saying, “I analyzed ________________________.”


What word are we talking about? analyze

Additional Vocabulary Words investigator, testify


Textual Analysis Lesson: Forensic Science Files: Handwriting Analysis

Before the Lesson

Read Sammy Keyes and the Hotel Thief, Chapters 14-16; Complete Student Packet Worksheets for Chapters 14-16


Share a Magic 8-Ball with students. Ask: "Who has ever heard of a psychic prediction?" A psychic prediction is a prediction that’s based on unreliable ideasor thoughts. Allow the class to ask questions to the Magic 8-Ball. Note: If you prefer, or if you don’t have access to a Magic 8-Ball, you may use the PaperFortune Teller Instructions for this activity. Follow the directions on the Paper Fortune Teller Instructions to create one for your class. Allow students to askquestions about the future and answer them by using the Paper Fortune Teller that they create.

Explain to the class that a Magic 8-Ball or a Paper Fortune Teller provides random predictions about a situation. People who believe or claim they arepsychic also provide random predictions or predictions based on guesses or a hunch. Explain that unlike fortune telling, detectives make predictions to solvea crime by piecing together real facts and evidence. Ask: What will give us a better prediction to a mystery: a Magic 8-Ball, a fortune teller, or aninvestigator?

Teacher Modeling

will explain that a Magic 8-Ball or a Paper Fortune Teller gives weak predictions because the predictions are based on guesses, hunches, or incorrectideas. In Sammy Keyes and the Hotel Thief, I could predict that Mr. Garnucci, the manager of Grams’ building, stole the money because he needed

it. That’s a weak prediction because it’s not based on evidence or clues. It’s based on an incorrect idea. I will explain that, like a detective, good readers tryto predict a mystery’s solution based on facts and evidence. A strong prediction is a prediction based on factual information, evidence, or clues.

I am going to make a strong prediction about the solution to who was the hotel thief. To make a strong prediction, I need to look at the evidence and clues Ihave gathered while reading. I will first choose one suspect from my Suspects Chart (from Lesson 3). I will choose Bill Eckert/Rockin’ Rick and see if any ofthe clues I have gathered match up with him by referring to my Clue Tracker (from Lesson 2). I see that one of my clues says that Hudson’s dog dug up apurse from the backyard. I now know that Bill Eckert, Hudson’s tenant, is really Rockin’ Rick. This is the same person who was holding shopping bags whenSammy bumped into him at the mall. I see that a few of my clues could lead to Bill Eckert. His motive could have been to make more money so that hecould go on a shopping spree. These strong clues, plus the evidence about the suspect, lead me to make a strong prediction. I’ll write my prediction as anequation on chart paper and title this list, “Predictions.” I’ll write my equation like this: Clues + Motive = Strong Prediction. So: Dog dug up purse in Hudson’syard + Bill Eckert/Rockin’ Rick went on a shopping spree at the mall = Bill Eckert/Rockin’ Rick could be the thief.

I will explain that good detectives don’t stop at just one prediction. I’ll have to think about all of the suspects, motives, and evidence in this case. I’ll have toeliminate all but one person to solve this mystery. Good investigators make sure there is only one possible solution to a mystery.

Think Check

Ask: "How did I make a prediction about the mystery?" Students should answer that you looked at your Suspects Chart (from Lesson 3) to choose apossible suspects and thought about their motive. Then, you looked for clues that could be linked to the suspects listed on your Clue Tracker (from Lesson2). Finally, you created an equation that combined the suspect, clues, and a possible motive to write a prediction about the mystery’s solution.

Guided Practice

Lesson Plan

Learning GoalPredict the solution to a mystery based on what they know about character motivation and possible clues.

DurationApproximately 2 Days (40 minutes for each class)

Necessary MaterialsProvided: Paper Fortune Teller Instructions (optional), Clue Tracker from Lesson 2, Clue Tracker Worksheet (Student Packet p. 15), Suspects Chart fromLesson 3, Suspects Worksheet (Student Packet, pp. 19-20), Predictions Worksheet (Student Packet, p. 27) – save for use with Lesson 5 Not Provided: Magic 8-Ball – optional; Unlined paper, 8.5” x 11” – optional, chart paper, markers, Sammy Keyes and the Hotel Thief by Wendelin Van Draanen


Lesson 4: Predicting a Mystery’s Solution

will continue to review our Suspects Chart (from Lesson 3) and Clue Tracker (from Lesson 2) to make another prediction about the hotel thief. We willmake a prediction about the hotel manager as the possible thief. First, we’ll review our Suspects Chart, thinking about his possible motive. Then we

will look for clues on our Clue Tracker might match up to the hotel manager. Ask, "Does anyone have a clue that can be linked to the hotel manager?"

Once we find a clue, we will review our suspect’s description, motive, and clues to make a prediction. We will write our prediction in the form of an equationon our Predictions Chart that we started during the Direct Teaching. We will return to our prediction when we are finished reading the book to check if it wascorrect. Note: Keep the Predictions Chart for use with Lesson 5.


will continue to make predictions about the solution to the mystery by reviewing your Suspects Worksheet in your Student Packet (IndependentPractice for Lesson 3) and looking for clues on your Clue Tracker Worksheet (Independent Practice for Lesson 2) that matches up to each suspect. If

you find clues linked to a suspect, you will then think about the motive you have written down for this suspect. You will then write an equation using Clue +Motive = Strong Prediction. You will write your predictions on the Predictions Worksheet in your Student Packet. (See page 27 in the StudentPacket.) Note: Predictions/equations will also be used in conjunction with Lesson 5. Save the Predictions Worksheet for use with Lesson 5.

Reflective Practice

will read our strong predictions aloud to the class. We will ask questions about why the student made this prediction. As a class, we will come to aconclusion if this is a good prediction or not. We will write our Predictions on the “Predictions” Chart that we started during the Direct Teaching and

Guided Practice. As we read the final chapters of the book, we will refer to our Predictions Chart to see which student made the right prediction.

Build Student Vocabulary vacant

Tier 2 Word: vacant


Sammy and Marissa leave the Heavenly Hotel through the back. They see a chain link fence that Sammy climbs up. Shesays, “‘C’mon! There’s a vacant lot on the other side!’”


Vacant means not used, filled, or lived in. When Sammy said that there was a vacant lot, she meant that the lot was notbeing used. There was nothing built on the lot, so it was easy for Sammy and Marissa to run through it.

Students repeat the word Say the word vacant with me: vacant.


The old building was vacant. It was empty. The bus was vacant. Nobody was on it.

Students provide examples What is something that is vacant? Start by saying, “_________________ is vacant.”


What word are we talking about? vacant

Additional Vocabulary Words shenanigans, manufacture, surrender, recognize, argue, unbelievable, obnoxious, clever, wandering


Lesson 4: Predicting a Mystery’s Solution


Lesson 4: Activation and Motivation Worksheet

Paper Fortune Teller Instructions

1. Fold the paper into fourths 2. Unfold the paper 3. Fold over the four corners, evenly into the middle 4. Fold into fourths again 5. Flip over the paper 6. Fold over the corners on the new side of the paper 7. Fold into fourths one last time 8. Fit your fingers into the slits 9. Open!

You can now color each outside section a different color, put numbers on the inside sections, and put fortunes/answers to questions on the inside tabs.

How to Use:1. Have someone ask a question.2. Have them pick a color. 3. Spell out the color as you move the fortune teller back and forth. (i.e. BLUE - four

letters, move 4 times) 4. Have them pick a number from the inside.5. Move the fortune teller that many times. 6. Have them pick a new number. 7. Open the flap of the number they picked. 8. The answer to their question is on the inside tab that you have just revealed.


