Lesson: Westing Game Ch. 15-25

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Lesson Objective

Students read and demonstrate comprehension of Chapters 15-25, in which character think they find answers to the mystery.

Lesson Plan

 Lesson Name: Westing Game Ch. 15-25            Course: High School Language Arts by Anke al-Bataineh



Students read and demonstrate comprehension of Chapters 15-25, in which character think they find answers to the mystery.


Essential Questions:            (write on board)

What makes evidence strong?

Who will collect the strongest evidence?

Does a confession always mean a person is guilty?



Ch. 15-25 worksheet

Character Trackers

Evidence Strength  Organizer

You may want to post a replica of Sydelle’s strange letter on the board


Anticipatory Set:         (5 min)

Have students make predictions:

Do you think Angela will go through with the marriage?

What do you think Sydelle’s letter means?


Input:         (10 min)

This period of time is mostly focused on getting through the final chapters of mystery and allowing students to prepare their character research. You may want to instruct on parts of the project over these days or you may choose to spend more time developing critical thinking skills with interactive challenges or applications to current events.


Guided Practice:         (25 min)

Follow the procedures you established in the beginning of the book for reading as a class, monitoring vocabulary comprehension, reviewing vocabulary, and asking to students to label and/or generate questions on the chapters.


In Ch. 14, I began leaving out paragraphs that didn’t contain direct information, or which added unnecessary confusion. Below are the paragraphs I skipped. Occasionally, I might tell students a sentence about what happened in the skipped paragraphs.


Page 104, top of page through last paragraph.

            Start again at “Four people stood…”

Page 106, fourth paragraph after “…that disgusting jerk.”

            Start again at pg. 109, eight paragraph at “The private detective…”

Page 119, from beginning of Chapter 17 after “Good for her!”

            Start again at pg. 118, fifth paragraph at “Madame Hoo…”

Page 122, from beginning of Chapter 18 after “Amen!”

            Start again pg. 123, tenth paragraph at “Sandy was not…”

Page 124, third paragraph after “…off the tilting chair.”

            Start again at pg. 125, first paragraph at “Stand still and listen…”

Page 130, third paragraph after “…a blood-curdling shriek.”

            Start again at pg. 133, sixth paragraph at “Crow polished…”

Page 135, from top of page.

            Start again at pg. 137, third paragraph at “F-from Theo…”

Page 140, after “…his first mistake.”

            Start again at pg. 141, fourth paragraph at “Theo was being …

Page 146, from fifth paragraph after “…home to bed.”

            Start again at pg. 147, third paragraph after “Dirtier.”

Page 149, from ninth paragraph after “Debt never repaid.”

            Start again at pg. 150, second paragraph from “The bomber made…”

Page 153, fifth paragraph after “…to Sam Westing.”

            Start again at pg. 156, at beginning of Chapter 22.

Page 158, third paragraph after “…never do that.”

            Start again at pg. 159, ninth paragraph from “No, I wasn’t…”

Page 160, sixth paragraph after “…watch the fun.”

            Start again at pg. 161, seventh paragraph from “The judge was…”

Page 163, first paragraph after “…hair cut off.”

            Start again at pg. 163, fifth paragraph from “A saddened Sandy…”

Page 165, from Chapter 23 after “…think it’s me.”

            Start again at pg. 167, seventh paragraph from “Happy Grace waived…”


Independent Work:         (15 min)

Allow students some time each class period to track events in their Sequence Map and investigate their character.


After Chapter 23 is the perfect time to begin presentations. Depending on your class size and the time it takes, you could continue into Ch. 24 while presentations occur. Some evidence is discounted here, but the full truth is not yet revealed.


Conclusion/Assessment:         (5 min)

Use these reflection questions after each chapter.

Ch. 15- What are some facts that have come to light? What gossip is circulating?

Ch. 16- How strong is the evidence Sydelle thinks she has that Angela is the bomber?

Ch. 17- Why do you think Crow is so nervous and wanting to pray?

Ch. 18- What do you think is happening to Chris? Why is he so excited?

Ch. 19- What, do you think, will be the consequences of Sam Westing’s mistake?

Ch. 20- Who do you think could be the former wife of Sam Westing?

Ch. 21- Do you think J.J. Ford’s debt to Sam Westing makes her seem more innocent or more guilty?

Ch 22- If Sam Westing is not dead, what do you think his secret plan is?

Ch. 23- Why would Crow think she was in danger?

Ch. 24 –Why do you think the envelopes have to be opened at a certain time? What do you think will happen once their all opened?



Lesson Reflection:

What went well?

What would you change?

What needs explanation?

Students were very wrapped up in the suspense of the story.

Depending on the dynamics of your group, this tension could be upsetting for them. If need be, you might describe the key events rather than reading them.

If students are really wrapped up, you might build suspense by adding tasks. Or, you may charge ahead with the reading or even empower them to read ahead independently




Lesson Resources

westing game test 3a  
westing game test 3  
westing game 15 25  


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