Module #9- Mystery- Cam Jansen & Summer Camp Mysteries

Cam Jansen: The Summer Camp Mysteries

By David A. Adler

Book Summary: 

There are three mysteries to solve in this super special book—one for each week that Cam spends at camp.  The First-Day of Camp Mystery presents the mystery of the stolen lockbox—the box in which campers placed their extra spending money.  The box goes missing, along with the money—her friend, Eric and Cam are on the case immediately. 

It’s a Raid!-takes place during the second week of camp.  Cam’s bunk has been messed up.  The G8 girls are out for revenge, but who is the culprit?  Cam diplomatically solves another mystery. 

The Basketball Mystery Cam and Eric find the sports equipment, prizes for the banquet and coach’s computer are missing.  The banquet the last day of camp is quickly approaching.  Will they find the prizes and other items before the banquet when campers leave for home?  Cam and Eric solve another case before heading for home. 

APA Reference: 

Adler, D. A. (2007). Cam Jansen and the summer camp mysteries. Viking.  

My Impressions: 
Jennifer has a photographic memory and says click when she wants to remember something—that is why she is called Cam, short for camera.  This series of mysteries is wildly popular with young elementary students, who enjoy solving mysteries along with Cam.  The situations are realistic and children can relate to the circumstances.  Children enjoy solving mysteries at their level and Cam presents a good role model, drawing readers into the story with her friendship, humor, and special “click” to give children a clue there is something special coming up.  The last mystery involving a cat has her determining there was tuna fish on the lock of the door where the sports equipment was stored.  Her powers of observation alert youngsters to check all the angles before rushing to a conclusion.  Great read for ages 7 and up. 

Professional Review:

Recommended for ages seven and up.  A summary of Cam’s summer camp mystery adventures is recounted for this review.  Her photographic memory helps solve three mysteries during her time at camp.  Each mystery has its own section and chapters are short with a “memory game” in the appendix.  Old and new readers will identify with her characteristic “click” as her memory process is recording mystery-solving information.

Rosenfeld, S. (2007, May 15). [Review of the book Cam Jansen and the Summer Camp Mysteries by D. Adler]. Booklist. Retrieved from http://www.booklistonline.com/.

Library Uses:

This book is great for lower elementary readers and can help them with memory and problem solving skills.  Perfect for a summer reading program, this book can be used to help maintain reading skills over the summer and assist with memory and problem solving skills—its memory game is a perfect starting place.  Youngsters can solve mysteries that have been previously set up by facilitators, and the thrill of solving mysteries is a reinforcing reward for young sleuths.

Module #8- Fantasy & Sci-Fi- Tear Collector

 
The Tear Collector 
by Patrick Jones

Book Summary:

Unknown to her high school friends and co-workers, Cassandra is a “succubus” an ancient creature similar to a vampire, only living off human emotions, “tears,” for sustenance.  Cassandra involves herself in high-school drama, switches boyfriends, is involved in peer counseling, and has a hospital job; all in order to feed off the abundant feelings close at hand.

She retrieves tears/energy for her family at home, and is not looking forward to a summer family reunion, where she is expected by her clan to mate with her cousin, Alexei, to preserve their species.  Cassandra, continually revolted by this ritual, has found a boy she thinks she loves; thus desiring to break the cycle and make changes in her fate. 

APA Reference: 

Jones, P. (2009). The tear collector. Walker & Company.

My Impressions: 

As I do not enjoy “vampire” books, I felt the need to make myself more aware of t his genre of popular fantasy/science fiction.  I was impressed with Jones’ parallel-like story for my first attempt in this style.  The story kept my curiosity piqued in how these issues would resolve.  Interest continued to the end to find the resolution of the “problem” and beyond to wonder what may come of the situational set-up for future books in a series.  My inquisitiveness gives this new read a thumbs-up.

Professional Review: 

Cassandra’s life is sustained by human tears, because she and her family are not human—they are a vampire-like race, thriving on human emotion and the energy given by their tears.  Involved with school and work activities that provide this sustenance, Cassandra is sickened by the process and the thought of mating with her wicked cousin, Alexei.  Finding she cares for Scott, Cassandra wishes to break the cycle and become human.