1

Before the Lesson

Read Chapters 17-19; Complete Student Packet Worksheets for Chapters 17-19


Remind students of the meaning of a disguise—a change in appearance that misleads other people. For example, Clark Kent has a double identity asSuperman. What other double identities or disguises can students think of? Record the students’ ideas on chart paper. Ask students if they’ve everdisguised themselves or know someone who has. (Students may answer they disguised themselves at Halloween, or in a school play, etc.). Create a list ofthe disguises your students have used.

Ask students about double identities or disguises they might have noticed in Sammy Keyes and the Hotel Thief. Engage the class in a discussion about themany sides of the characters in the book and how these identities give readers clues as they read.

Teacher Modeling

will explain that mystery authors also disguise details in their books to mislead readers. These misleading details look like clues, but they’re actuallyred herrings. I will explain that a red herring is a detail that appears to be a clue, but really isn’t. Long ago, during fox chases (a game where dogs

hunted foxes), smelly, smoked herring fish (which are red in color) were used to lead fox hounds on a false chase. Today, the term “red herring” is used torefer to false clues in mysteries. Red herrings take readers on the wrong path to a mystery’s solution. They keep readers in suspense for all or most of thestory so that the reader doesn’t figure out the mystery too quickly or too easily.

Now that I have finished reading Sammy Keyes and the Hotel Thief, I will look back at my Predictions Chart (from Lesson 4) to see if I made a correctprediction about the hotel thief. My prediction states that Bill Eckert/Rockin’ Rick was the thief. This is incorrect. Now I will look back at my Clue Tracker(from Lesson 2) to see which details lead me to this wrong prediction. I see that my prediction was based on the following clues: Hudson’s dog found aburied purse in the yard, Bill Eckert is Hudson’s tenant, and Sammy bumped into Bill as he was holding an armful of shopping bags.

I can conclude that these details were meant to mislead me into believing Bill Eckert was a major suspect in this case. I will circle these clues with a redpen to show that they are red herrings. I will record the red herrings I found on chart paper. I will label the chart “Red Herrings Chart.”

Think Check

Ask: "How can I tell the difference between a real clue and a red herring?" Students should respond that can tell the difference by reviewing clues that leadto wrong predictions and clues that lead you to the correct solution.

Guided Practice

will review two additional predictions we recorded on our Predictions Chart (from Lesson 4) to see if our predictions were correct or incorrect. If thepredictions are incorrect, we will look back at our Clue Tracker (from Lesson 2) and Suspects Chart (from Lesson 3) to see which clues misled us to

make this prediction. For example, we predicted that T.J. was the thief because he needed money. We will look at our Clue Tracker to see which cluesmisled us to make this prediction. According to our Clue Tracker, Sammy overheard T.J. talking on the phone about borrowing money from his father. Healso mentions to Madame Nashira that he’s moving to Jasmine Street, where wealthy people live.

Lesson Plan

Learning GoalIdentify red herrings used to mislead the reader.


Necessary MaterialsProvided: Clue Tracker from Lesson 2, Clue Tracker Worksheet from Lesson 2 (Student Packet, p. 15), Suspects Chart from Lesson 3, Predictions Chartfrom Lesson 4, Predictions Worksheet from Lesson 4 (Student Packet, p. 27), Red Herrings Worksheet (Student Packet, p. 31), Main Mystery Worksheet(Student Packet, p. 32) Not Provided: Red markers or pens, chart paper, markers, Sammy Keyes and the Hotel Thief by Wendelin Van Draanen


Lesson 5: Red Herrings

We will circle the misleading clues with a red pen to signify that these details may have been red herrings and record them on the Red Herrings Chart that westarted during the Direct Teaching. Note: Focus on predictions that were incorrect.


will look at your predictions that you recorded on your Predictions Worksheet in your Student Packet to see if your predictions were correct orincorrect. (See page 27 in the Student Packet.) If your prediction was incorrect, you will look back at your Clue Tracker Worksheet in your Student

Packet to find the clues that lead you into making this wrong prediction. (See page 15 in the Student Packet.) You will circle the misleading clues with a redpen to signify that these clues were red herrings. You will then write the red herrings that you found on your Red Herrings Worksheet in your Student Packet.(See page 31 in the Student Packet.)

You will also record the solution to the main mystery, using the Solution to the Main Mystery Worksheet in your Student Packet. (See page 32 in the StudentPacket.)

Reflective Practice

will share our red herrings with the class We will discuss how many different red herrings were found and/or which details seemed to mislead severalstudents. Now that we know the solution to the story, we will look back at our predictions from Lesson 4 to see who made the correct prediction.

Build Student Vocabulary incriminating

Tier 2 Word: incriminating


When Sergeant Jacobson meets with Sammy and Marissa to tell them about the thief, he says, “‘They’ve found quite a bitof incriminating evidence in that ice cream cart.’”


If something is incriminating, it shows involvement in a crime. When Sergeant Jacobson said that they foundincriminating evidence in the thief’s ice cream cart, he meant that they found something in the cart that showed thethief’s involvement in the crime.

Students repeat the word Say the word incriminating with me: incriminating.


The evidence in the house incriminated the owner. The finger prints on the glass incriminated the woman.

Students provide examples What piece of evidence incriminated Oscar? Start by saying, “______________________incriminated Oscar as the thief.”If someone stole the stapler in our classroom, what incriminating evidence would we look for to catch our crook? Start bysaying “The incriminating evidence we might look for includes______.”


What word are we talking about? incriminating

Additional Vocabulary Words dodging, snickers, clobber, sewage, tourniquet


Lesson 5: Red Herrings

Pacing Guide

Pacing Guide for Sammy Keyes and the Hotel Thief

Day 1

Begin Genre Lesson (through Guided Practice)

Begin Reading Sammy Keyes and the Hotel Thief,Chapters 1-5

Day 2

Finish Reading Sammy Keyes and the Hotel Thief,Chapters 1-5

Complete the Genre Lesson Independent Practice in the Student Packet

Day 3

Begin the Student Packet Worksheets for Chapters 1-5

Day 4

Complete the Student Packet Worksheets for Chapters 1-5

Day 5

Begin Lesson 1

Day 6

Lesson 1 (continued)

Complete the Independent Practice for Lesson 1 in the Student Packet

Day 7

Begin Reading Chapters 6-10


Day 8

Finish Reading Chapters 6-10


Day 9

Begin Lesson 2

Day 10



Day 11



Day 12


Unit Level Materials



Day 13

Begin Lesson 3

Day 14



Day 15

Textual Analysis Lesson

Day 16



Day 17



Day 18

Begin Lesson 4

Day 19



Day 20



Day 21



Day 22

Begin Lesson 5

Day 23



Day 24

Review for the Unit Assessment



Day 25

Unit Assessment

More Books for Teaching Sammy Keyes and the Hotel ThiefSammy Keyes and the Hotel Thief by Wendelin Van Draanen




Student Packet

Directions: Use your book to fill out the information on the lines below. Then write your name on this packet.

Title: Sammy Keyes and the Hotel ThiefAuthor: __________________

Genre: _________________________Concepts: Character, Predicting, Plot

Name: _______________________________________________________________


1


Student Packet

Genre Lesson Independent Practice: Mystery Elements Worksheet

Name: _________________________________ Date: _________________

Directions: Write the correct information for each element you come across as you read, Sammy Keyes and the Hotel Thief. There may be several answers for each mystery element.

