In a detective or mystery story there is usually a baffling crime. The detective or the police officer is presented as the prime solver of a crime or mystery. The detective is the primary protagonist who tells a story as the first-person narrator or in the third person as portrayed by the author. It is the detective who interrogates suspects, investigates clues, and finally tracks down the perpetuator of the crime thereby solving the mystery. The author may share all known clues with the reader as they unfold but usually holds the significance of the clues until the end.
A short detective or mystery story usually concentrates on one main event and may involve one or more characters. The mystery presents a problem or conflict and the detective moves to resolve it. The mystery is presented as having a beginning, middle and an end. It can be long or short and can encompass one page or many.
Introducing Detective Fiction
I've divided this unit into two parts. The first part consists mainly of shared reading activities and will act as a stimulus to whet the appetites of the children for detective fiction. During this portion of the unit, the children will listen to stories, discuss these stories, make predictions as to what might happen next or whom they think committed the offense, and finally, draw conclusions about several children's books involving some type of mystery. It is here that the vocabulary often found in detective fiction will be developed.
The time allotted to the reading of mystery and detective stories can be unlimited. It is not the purpose of this unit to restrict the reading of this literature. Since young children love to hear stories, they may request these type stories at any time once they've been introduced to them. However, for the sake of this unit it will be necessary to introduce some of these stories in a given time frame in order to develop vocabulary and to introduce the tools of the trade which the children will need to know for the execution of the actual mystery. I've therefore chosen to read two children's mystery stories over the course of two weeks. The first book from The Boxcar Children, The Mystery of the Missing Cat by Gertrude C. Warner series will be used as a primer to detective fiction. Next we will explore Julian, Secret Agent by Ann Cameron. The third book, The Adventures of Mary Kate and Ashley, The Case of the Fun House Mystery, by Nancy E. Krulik, will be used for developing vocabulary and presentation of the "dress" which many fictional detectives are portrayed as wearing.
The second portion of this unit, "Who Did Steal the Cookie from the Cookie Jar", involves the perpetration of an actual mystery, gathering of "evidence" and clues, the considering of suspects, and finally the resolution or solving of the mystery. I've chosen to begin this part on a Friday and end it the following Friday, thereby giving six days for the development and completion of this section of the unit.
I have not decided whether the children will be informed that they will have a mystery of their own to solve. It may be suggested that it would be nice if they did have their own real live mystery to solve. I think the element of surprise, however, will help keep the children's attention and interest more than if they knew this was a planned event.
Building Vocabulary
Many professionals and trade persons have certain distinguished features, which are particular to their profession. People associate a white laboratory coat, stethoscope, and prescription pad to a doctor while the blue uniform and walkie-talkie is most always analogous with the police officer. Nurses are most always associated with the white nursing cap while the classroom teacher is normally seen as always reading a book and wearing spectacles.
Not only are professions associated by their dress but also there is normally a "language"or "jargon" which can be prescribed to each profession. The classroom teacher may use words like behavior modification, guided reading, and the balanced literacy approach. To the person who has no knowledge of the teaching profession these words may need to be clarified by definition. The police officer responses to a request by saying, "Roger" which means yes or I acknowledge, and may use many other codes and symbols as he relates to those who share his/her profession. Though these codes and symbols may be easily recognized by the seasoned police officer the rookie needs to be trained to understand what the police jargon is all about. He/she learns this jargon through exposure and usage.
Detective fiction, mysteries, and suspense stories also have a vocabulary that is associated with these type stories. The children will need to develop this vocabulary in order to "speak" the language of the detectives. They will be encouraged to use this detective jargon as they go about seeking for information to the solution of this mystery and in their writing, thereby increasing vocabulary.
Young children also like to role-play. They love to dress up and act like their parents or teacher. The children may also "dress" the part of the detective. One of the most famous detectives known was Sherlock Holmes. This detective is synonymous with his trench coat and declaration, "elementary, my dear Watson", though this phrase does not appear in any of the literature but is a product of film.
The children's series, "The Adventure of Mary Kate & Ashley, The Fun House Mystery," lends itself to the development of a dress code for the young detectives and the acquiring of the detective vocabulary. This series involves identical twin sisters who love to "solve" mysteries and crimes. These sisters consider themselves to be detectives. They dress the part, as displayed in their professional name, "The Trenchcoat Twins". Through the use of this book and the others previously mentioned, I will introduce the children to some of the necessary tools of the trade: the tape recorder, magnifying glass, camera, plastic bags, fingerprinting techniques, rubber gloves, and of course, the note pad. Vocabulary will also be introduced to the children as they search for "clues", consider possible "suspects", and discuss "suspicious" persons, contemplate motives and opportunities.