The Mystery

in Cardiff
An interactive mystery game

Inferencing collaborating critical thinking

For grades 4-8

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 Thank you!
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 Teacher Directions
Hello! Thank you for purchasing this fun and engaging lesson for upper elementary. Your
students will be excited about learning how to use their inference skills and collaborating
with their peers. Follow the directions below to ensure your students have a successful
and fun experience.
 Prepare your materials. See below for how to prepare the materials.
 Decide how you want to play the detective game. See the next
page for options.
Page Title Instructions
5 All the information you need for the
How to play
different ways to play the game.
6 A quick glance at all the graphic
Mystery Graphic Organizer Breakdown organizers provided, how to use them
and what skill they teach.
7-8 A large color copy and small desk size
Inference Sentence Frames copies of the inference sentence
frames.
9 Read this first to begin the mystery
The introduction
game.
10-12 These are the clues to the mystery.
The Clues They do not need to be read in order.
The numbers are for reference.
13 Important clues graphic organizer
14 Character connections graphic organizer
15 Connecting the dots graphic organizer
See graphic organizer breakdown for
16 Reading between the lines graphic more information
organizer
17 Sequencing timeline graphic organizer
18 Final answer graphic organizer
19 Use these questions to guide your class
Discussion Guide
or group discussion
20 Answer Key The answer to the mystery
21-22 Digital Mystery Link and Instructions
 How to Play the Game
Pick the one that works best for you and your class.
Method Individual Small Group Whole Class
Post the Post the clues around Post the clues around the room. Put
clues the room. Students can students in small groups or teams
around walk around and read and have them walk around and read
the clues independently, the clues. Students should keep
the room
jotting down notes on track of the notes on the graphic
their graphic organizer organizer. In a small group, students
as they go along. can discuss their ideas and listen to
the ideas of others.
Read Students can read each Students can sit in a small group and As a whole class, the
Aloud clue on their own and take turns reading the clues aloud as teacher can read the
take notes on their they take nates on their graphic clues or students can
graphic organizer. organizer. take turns reading the
clues while keeping
track of information on
their graphic organizer.
Cluster Depending on your class size, split
Clues your class into groups of about 3 – 4.
Give each group a set of random
clues. The number of clues will
depend on the number of groups.
Students in the group should read
the clues they were given. Then, as
good detectives, they will check in
with other groups to share clues. By
the end of the allotted time,
students should share clues with all
groups and keep track of clues on
the graphic organizer provided.
Weeklong This is one of my favorite ways to play! As incentive, you can give students a couple clues
Mystery per day. Have them analyze the clues and discuss. Students keep track of the clues of the
Adventure day on their graphic organizer. Throughout the week, provide discussion time for students
to process their ideas and theories. By the end of the week, students will have their
graphic organizer almost completely filled out and will be able to put their theory to the
test.
©Sydney Peters Cultivating Lifetime Learners
 Mystery Graphic Organizers Breakdown
I’ve included 6 different options of graphic organizers for students to
use. Don’t feel overwhelmed! They’re not all meant to be used at once.
Use each one to focus on a specific skill. You can use 1, 2 or all of
them. Pick the one or ones that work best for your class needs.
Graphic
Page Skill How to use
Organizer
Students keep track of important
Important
Linking ideas and identifying clues, clues they think are
clues/Red 13
false information in text. misleading and what their theory
Herrings

The is.

Each mystery has 6 characters.

Character FreCompare and contrast two or Students can write information
Connections
inc e M
14 more characters using specific
details from the text.
about each character in the boxes
provided then draw lines to
lud y
e a stery
physically see who is connected.
Connecting Analyze the text to answer Students answer questions about
the dots
15
l l
Org the does
questions using evidence.
Refer to details and examples
the mystery using text evidence.

Reading
ani Gra n
in a text when explaining what Students track information from
Between the
lines
16
zer phi ot
the text says explicitly and
when drawing inferences from
specific clues that they might have
a question about.
s c
the text.
Most mysteries have a timeline.
Sequencing Keeping track of key ideas and This graphic organizer allows
17
Timeline details students to easily track
information about time.
To form their final theory, students
Draw conclusions about the
My Final break down each part of the
18 text citing information from the
Answer mystery as it makes sense to
text.
them.
©Sydney Peters Cultivating Lifetime Learners
 Inference
Sentence Frames
When making an inference, use these sentence frames to help you draw conclusions.