ð detective: _________________________________________________________

ð crime: ____________________________________________________________

ð plot:

______________________________________________________________

ð victim: ____________________________________________________________

ð witness: __________________________________________________________

ð suspect: __________________________________________________________

ð clue:

_____________________________________________________________

ð alibi:

_____________________________________________________________

ð red herring: _______________________________________________________

ð evidence:

_________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

ð motive:

___________________________________________________________


2


Student Packet

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Genre Lesson Independent Practice: Mystery Elements Worksheet (Continued)

ð detective: _________________________________________________________

ð crime: ____________________________________________________________

ð plot:

______________________________________________________________

ð victim: ____________________________________________________________

ð witness: __________________________________________________________

ð suspect: __________________________________________________________

ð clue:

_____________________________________________________________

ð alibi:

_____________________________________________________________

ð red herring: _______________________________________________________

ð evidence:

_________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


3


Student Packet

ð motive:

___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Genre Lesson Independent Practice: Characters Worksheet

Name: __________________________________ Date: _________________

Directions: As characters are introduced in the book, write the name of the character, any identifying information about the character, and the page that you found the information. Cite the page number where you found this information in case you need to return to it later on.

Example: Mrs. Crankshaw is a high school teacher with red hair. (p. 2)


4


Student Packet

Genre Lesson Independent Practice: Characters Worksheet (continued)


5


Student Packet


6


Student Packet

Genre Lesson Independent Practice: Odd Happenings

Name: _______________________________ Date: ________________

Directions: As you come across strange or unusual actions, thoughts, ideas, or occurrences in the book, write these odd happenings in this section of your notebook. You may cite page numbers in order to help you remember where you came across these odd happenings, in case you have to refer back to them later in your investigation.

Example: The students heard an explosion followed by a puff of pink smoke. (p. 12)


7


Student Packet

Genre Lesson Independent Practice: Odd Happenings (continued)


8


Student Packet

Name: _____________________________ Date: ___________

Vocabulary Activity: Scrambled SleuthPrologue and Chapter 1 – Chapter 5

Directions: Read each definition. Then unscramble the letters to write the correct word.

1. NWGINGA: biting or chewing with your teeth ________________________________

2. REEMDIBRO: the craft of stitching a fabric with thread ______________________________

3. ELYP: a high-pitched noise or tone ___________________________________________________

4. DINEFGLAT: collapsing or reducing by releasing air or gas ___________________________

5. AMBJ: the vertical part of a frame where a door is secured ____________________________

6. ROCRODIR: a passageway or hallway in between rooms _____________________________

7. CIVNITIY: the surroundings of an area or nearby region _______________________________

8. WAGK: to look at something in a rude or amazed way_________________________________

9. SHIGUNG: to say something with strong feeling_______________________________________

10. DEPTIRFEI: dazed, stunned, stiff, or scared _________________________________________

11. MYATRIUT: the ability to respond to something in a proper way____________________


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Name: ____________________________ Date: ___________

Comprehension QuestionsPrologue and Chapter 1 – Chapter 5

Directions: Answer the following questions in complete sentences. Use evidence from the book to support your answer. Record the Concept of Comprehension© next to each question.

______ 1. How does Sammy amuse herself when she’s stuck at home? a. She visits Mrs. Graybill.b. She plays with Grams’ cat.c. She uses her binoculars to look outside and see what is going on.d. She cooks for Grams.

______ 2. Sammy finds Mikey quickly. What does that say about her personality?

______________________________________________________________________

______________________________________________________________________

______ 3. Why do you think Mrs. Graybill is so interested in Sammy?

______________________________________________________________________

______________________________________________________________________

______ 4. Write a detailed description of the lady who was robbed at the Heavenly Hotel. Write a guess about what she does for a living.

______________________________________________________________________

______________________________________________________________________

______ 5. Why do you think Heather insulted Sammy?a. She was trying to prove to Sammy that she was in control.b. She was looking for attention and may have also been nervous because it was the start of the school year. c. She does not like Sammy.d. Her friends made her insult Sammy.


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Comprehension Questions (continued)Prologue and Chapter 1 – Chapter 5

______ 6. Draw a conclusion about Sammy’s living situation using the following clues: a. “I swear she’s (Mrs. Graybill) got nothing better to do than to stand by her door, waiting for someone to do something she doesn’t think they’re supposed to be doing.”b. “And since there’s not much for me to do because everything I own has to be able to fit inside Gram’s bottom dresser drawer . . .”c. “Now normally when the doorbell rings I just get up from doing whatever I’m doing, make sure none of my stuff is sitting around the living room, and head for Grams’ closet.”

______________________________________________________________________

______________________________________________________________________

______ 7. What does Grams mean when she calls Mikey a “little butterball”? What does this say about his appearance? (p. 11)

a. He enjoys food with butter.b. He is short and fat.c. He is tall and skinny.d. He likes playing ball.

______ 8. Why do you think Sammy shares her information with the police officers?

______________________________________________________________________

______________________________________________________________________

______ 9. Why do you think that Sammy calls her mother Lady Lana?

______________________________________________________________________

______________________________________________________________________

______ 10. Describe the Box. What is its purpose?

______________________________________________________________________

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Lesson 1 Independent Practice: Mysteries WorksheetName: _____________________________________ Date: ______________________

Directions: As you come across problems in Chapters 3-5 of the book, record them on this page. Then record questions you have about each problem. Use the problems and questions to determine the main mystery in the book.


Problems in the Book Questions about the Mysteries

Main Mystery in the Book

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Name: _____________________________ Date: ___________

Vocabulary Activity: Bold ChoicesChapter 6 – Chapter 10

Directions: Circle the definition for each bold word. Then correctly use each bold word in a sentence.

1. “She went to the fabric store, rolled around in a few bolts of flimsy fabric, then checked out. “

a. Related to a movie b. Lacking substance or strength; like an onion skinc. Heavy, thermal-like fabricd. Flame-colored or bright

______________________________________________________________________

______________________________________________________________________

2. “He flips open the freezer and gropes around a bit, and when he comes up with two Double Dynamos, my mouth starts to water.”

a. To feel about uncertainly or blindlyb. To do something painfullyc. To watch uncontrollablyd. To pinch with two fingers

______________________________________________________________________

______________________________________________________________________

3. “And sitting there in one of those dainty glass chairs is Officer Borsch, looking like an elephant trying to squeeze into a fishbowl.”

a. Shaped like a squareb. Ugly and weakc. Elegantly beautifuld. Overflowing or sloppy

______________________________________________________________________

______________________________________________________________________

4. “This building is government-subsidized for senior citizens—not entire families!”a. Created especially for older peopleb. Built for government employeesc. Belonging to a governord. Partially or fully paid for by a government agency

______________________________________________________________________


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______________________________________________________________________

Name: ____________________________ Date: ___________

Comprehension Questions Chapter 6 – Chapter 10

Directions: Answer the questions in complete sentences. Use evidence from the book to support your answer. Record the Concept of Comprehension© next to each question.

_____ 1. Why would Grams “kill” Sammy if she went to Madame Nashira’s shop?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 2. In Chapter 6, what happens after the girls eat their Double Dynamos?a. Mrs. Graybill goes into the store as they are coming out.b. They see Mikey coming out of Maynard’s Market and take him home. Sammy goes home and finds Mrs. Graybill waiting for her.c. They see the thief running, but they cannot catch up to him.d. They go back in the store and each buy another Double Dynamo.

_____ 3. Why does Grams say to Mrs. Graybill, “Wouldn’t it be more fun to be friends?”

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 4. Answer Grams question from Chapter 8, “Why are the police looking for Samantha at your house?”

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 5. Why does Sammy cry in Marissa’s turquoise bathroom? a. She cries because Marissa is moving away.


