Discuss the setting.
Ask: What is the setting of this story? Could this story have happened in a different setting? 

Discuss the problem in the story and the clues to the solution.
Ask: What is the mystery that Stanley wants to solve? What clues does the author provide? (the ring, the security guard) The security guard is central to the solution of the mystery. What clues does the author provide that let you know the guard is not what he appears to be? (guard has unusually long thumb; the author describes him as "this unusual security guard;" the way the guard speaks: "there are some mysteries the sky will never reveal;" Ranger John says he's never heard of the guard. 

Ask students if they found any red herrings and what the purpose of red herrings is. Students may not have discovered the red herring in Stanley's notes: "Ranger John has suspicious red moustache." The author includes this to divert the reader and make them think Ranger John may have something to do with the solution to the mystery. 

Word Work
Figurative Language
Discuss how writers of fiction include figurative language in their stories to help the reader visualize what's happening. Have students look on page 12 to find and read the sentences that include the phrases, "heavy clouds began to blanket the western horizon" and "moonÉbathed Cliff Palace in a soft light." Explain that these are examples of personification where inanimate objects are given human characteristics. In these phrases, the clouds are described as if it were spreading a blanket across the sky, as a person might spread a blanket over a bed. The moon is described as if it were bathing the area.

Read the phrase on page 14 "Stanley danced around the holes, flapping his arms like a chicken." In this example the author wants the reader to visualize Stanley's movements as if he were moving around like a chicken. Explain that this is an example of a simile.

Remind students to be aware of language in fiction they read. They should try to include examples of figurative language in their own writing. 

Context Clues
Explain that students can often use context clues to help them figure out words 'they dont know or understand. Have them turn to page 8 and find the word kiva in bold print. Point out that by reading the whole paragraph, they can understand what a kiva is.
Say: The text first tells us what the kiva was used for. This is an example of a context clue that describes the unknown word. The text then restates the meaning, using a different word that is familiar us, and tells us that it is a big pit. 

Explain that context clues sometimes use description to help the reader. Sometimes they provide an example of something familiar the reader can compare the word to, and sometimes they explain directly what the unknown word is. 

Have students find these words and explain how the context helped them understand their meaning.

• petroglyphs (the text describes them)
• summon (need to read several sentences. Author provides the clue "invitation" )
• mesas (description is provided). 

Have students read worksheet 2 to figure out the words. Have them point to features in the text that helped them understand the words. 

Learning through Visual Devices
Illustrations
Have students look at the illustrations on each page. Have volunteers describe what is happening in the illustrations that corresponds to the story line. Ask them what else the illustrator might have done to express the story's events. Explain that illustrators always have choices in illustrating stories, and that they try to create images that are both visually interesting and helpful in interpreting the story's meaning. 

Writing Link
In a group setting, have students write some descriptive sentences that use examples of figurative language. Choose something to personify, for example, the wind. Ask students to brainstorm ways the wind moves. Jot their ideas on the board. Ask students how they can make the wind seem alive by using words that compare its movements to that of a person. 

Remind students that a simile uses the word "like" to compare two things, and give them an example such as, "he looked like the cat that had eaten the cream." Ask them what the phrase means. Then as a group, brainstorm examples of similes. Write these on the board as students suggest them. Read through the examples of personification and similes on the board. 

Finally, have students write their own examples of figurative language. 

Assessment

• Review students' completed comprehension worksheets to assess their understanding of the structure and features of a narrative, and of a mystery story in particular.
• Review students' completed context clues worksheet to assess how well they can use context clues to understand the meanings of new words.
• Review students' completed writing to evaluate their ability to use figurative language.