The text says ______ , this makes me think ________.

I think ________ will happen, because ___________.

I can infer ________, because ____________.

The author said, ________ this tells me __________.

What the character said/did tells me __________.

©Sydney Peters Cultivating Lifetime Learners
 Inference Inference
Sentence Frames Sentence Frames
 The text says ________________ , this makes me think __________.  The text says ________________ , this makes me think __________.

 I think ___________ will happen, because __________.  I think ___________ will happen, because __________.

 I can infer ___________, because __________.  I can infer ___________, because __________.

 The author said, ___________ this tells me _________.  The author said, ___________ this tells me _________.

 What the character said/did tells me ____________.  What the character said/did tells me ____________.

Inference Inference
Sentence Frames Sentence Frames
 The text says ________________ , this makes me think __________.  The text says ________________ , this makes me think __________.

 I think ___________ will happen, because __________.  I think ___________ will happen, because __________.

 I can infer ___________, because __________.  I can infer ___________, because __________.

 The author said, ___________ this tells me _________.  The author said, ___________ this tells me _________.

 What the character said/did tells me ____________.  What the character said/did tells me ____________.
 A Mystery Game

The Mystery in Cardiff

Tony Malkovich has a seemingly perfect life
working as a detective in the city. However, when a
painting goes missing from the local museum, he begins
to realize that things are not quite as they seem in the
town of Cardiff. The idyllic seaside town holds a secret.
A recent argument among a few individuals,
leaves Tony with some startling questions about the
town of Cardiff and the mystery of the missing
painting. At first, the people of Cardiff are patient and
caring. They want to help Tony solve the mystery, but
once Tony starts digging deeper, he can tell that the
people of Cardiff are trying to stop his investigation.
Who is involved? Why don’t they want the mystery
solved? Tony Malkovich didn’t know what he was in for.
It will be your job to find out who stole the
painting. We are counting on you! Listen to your
teacher for directions on how you will solve this
mystery. Keep track of your clues on
the graphic organizer provided. Some
clues can be misleading or a red
herring. Look at each clue carefully to
help you decide! Good luck detectives!

©SydneyPeters2018 ©CultivatingLifetimeLearners
 Chantelle Hollis, the local museum director, noticed the painting missing
when she arrived at 7:00 AM on February 16th.

Joseph Southerland, the janitor of the museum, stayed late on the night
of February 15th. A ball had taken place at the museum that night and
Joseph wanted the museum clean before the next day.

Elisa O'Meara, a local waitress, had attended the ball on the evening of
the 15th with her fiancé, James Buchannan.

Maria Pearce, a recent graduate of the local high school, often

volunteered at the museum.

Jared Bullock, a local business man, had been seen leaving the ball with
Maria.

When Tony went to interview Joseph Sutherland the day the robbery was
discovered, he was notified by his mother that he had left town.

The ball that had taken place the night of the 15th, was in honor of the
local sheriff who had recently retired.

Maria Pearce was a good student that others admired. She had never
been in trouble and often volunteered at places around town, including
the museum.

Elisa O’Meara was known for her rather mischievous ways. A few years
prior, she was arrested for stealing a book from the local library.

James Buchannan owned a local bakery.

©SydneyPeters2018 ©CultivatingLifetimeLearners
The painting that was stolen from the museum was a Monet, valued at over
$10 million.

Rumors swarmed Cardiff that Jared Bullock was running out of money and
would soon have to file bankruptcy if he didn’t come up with a large sum of
money soon.

A latex glove with red finger nail polish was found at the scene of the
crime.

Maria was seen leaving through the backdoor of the museum on the night of
February 15th.

Chantelle is the only person who has keys to all of the museum cases.

Using a black light, Tony found a message where the missing painting used to
hang. The message said, “You’ll never catch me.”

Maria often wears red nail polish.