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b. She cries because Grams told Marissa that Sammy should sleep over. Grams is mad at Sammy for not letting her know where she was and does not want her to come home. c. She cries because Mrs. Graybill found out that she is living with Grams. She is not allowed to go back to Grams to live with her.d. She cries because Heather has made fun of her.

Comprehension Questions (continued)Chapter 6 – Chapter 10

_____ 6. In Chapter 6, why was Mrs. Graybill sitting in the hallway? a. She was waiting for her friend.b. She was trying to catch Sammy because she thought she was the thief.c. She was locked out of her apartment.d. She was trying to catch Sammy because she thought she was illegally living in the building.

_____ 7. Why does Sammy feel strange about Hudson’s renter? a. He is too polite and friendly.b. He looks at the ground when he walks.c. He is the same person she bumped into at the mall.d. He is very quiet.

_____ 8. Why was Hudson alarmed when he discovered who the purse belonged to? a. The purse belongs to Grams.b. The purse belongs to Sammy.c. The purse belongs to his neighbors.d. The purse belongs to Mrs. Graybill.

_____ 9. Why did the officers look for Sammy at Marissa’s house?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. On page 74, what is bothering Marissa?

______________________________________________________________________

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Lesson 2 Independent Practice: Clue Tracker WorksheetName: _________________________________ Date: _______________

Directions: After rereading Chapters 8-10, use this Clue Tracker to write down clues you may come across that could be useful in helping you solve the mystery. As stated in the Clues Lesson, answer as many 5W and H Questions as you can about the clue. Then, put a check mark next to the clue that you believe will be useful in helping you solve the mystery.

Example: The classroom printer was stolen on Friday from Ms. Jones’ classroom (p. 5). Who? Not known. What? Printer was stolen. Where? Mrs. Jones Classroom. When? Friday. Why? Not known. How? Not known.

Useful? Clue 5W and H Questions (Who? What? Where? When? Why? How?)


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Name: _______________________________ Date: ___________

Vocabulary Activity: Using Context CluesChapter 11 – Chapter 13

Directions: Using context clues means reading the words or sentences surrounding an unfamiliar word to help you figure out the meaning of that word.

Look at the bold words in the following sentences from the book. Underline the context clue that helps you to figure out the meaning of the word. If you don’t see a context clue, put an “X” before the sentence. Then, write the definition of the word in the space next to the sentence. You may need to use a dictionary if there is no context clue to help you figure out the word.

1. ___ “I watch her lock up and go, and the minute there’s a break in traffic I jaywalk

across the street so I don’t have to walk through the guys already hanging around the

Red Coach.”__________________________________________________________

2. ___ “I’d always thought there were just bathrooms behind those “Employees Only”

doors. I didn’t know there was a whole maze of corridors! And I’m cruising along,

feeling like a hamster in a new cage, when a door swings open and practically knocks

me over.” __________________________________________________________

3. ___ “I ran around a bit, peeking over the edge of the roof wall; then I cut through a

bunch of fans that looked like the top of some Saudi sheik’s palace and went over to

the other side.”__________________________________________________________

4. ___ “’Hey, you’re the gal that was here the night of the ruckus.’”_________________

5. ___ "He hasn’t got enough initiative to pull something like this off. Teej is much too

lazy.”_________________________________________________________________


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Name: ____________________________ Date: ___________



_____ 1. Why does Sammy feel “pretty stupid” after she yanks open Grams’ closet?a. She opened the closet and everything fell out on top of her.b. She thought that Mrs. Graybill was hiding in the closet, ready to catch her. Mrs. Graybill is not in the closet, so Sammy feels stupid for thinking this.c. She thought that the thief was hiding in the closet. The thief is not in the closet, so Sammy feels stupid for thinking this.d. She thought Grams may have been tied up by the thief and put in the closet. Grams is not in the closet, so Sammy feels stupid for thinking this.

_____ 2. Sammy thinks Gina sounded really different and smart when she talked about the birth chart. What does this tell you about Sammy’s idea of Gina before she spoke with her?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 3. Why didn’t Sammy initially believe it when Marissa told Tenille to drop dead?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 4. Why does Gina insist that her friend Candi wouldn’t steal her money?a. Gina insists that Candi wouldn’t steal her money because Candi is very rich. She does not need Gina’s money.b. Gina insists that Candi wouldn’t steal her money because Candi is also “in the same boat” as her. They both have problems with money, so her friend would sympathize with her.c. Gina insists that Candi wouldn’t steal her money because Candi because Candi is very honest and follows the law.d. Gina insists that Candi wouldn’t steal her money because Candi was not around the day the money was stolen.

_____ 5. How does Sammy know someone jammed the latch on the door of the hotel?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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_____ 6. What does Sammy overhear T.J. talking about in Chapter 11?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 7. Why does Sammy visit Gina/Madame Nashira? a. She wants to tell her what she overheard T.J. saying.b. She wants her horoscope read.c. She wants to tell her she thinks she saw the thief again.d. She wants to tell her that she is worried that the thief saw her.

_____ 8. Why does Officer Borsch want to take a look around the apartment? (p. 95)a. He wants to look for evidence.b. He wants to look out the window to see if it is possible to see the hotel.c. He thinks Sammy wrote the note and it is fake.d. He wants to see if Sammy is living there illegally.

_____ 9. Describe the Heavenly Hotel.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. How did the thief get into Gina’s apartment?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Lesson 3 Independent Practice: Suspects WorksheetName: ______________________________________ Date: _______________

Directions: Fill in all of the information for the suspects below. You may use your book if needed.


Suspects Rockin’ Rick

Officer Borsch

Officer Tall ‘n’ Skinny

Hudson Bill Eckert



Actions

Possible Motive

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Lesson 3 Independent Practice: Suspects Worksheet (continued)


Suspects Brandon T.J. Mr. Holgartner

Mr. Cann Maynard



Actions

Possible Motive

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Name: __________________________________________ Date: _______________

Forensic Science Files: Handwriting Analysis Textual Analysis Passage

Imagine this: You are an investigator at a crime scene. As you stand in the middle of the scene, a strong wind sends a crumpled scrap of paper across your shoes. You stoop to pick it up, and you notice handwriting on the paper. Could this be evidence? Is this the handwriting of the criminal? Can this paper lead you to a suspect in the case?

Handwritten notes and letters are often found at crime scenes. In cases like this, investigators may call in forensic handwriting analysts. These forensic experts can determine if a handwritten sample was created by a suspect. They can also analyze the sample and draw conclusions about who the suspect might be.

No Two Are AlikeHandwriting is unique to each person, which means no two people will write every letter in the exact same way. For this reason, handwriting analysts can gather information about a letter’s writer and try to interpret the writer’s identity or personality. This information can sometimes help investigators gain more information about a crime or a suspect.

If a person is a suspect in a crime where a handwritten document has been found, the suspect may be asked to prepare a written document at the police station. Then, handwriting analysts can compare this document with any handwritten samples found at a crime scene. The analysts will pay close attention to the writing, and they will compare the two samples to see if they were written by the same person. If the police document matches with the crime scene sample, chances are good that the suspect is connected to the scene of the crime. If the documents don’t match, it could mean the two samples were not written by the same person. Investigators will need to look at additional clues and suspects to solve the crime.

How They Do ItForensic handwriting analysts have similar steps in studying handwriting samples. They use a magnifying glass or a microscope to get a thorough look at the document. First, analysts look at the individual letters in a sample. They note how the letters curve or slant and may also look at the height and width of individual letters.

Next, analysts focus on physical characteristics of the entire sample. They’ll look at the thickness of the lines, how light or dark the lines are, and if the letter was written quickly or slowly. Analysts can identify these elements by studying the flow and darkness of the letters.

Criminals or con artists may try to forge or fake their writing or another person’s writing to throw investigators off. Luckily, forensic handwriting


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analysts are also trained to spot these simulations. They’ll look at loops and curves and the straightness of lines. They’ll closely compare two documents and search for even the slightest differences between the writing. Often, handwriting analysts are called to testify in court to give their expert opinion about a document or signature that may have been forged.

Sometimes, though, handwriting analysis isn’t allowed as evidence in court. because analyzing a person’s writing is not an exact science. There are many issues that could impact a person’s writing and even another person’s interpretation of that writing. Handwriting analysis is subjective, or based on one person’s interpretation of a sample. Even if two or more analysts agree or have the same opinion, handwriting analysis isn’t perfect enough to act as complete proof of evidence.

Real-Life CasesOn March 1, 1932, the toddler son of famous pilot Charles Lindbergh was kidnapped from his home. Few clues were left behind in the crime scene bedroom the boy was taken from. However, one clue sat peculiarly on the window sill—it was a ransom note demanding $50,000 in exchange for the child. Soon after, the Lindberghs received additional ransom notes that demanded more and more money.

The handwritten notes were turned over to investigators at the FBI. Investigators examined the clues in the case, and they began to study the ransom notes. Based on the handwritten evidence, investigators believed the kidnapper was probably of German descent, but living in the U.S. Further evidence led investigators to a German carpenter named Bruno Richard Hauptmann. Investigators collected handwriting samples from Hauptmann and sent them for analysis. The analysts found similarities among the samples. Hauptmann’s writing, combined with other strong evidence, led authorities to believe he was the kidnapper and killer of the Lindbergh baby. Hauptmann was sentenced to death and was electrocuted on April 3, 1936.

Not all crimes can be solved by handwriting analysis. In the 1980s, a man named Konrad Kujau claimed to have discovered the journals of Adolf Hitler. Handwriting analysts studied the documents carefully and determined that they were all written by the same person. A publishing company paid Kujau $2.3 million for the diaries. Later, however, a forensic investigation of the letters showed that the paper used to write the letters came from 1954 or later. Hitler died in 1945. A test on the ink showed that the ink was less than 12 months old. Investigators learned that Kujau was a con artist who had written all of the diaries in the same style as Hitler.

As these two cases show, handwriting analysis can provide good information about a case or a suspect, but it’s important to gather as much strong evidence as possible to correctly solve a case.


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Name: ________________________________________ Date: ____________________

“Forensic Science Files: Handwriting Analysis” Textual Analysis Questions

___ 1. What do forensic handwriting analysts do?a. They write letters to serve as evidence in a crime.b. They examine a suspect’s test scores.

c. They determine if a document was created by a suspected person, and they analyze samples and draw conclusions about who the suspect might be.

d. They prove if a person is guilty based on his/her writing style.

___ 2. If a person is a suspect in a crime where a handwritten document has been found, what can happen?

a. The suspect may go to jail. b. The suspect may be asked to provide a written sample at the police station.c. The suspect’s home may be searched for additional evidence.d. Nothing happens until the suspect is proven guilty.

___ 3. According to the passage, why isn’t handwriting analysis considered an exact science?a. Handwriting analysis is subjective.b. There are issues that could impact a person’s writing.c. There are issues that could impact a person’s interpretation of the writing.d. All of the above.

___ 4. What is meant by the word “simulations” in the following sentence?“Luckily, forensic handwriting analysts are also trained to spot these simulations.”

a. forgeries or fakesb. demonstrationsc. things that are differentd. something happening at the same time

___ 5. Which is the correct order of events in the Lindbergh kidnapping?a. Hauptmann left evidence and the crime scene; a letter in his home matched a

ransom note sent to the Lindberghs; Hauptmann was arrested and put in jail.b. A ransom note was sent the Lindberghs; investigators examined the clues; evidence

led them to Hauptmann; Hauptmann’s writing did not match the ransom notes.c. Investigators examined clues; analysts determined the writer was of German descent

but living in the U.S.; Hauptmann would not provide a handwritten sample.d. A ransom note was found on the bedroom window sill; investigators examined the

clues; analysts studied the letters and determined the writer was of German descent but living in the U.S.; further evidence led them to Hauptmann; additional handwriting samples from Hauptmann were collected; the samples matched the ransom notes.

___ 6. Which of these could have been reasons why Kujau forged the Hitler Diaries?a. He wanted to fool the FBI.b. He did not forge the letters, they were written by Hitler.c. He was Hitler’s brother.d. He was a con artist who wanted money.

___ 7. What are four features of handwriting that analysts examine when looking at a sample? _____________________________________________________________________________


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_____________________________________________________________________________

___ 8. The main purpose of this passage is to:a. persuade the reader to become a handwriting analyst.b. inform the reader about Hitler’s diaries.c. inform the reader of the FBI’s work in the Lindbergh kidnapping case.d. give the reader background information about forensic handwriting analysis.

Name: _______________________________ Date: ___________

Vocabulary Activity: Note These WordsChapter 14 – Chapter 16

Directions: Write a letter from Sammy to Grams or Sammy or her mother, Lady Lola. When writing your letter, use as many of the words from the Word Box as you can. Make sure that you correctly use each word.

Dear _________________________________,______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Word Box

vacant shenanigans manufacture surrender recognize argue unbelievable obnoxious clever wandering

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Sincerely,Sammy


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Name: ____________________________ Date: ___________


Directions: Answer the following questions in complete sentences. Use evidence from the book to support your answer. Record the Concept of Comprehension© next to each question.

_____ 1. What is the significance of the two bike tracks that lead to nowhere?a. The tracks really lead somewhere. Someone brushed the dirt so that it looked like the tracks led nowhere.b. Sammy thinks about it and concludes that the kids ride their bikes in the dirt and had to run away.c. Bike tracks usually lead somewhere. Sammy thinks about it and concludes that kids ride their bikes in the dirt and make tracks. They park their bikes under a tree, so the tracks end.d. Sammy realized that the bike tracks were not important.

_____ 2. Was Officer Borsch justified for feeling upset that Sammy was doing detective work to help solve the crime? Explain.______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 3. How does Sammy’s opinion of knitting change towards the end of Chapter 15?a. Sammy begins to like knitting. She says that it gives her time to think.b. Sammy loves knitting and knits an entire sweater.c. Sammy still hates knitting, but does it anyway because she has to.d. Sammy only likes knitting because it keeps her mind off of Mrs. Graybill.

_____ 4. What can you tell about Marissa when she says that she is unsure about going to the roof of the mall?______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 5. Why do you think Sammy knows who the hotel thief is?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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_____ 6. What happened after Sammy and Marissa left Gina’s apartment? a. Officer Borsch comes after Sammy for lying to him.b. They run into Bill Eckert.c. The find a napkin stuck in door with the letters “HH” and the numbers “423” written on them.d. They see the thief again.

_____ 7. What does Officer Borsch accuse Sammy of doing? a. Creating fake clues—the note and the napkin.b. Lying about where she lives.c. Lying about seeing the thief.d. Destroying evidence for the case.

_____ 8. What is T.J.’s problem?a. He was seen writing a note.b. He may have been playing the stock market and loosing a lot of money.c. He knows the police think he is a suspect.d. He is upset that Sammy overheard his conversation.