A large white van was seen driving away from the scene of the crime on the
night of the 15th around 11 PM.

Jared and Maria have brown hair.

Joseph often complained that he was not paid enough by the museum.

©SydneyPeters2018 ©CultivatingLifetimeLearners
Tony found a strand of long blonde hair on the railing in front of where the
painting was hung.

Chantelle owns a white van.

A strange man was seen lurking outside of the museum in the early morning
hours of February 16th

Elisa and James had recently made several large purchases. They bought a
$400,000 home and a $50,000 car.

Maria borrowed Chantelle’s keys on the morning of February 16th.

©SydneyPeters2018 ©CultivatingLifetimeLearners
 Important Clues Red Herrings
Clues that are trying to mislead you.

________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
My theory
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
©Sydney Peters Cultivating Lifetime Learners
 Mystery Game Discussion Guide

Did you organize the clues to help you solve the mystery? If so, how?
Did the graphic organizer help in organizing the clues?

Is there another way you could have organized the clues and
information?
If you worked in a group, did someone dominate the conversation or did
everyone take turns speaking?

Did someone act as a leader for your group or did you work
collaboratively?
Did anyone ignore certain clues?

Did you consider each clue equally or did you think some clues were
stronger than others?

Did you encourage your teammates to participate?

If you did not solve the mystery, what do you think went wrong?

What was your favorite part about solving the mystery?

©Sydney Peters Cultivating Lifetime Learners

 Answer Key
Did you solve the mystery?
This was a tough case to crack, but in the end, Chantelle was the thief. Chantelle had
access to the entire museum whenever she wanted. She wanted the painting so she
could sell it and make some money. She had the only set of keys that had access to
the painting that was stolen. She tried to frame Maria by putting the latex glove with
the red nail polish near the crime scene. What gave Chantelle away was her white van.
An eye witness had seen her driving away from the museum at 11 PM, well after the
ball had ended and the museum had closed. Great job at cracking the case! Chantelle
has been charged for her crime and the painting is back where it belongs.

Who: Chantelle

What: Stole the painting

Sometime between February 15th and the morning of February 16th

When:

Where: The Museum

Why: Greed

Using her set of keys, she went into the museum when she wasn't supposed to
How: be there. She planted evidence to try to point the detectives in a different
direction.
Digital Mystery
Click here to access the digital mystery

https://sites.google.com/view/the-mystery-in-cardiff

How to use the digital mystery

• Make sure you have access to the internet and Google Sites to use
the digital mystery.
• In order to edit the graphic organizer digitally, students will need
their own Google account. If using Google Classroom, students
should be in ‘edit’ mode.
• When you click the link, make sure to click ‘make a copy.’
• Share the link with your students so they can access the content.
Each student should ‘make a copy’ so they are not editing each
other’s work.
• Students can type in their answers and either print or share with
you.
• The final answer will be provided after students share their
answers through the Google Form
• Link for graphic organizers: https://docs.google.com/presentation/
d/11jTfFZoLQi79OFwvJTUgiwjL7bxPupKFu3N289HP6P0/copy
How to assign the lesson to students
through Google Classroom
1
Create a copy of the graphic organizers and the form
on the “Digital Mystery” page of the resource. These
will be added to your Google Drive.

2 Sign into your Google Classroom account or create an

account for free at classroom.google.com

3
Go to “classwork” at
the top.

4 Click on
“create” then
assignment.

Add the details of

5 the assignment.
Including the URL
for the mystery site.
Click, “Add” then
6 Google Drive.

Find the files you need to add to the assignment. They

7 should be in the front if you just made a copy of them.
Then click “Assign” at the top and you’re all set!
Are you ready for a fun and exciting mystery?
Follow these steps to make sure you use the
clues provided to solve the mystery!
✓ There are three different graphic
organizers. Choose the one that makes
sense to you!
✓ Read the introduction first.
✓ Read each clue carefully. There may be
clues that are trying to trick you, these are
called red herrings.
✓ Write down imp ortant information on your
grap hic organizer. Think about your
theories and make sure you give reasoning.
✓ Submit final answer using Google Form
provided.
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