_____ 9. Why did Heather create such an elaborate lie?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 10. What role do the napkins play in the mystery?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Independent Practice for Lesson 4: Predictions WorksheetName: ___________________________ Date: _______________________

Directions: After examining your useful clues on the Clue Tracker Worksheet and the suspects and motives on your Suspects Worksheet, make a strong prediction about the solution to the mystery. Record your predictions here and use clues, suspects, motives, and evidence to support your prediction.


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Name: _______________________________ Date: ___________

Vocabulary Activity: Synonyms and AntonymsChapter 17 – Chapter 19

Directions: Synonyms are words that have the same meaning. Antonyms are words that have opposite meanings. In the following sentences, think about the meaning of the bold words. Then, write one synonym and one antonym for the bold words.

1. “I raced back down the corridor, dodging people left and right, and pretty soon I’m at the counter of Juicers panting.”Synonym: ________________________ Antonym: ____________________

2. “She snickers. ‘You’re dreaming.’ And she starts running away.”

Synonym: ________________________ Antonym: ____________________

3. “Trouble is, they would’ve called in Officer Borsch and I would’ve been stuck talking

myself blue in the face to someone who wasn’t about to believe me. Not unless I could

clobber him over the head with some proof.”

Synonym: ________________________ Antonym: ____________________

4. “The ground was slimy, like the sun never really got a chance to dry it out, and there

were old metal garbage cans that smelled like sewage and were buzzing with flies.”

Synonym: ________________________ Antonym: ____________________

5. “I jump out from behind the hedge and I’m about to hop off the planter when Oscar grabs me by an ankle. Now this is no feeble grab—it’s like a tourniquet around my leg.”

Synonym: ________________________ Antonym: ____________________

6. “They’ve found quite a bit of incriminating evidence in that ice cream cart.”

Synonym: ________________________ Antonym: ____________________


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Name: ____________________________ Date: ___________



_____ 1. In the picture on Sergeant Jacobson’s desk, what is his daughter doing?a. His daughter is holding a snake and looks like she is about to use it as a jump rope.b. His daughter is jumping rope.c. His daughter is smiling at the camera.d. His daughter is visiting the zoo.

_____ 2. Why did Sergeant Jacobson say he should start carrying a pair of binoculars?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 3. Several times, Sammy talks about Sergeant Jacobson tugging on and twisting his mustache. What do you think this says about the Sergeant’s personality?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 4. What do you think happened between Officer Borsch and Sergeant Jacobson when the Sergeant went to retrieve the notes Sammy gave Officer Borsch?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 5. Why can’t Sammy keep a promise about not using her binoculars? a. They are special to her because they were a gift from Lady Lana.b. She enjoys using them to solve crimes. She also likes using them to look around her neighborhood.


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c. She needs them to spy on Mrs. Graybill.d. She needs to use them as part of a school assignment.


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_____ 6. Why is Marissa hurt by Sammy’s request for money?a. She needs the money herself.b. She thinks Sammy only wants to be her friend because of the money.c. She thinks Sammy asked her for money so she could be friends with Heather.d. She is going to get in trouble with her parents.

_____ 7. What did Sammy do with the money? a. She gave it to Heather so that Heather would stop bothering her.b. She gave it to Mrs. Graybill so that Mrs. Graybill would not say anything about Sammy living with Grams.c. She wrote on the bills and placed them on the sidewalk to see who would take them.d. She spent it on food at Maynard’s.

_____ 8. What clues pointed Sammy to identify Oscar as the hotel thief? 18

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____ 9. How does Sammy ultimately catch Oscar? a. Rommel chases him and captures Oscar for Sammy.b. She is unable to catch him and he escapes.c. She chases him all over town and he goes into a dumpster looking for her. She locks him in the dumpster.d. She drags him to the police station.

_____ 10. Why does Sammy go home at the end of the story instead of sleeping at Marissa’s house? What do you think caused her to make this decision?


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______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Lesson 5 Independent Practice: Red Herrings

Name: ___________________________________ Date: _________________

Directions: Look back on your Clue Tracker and your Predictions Worksheet. Choose one character to focus on and then record the red herrings that led you to make an incorrect prediction about the solution to the story.


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Lesson 5 Independent Practice: Solution to the Main Mystery

Name: ___________________________________ Date: _________________

Directions: After you have finished reading the book, write down the final solution to the mystery. How did it differ from your predictions? Were any aspects the same?


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Sammy Keyes and the Hotel Thief

(Page references refer to the page that the activity appears on in the student packet.)

Mystery Elements Worksheet, pp. 2-3Genre Lesson Independent Practice

Students should complete the worksheet as they are reading and return to it as they learn new information. They should fill out at least one answer for each element on the worksheet.

Characters Worksheet, pp. 4-5Genre Lesson Independent Practice

Students should identify all the characters in the text and use specific details and evidence from the text to describe them. They should also cite the page number they ‘found the information.

Odd Happenings Worksheet, pp. 6-7Genre Lesson Independent Practice

Students should identify strange or unusual actions, thoughts, ideas, and occurrences in the text and used specific details and evidence from the text to describe them. They should cite the page number where they found the information.

Vocabulary Activity: Scrambled Sleuth, p. 8Prologue and Chapter 1 – Chapter 5

1. gnawing2. embroider3. yelp4. deflating5. jamb6. corridor7. vicinity8. gawk9. gushing10. petrified11. maturity

Comprehension Questions, pp. 9-10Prologue and Chapter 1 – Chapter 5

1. EI c. She uses her binoculars to look outside and see what is going on.2. DC, C When Sammy finds Mikey quickly, this shows that she is persistent and a quick thinker. 3. DC, C Mrs. Graybill may be interested in Sammy because she is lonely. It may be a hobby for her to find out if Sammy is living in the building illegally. She may also hope to become Sammy’s companion.4. C, DC The lady who was robbed at the Heavenly Hotel dresses eccentrically. She is wearing a dress that looks like it was made out of metal, silver high heels, and long silver earrings. She uses hairspray to make her hair stick up like a mountain. Her fingernails are painted with moons and stars. She may do something with astronomy for a living because of the way her nails are painted.5. DC b. She was looking for attention and may have also been nervous because it was the start of the school year. 6. DC Students should explain that clues show Sammy lives with her grandmother, but may be doing so illegally. Mrs. Graybill seems to want to catch Sammy and get her in trouble.7. FL b. He is short and fat.


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8. DC, C Sammy probably shared her information with the police officers because she was nervous. She mentions that Officer Borsch gave her a ticket one time for jaywalking and she gave him the wrong name and home information. She may not want to get into further trouble and have him figure out that she is living with Grams.9. DC She is not close with her mother and her mother likes this name.10. S The box is a very small room at Sammy’s school. It just has 1 chair. The principal has students go there to reflect on something that they have done.

Mysteries Worksheet, p.11Lesson 1 Independent Practice

Problems in the Book: Sammy is afraid to tell Officer Borsch about the thief because she once gave him the wrong name when he gave her a ticket. The policemen do not believe that Sammy saw the thief because she was across the street. Sammy gives the policemen Marissa’s address when they ask her where she lives. Grams is mad at Sammy because she was late. Heather bullies Sammy and Marissa at school. Sammy gets suspended for punching Heather.Questions about the Mysteries: Answers will vary, but should support the problems that students recorded.Main Mystery: Who is the hotel thief?

Vocabulary Activity: Bold Choices, p. 12Chapter 6 – Chapter 10

Sentences will vary, but should demonstrate the correct use of the vocabulary word.1. b. Lacking substance or strength; like an onion skin2. a. To feel about uncertainly or blindly3. c. Elegantly beautiful4. d. Partially or fully paid for by a government agency

Comprehension Questions, pp. 13-14Chapter 6 – Chapter 10

1. DC Grams would “kill” Sammy if she went to Madame Nashira’s shop because it is located between a bar and a pool hall. Grams does not like Sammy to go on that street.2. Seq. b. They see Mikey coming out of Maynard’s Market and take him home. Sammy goes home and finds Mrs. Graybill waiting for her.3. DC Grams says, “Wouldn’t it be more fun to be friends,” to Mrs. Graybill because Mrs. Graybill is becoming suspicious of Sammy. Grams wants to distract her from this.4. DC The police are looking for Samantha at Marissa’s house because Sammy was afraid to tell the police where she really lives. She gave them Marissa’s address as her own, so the police are looking for her there.5. C b.She cries because Grams told Marissa that Sammy should sleep over. Grams is mad at Sammy for not letting her know where she was and does not want her to come home. 6. DC d. She was trying to catch Sammy because she thought she was illegally living in the building.7. DC c. He is the same person she bumped into at the mall.8. C/Ec. The purse belongs to his neighbors.9. C/E The officers looked for Sammy at Marissa’s house because they thought she lived there. When Sammy got a ticket for jaywalking, she gave Marissa’s address and said that was where she lived, so the officers would think to look there.10. DC, C Marissa is scared of a spider that is on the ceiling. She is also upset that her parents are never home. She wishes that her parents were home more often like Grams.

Clue Tracker Worksheet, p. 15Lesson 2 Independent Practice


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Student should have written multiple 5W and H questions for each clue. They should have drawn a specific conclusion about each clue to determine if clue is useful.

Vocabulary Activity: Using Context Clues, p. 16Chapter 11 – Chapter 13

1. jaywalk: to cross a street carelessly without paying attention to traffic regulations2. corridors: passageways (as in a school or office) into which rooms open3. sheik: an Arab chief4. ruckus: a noisy commotion, rumpus5. initiative: a first step or moment; energy in initiating something


1. DC d. She thought Grams may have been tied up by the thief and put in the closet. Grams is not in the closet, so Sammy feels stupid for thinking this.2. DC Sammy may have thought Gina was not very smart before she spoke with her about the birth chart.3. C Sammy didn’t initially believe it when Marissa told Tenille to drop dead because Marissa usually does not speak like that to other people.4. DC b. Gina insists that Candi wouldn’t steal her money because Candi is also “in the same boat” as her. They both have problems with money, so her friend would sympathize with her.5. DC Sammy knows that someone jammed the latch on the door of the hotel because when she pushes on it, it won’t open. She may have recognized this because she also jams the latch of the door at her grandmother’s apartment building.6. EI Sammy overhears T.J. talking about a crop freezing in Florida and that he was supposed to double his money. He says that he needs to make the money back by the end of the week or he will loose his job and home.7. DC d. She wants to tell her that she is worried that the thief saw her.8. EI b. He wants to look out the window to see if it is possible to see the hotel.9. S The Heavenly Hotel is pink on the outside. There are two chairs in the lobby that Sammy describes as being shaped like “Pope hats.” There is a staircase to the rooms. As you go up the staircase, there are a lot of mirrors. 10. SEQ. The thief got into Gina’s apartment by breaking the doorknob off with pliers or a vise grip.

Suspects Worksheet and Suspects Deck of Cards, pp. 19-20Lesson 3 Independent Practice

Rockin’ Rick: DJ that works at the mallOfficer Borsch: Gives Sammy a jaywalking ticket; doesn’t believe Sammy about the thief; fatOfficer Tall ‘n’ Skinny: Works with Officer Borsch; a tall and skinny manHudson: Grams friend; has a dog; wears boot; rents a room to Bill; Rommel, his dog digs up a purse in the yard, but the wallet is missingBrandon: Marissa’s cousin; works at the mallT.J.: works at Maynard’s; is Maynard’s son; does not like kids hanging around the store; talks to Gina (her money was stolen); talks about things costing too much money; mentions that he will be living on Jasmine in a few yearsMr. Holgartner: Sammy’s social studies teacherMr. Cann: the Vice Principal of Sammy’s school; suspends Sammy Maynard: owns Maynard’s; father of T.J.Oscar: blind ice cream man; Sammy and Marissa buy ice cream from himBill Eckert: bumps into Sammy at mall; wears a hat; Hudson says he keeps to himself; rents a room from Hudson

Textual Analysis Questions, p. 231. EI; c2. EI; b


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3. EI; d4. ViC; a5. Seq.; d6. DC; d7. EI; Features of handwriting analysis include using looking at the curve and slant of individual letters, the height and width of individual letters, the thickness of the lines, how light or dark the lines are, and if the letter was written quickly or slowly.8. AP; d

Vocabulary Activity: Note These Words, p. 24Chapter 14 – Chapter 16

Student letters will vary, but should indicate the correct usage of each vocabulary word. Letters should be written from the perspective of Sammy to Grams or Lady Lola and should reflect what is known about the characters.


1. P c. Bike tracks usually lead somewhere. Sammy thinks about it and concludes that kids ride their bikes in the dirt and make tracks. They park their bikes under a tree, so the tracks end.2. F/O Answers will vary. Students should support their answer with evidence from the text. Yes, he was justified for feeling upset that Sammy was doing detective work because she may have tampered with possible evidence. No, he was not justified for feeling upset that Sammy was doing detective work because she was just trying to help.3. EI a. Sammy begins to like knitting. She says that it gives her time to think.4. C When Marissa feels unsure about going to the roof of the mall, it shows that she is not much of a risk taker. She is nervous about getting caught. 5. DC Sammy knows who the hotel thief is because she starts thinking about how Hudson told her things aren’t always what they seem. She also thinks about the Double Dynamo napkins.6. SEQ. c. The find a napkin stuck in door with the letters “HH” and the numbers “423” written on them7. EI a. Creating fake clues—the note and the napkin.8. EI, DC (Depending on the level of your students) b. He may have been playing the stock market and loosing a lot of money.9. DC, C Heather created the elaborate lie because she wants the attention. Once people look at her, she will tell them that Sammy broke her nose. She is doing this to get people to hate Sammy.10. DC The napkins are important to the mystery because they will help Sammy find and figure out who the thief is.

Predictions Worksheet, p. 27Lesson 4 Independent Practice

Answers will vary according to each student’s clues, motive, and prediction. Student should have accessed information from the Clue Tracker and Suspects Worksheet to make multiple predictions about the mystery, and identified more than two clues and motives that led to the prediction.

Vocabulary Activity: Synonyms and Antonyms, p. 28Chapter 17 – Chapter 19

1. synonym: avoiding antonym: confronting2. synonym: laugh disrespectfully antonym: laugh politely3. synonym: hit someone antonym: keep hands to self4. synonym: waste carried through a sewer antonym: waste that is properly

dumped5. synonym: tight bandage used to stop bleeding antonym: loose bandage


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6. synonym: proof that someone is guilty of a crime antonym: innocence


1. EI a. His daughter is holding a snake and looks like she is about to use it as a jump rope.2. DC Sergeant Jacobson said he should start carrying a pair of binoculars because Sammy tells him this is how she saw the thief. The sergeant may be thinking binoculars are useful in spotting crimes.3. C Sergeant Jacobson’s pulling on his moustache may indicate that he does that as a way to occupy himself when he is thinking.4. DC When Sergeant Jacobson and Officer Borsch went to retrieve the notes, Sergeant Jacobson probably reprimanded Officer Borsch for not believing Sammy in the first place.5. DC Sammy can’t keep a promise about not using her binoculars because she enjoys using them to solve crimes. She also likes using them to look around her neighborhood.6. C b. She thinks Sammy only wants to be her friend because of the money7. EI c. She wrote on the bills and placed them on the sidewalk to see who would take them.8. DC The clues that pointed Sammy to identify Oscar as the thief were that she placed the money on the ground and he picked the money up. He also grabs her leg when she is hiding in the bushes. Sammy says he looks very mad. She also realizes that he is in a disguise. She recognizes him as the ice cream man, the thief, and the person she saw talking to Andre.9. EI, SEQ. c. She chases him all over town and he goes into a dumpster looking for her. She locks him in the dumpster.10. C, C/E Sammy goes home at the end of the story because she misses Grams and wants to tell her what happened. She probably made this decision because she feels close to Grams and misses her.

Red Herrings Worksheet, p. 31Lesson 5 Independent Practice

Red herrings will vary based on student responses, but may include: Bill as the thief because he acted suspicious when he bumped into Sammy; T.J. as the thief because he was always talking about money; or the hotel manager who doesn’t want Sammy hanging around the hotel.

Solution to the Main Mystery Worksheet, p. 32Lesson 5 Independent Practice

Student included detailed and specific information about problems and used the information to describe the solution to the main mystery. Student should have used text evidence and several examples to identify the solution to the main mystery.


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Unit Assessment

Name: _______________________________ Date: ________________

Sixth Grade Mysteries Unit AssessmentSammy Keyes and the Hotel Thief

Directions: Read each question. Circle the correct answer, or respond by writing complete sentences. You may use your book to help you find information from the story.

1. Which sentence best describes the mystery genre?a. A mystery is a story or novel that is always based on real people and events.b. A mystery is a story or novel about a crime or unsolved puzzle. c. A mystery is a story or novel based on science fiction facts.d. A mystery is a story or novel about a crime that has no solution.

2. List five important details you learned from Chapter 1.

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3. Is Heavenly Hotel a good name for the hotel? Why or why not?

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4. Why is Mrs. Graybill so interested in Sammy? a. She has no other friends in the building.b. She likes to hear Sammy’s adventures. c. She thinks Sammy lives in the building illegally.

d. She wants to become friends with Grams.

5. Describe the main mystery in Sammy Keyes and the Hotel Thief.

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6. What does Sammy think of Heather the first time she meets her?a. Sammy thinks Heather is snotty.b. Sammy thinks Heather will help find their homeroom.c. Sammy thinks Heather’s earrings are cool.d. Sammy’s excited to be in the same class as Heather.


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Unit Assessment

7. What does Heather do after Sammy tells her to bug off?a. She goes to another lunch table.b. She sticks Sammy with a pin.c. She moves over to Marissa’s side of the table.d. She tells Mr. Caan that Heather punched her.

8. What does the following sentence tell you about Mr. Caan?“Now the man looks like he could be a professional wrestler if he’d let his hair grow out and get a suntan.”?

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9. Why did Sammy get sick to her stomach when Mr. Caan told her he had a strange conversation on the phone?

a. Sammy thought Grams couldn’t take it anymore and told him everything.b. Sammy thought Mr. Caan spoke to Lola, her mother.c. Sammy thought Mr. Caan spoke to Heather’s parents.d. Sammy ate too much peanut butter and jelly at lunch.

10.What can you conclude about T.J. by his conversation with Gina?

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11.How did Sammy know that Mrs. Graybill was ready for action when Sammy walked into the building?

a. Mrs. Graybill was wearing a fancy dress and shoes.b. Mrs. Graybill was wearing pink lipstick.c. Mrs. Graybill told Sammy she was ready for fun.d. Mrs. Graybill had brushed her hair.

12.Why is Hudson described as having furry feet?a. Hudson is a dog with furry paws.b. Hudson’s feet are hairy.c. Hudson is wearing fuzzy slippers when Sammy visits.d. Hudson is wearing wild boar boots when Sammy visits.


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Unit Assessment

13.What can you infer about the purse Rommel dug up?

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14.Which of these details would not be considered a clue?a. The thief was wearing black gloves.b. The homes that were robbed were near each other.c. Mrs. Graybill’s note was written on a napkin.d. Mr. and Mrs. McKenze were going to Big Falls.

15.What can you tell about Sammy’s character when she comes home and Grams is missing?

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16.How did Sammy finally realize who the hotel thief was? a. She noticed the napkins from her and Marissa’s Double Dynamo.b. She noticed the parallel bike tracks.c. She heard T.J. talking about the thief on the phone.d. She saw the writing on the bills on the sidewalk.

17.How does Grams’ relationship with Hudson change from the beginning of the story to the end?

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18.Describe one red herring that the author used in the story.

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Unit Assessment

19.How has Marissa changed from the beginning of the story to the end? Detail your answers with evidence from the text, and draw a conclusion about this character.

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20.Choose a character from the book and explore the many facets and double identities the character might have. Discuss why the author would use double identities, and how these personalities and characteristics impact the story. Cite evidence from the text to support your opinion.

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Unit Assessment Answers

1. b. A mystery is a story or novel about a crime or unsolved puzzle.2. Answers will vary, but can include that Sammy sees a thief at the Heavenly Hotel across the street by looking through her binoculars; the thief waves back at Sammy; Sammy calls her mother Lady Lana; Sammy lives with Grams in an apartment; Sammy’s neighbor, Mrs. Graybill is very nosy.3. Heavenly Hotel is not a good name for the hotel because it is dirty and old. Many people sit in the lobby smoking.4. c. She thinks Sammy lives in the building illegally.5. The main mystery of Sammy Keyes and the Hotel Thief is that a male stole money out of a purse that was in a room at the Heavenly Hotel.6. b. Sammy thinks Heather will help find their homeroom.7. b. She sticks Sammy with a pin.8. Answers may vary. He is a very large, scary looking man.9. a. Sammy thought Grams couldn’t take it anymore and told him everything.10. Answers may vary. He gets easily angry and jealous. 11. b. Mrs. Graybill was wearing pink lipstick.12. d. Hudson is wearing wild boar boots when Sammy visits.13. The purse may have been the same purse that the thief stole the money from. The thief may have buried it in Hudson’s yard.14. d. Mr. and Mrs. McKenze were going to Big Falls.15. Sammy is a caring person. She is worried about Grams. She thinks Grams left because she was mad at her.16. a. She noticed the napkins from her and Marissa’s Double Dynamo.17. At first Grams only knows about Hudson from Sammy. Then, she starts to spend more time with him and becomes friendly with him.18. Answers will vary. Red herrings include that Sammy thought Bill was the thief; Hudson’s dog dug up a purse in his yard; Bill rented a room from Hudson. 19. Answers will vary. Students should support their answer with evidence from the text, making sure to draw a conclusion about Marissa.20. Answers will vary. Students should choose a character that has a double identity, making sure to discuss why the author used double identities, and how the character’s personalities and characteristics impact the story. They should cite evidence from the text to support their opinion.Characters with double identities include Grams as Sammy’ caretaker and grandmother and Grams as Hudson’s friend; Oscar the ice cream man and Oscar the thief.


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Unit Assessment Answers

Unit Assessment Analysis

Use the Unit Assessment Answers to mark each student’s assessment. Then refer to the following table to formally assess your students’ performance on their Unit Assessment. The table shows how each question is aligned to the concepts in this Unit. If a student gets question 5 wrong on the assessment, you will know that this student may benefit from a re-teaching of Character, since question 2 is a Plot question. Use the table to pinpoint what Concepts your students need additional practice with.


Concepts

Genre Character Plot Drawing Conclusions/

Explicit Information

Sequence Cause and

EffectQuestion Number

1 X2 X X3 X4 X5 X6 X X7 X8 X9 X

10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X X20 X

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