Doyle states, “Jones taps into the popularity of vampire stories by offering this parallel version.  His writing is as strong as readers have come to expect, with well-developed characters,” although he fails to insert lighter moments and give a more natural direction to the plot for a less “contrived” feel.  This book is recommended for teens, ages 15-18.  

Doyle, J. (2009, Dec.). [Review of the book, The Tear Collector by P. Jones]. VOYA. 32(5), 272. Retrieved from http://www.voya.com/.

Library Uses: 
This selection could be promoted to teenagers who are perhaps reluctant readers, in order to gain interest in reading.  It has the popular “vampire” theme to draw interest and a variety of integrated issues which teenagers deal with, such as a friend’s suicide, abduction, and family responsibility issues.  Discussion or problem-solving can extend between readers or groups.

Module #7- Realistic Fiction- Tangerine

Tangerine

By Edward Bloor 

Book Summary: 
Paul has just moved with his family from Austin, Texas to Tangerine, Florida, where he tries to adjust to life in this new situation.  Paul lives in fear of super-star brother, while his parents dote over Erik.  Something from Paul’s past is working its way into his memory as he struggles to find his own identity.  Attending a new school, making new friends, and overcoming his eye-sight disability to play soccer, are challenges Paul must meet.  A freak accident at the school gives Paul a new opportunity to attend an inner-city school and play on the school soccer team.  Through it all, Paul finds the reason for his disability and new hope beyond the former “clouded” past. 

APA Reference: 
Bloor, E. (1997). Tangerine. Harcourt Brace & Co.

My Impressions: 
This story is my favorite new read of the course.  It is well-written, with well defined characters, typical tween problems, which Paul attempts overcome, and evokes emotion from the readers—leaving them wanting more when the book comes to an end.  Readers share compassion for Paul through his struggles and cheer for his courage and tenacity.  I eagerly anticipated the finale when Paul realized the cause of his disability, which was directly tied to his psycho brother.  This left me empathizing with Paul and the struggles he endured.  Evoking feelings like this reveals a great read in my estimation. 

Professional Review: 
A repressed childhood tragedy leaves Paul legally blind.  His family moves to Tangerine County, Florida and Paul tries to make his way in a new school.  Hindered by his IEP (Individualized Education Plan) to play his favorite sport, soccer, and living in the shadow of his older brother, Erik, Paul chooses to attend an inner-city school to fulfill his dream. But Erik’s actions trigger haunting memories for Paul.  “This is an exciting, suspenseful, and thought-provoking book that should be a hit with soccer-playing middle schoolers.”  Recommended for ages 11-15. 

Moses-Allen, B. (1997, Aug.). [Review of the book Tangerine by E. Bloor]. VOYA. 20(3)134, 293. Retrieved from http://www.voya.com/.

Library Uses: 
Reading this book to a classroom of middle-school students helps them become more aware of special-needs students in a safe, group setting.  Being more aware of special situations may reduce bullying, increase understanding of special needs classmates, and help them develop social skills.  Bullying is becoming increasingly prevalent and the strong characters and decisions made in the book could spark conversation and assist in “bullying” prevention.

Module #7- Realistic Fiction- Because of Winn-Dixie

Because of Winn-Dixie

by Kate DiCamillo

Book Summary:

India Opal has just moved to a new town, Naomi Florida, with her pastor father.  Her mother has deserted them and she and her father do not speak much—to each other and about the past.  Indiana is lonely and finds a new friend—a lost dog she calls Winn-Dixie, because she found him there in the grocery store.  This summer of friendship and discovery create this warm, enjoyable Newbery Honor book winner. 

APA Reference:

DiCamillo, K. (2000). Because of Winn-Dixie. Candlewick Press

My Impressions: 

This is an easy, upbeat read for middle-school students.  It shows individual courage for the young protagonist—how she conquerors her fears of new surroundings, loneliness, and her father’s silence.  There was no fast-paced action, but plenty of thoughtful contemplation on friendship and relationships. 

Professional Review: 

James gives a summary of the story with recommendations for grades 4-6.  India misses her mother more than usual and convinces her father to reveal 10 things about her mother, who abandoned the two of them when she was three.  James gives a thumbs-up for this book to be placed in libraries as a “well-crafted, realistic, and heartwarming story”.

James, H. (2000, June). [Review of the book Because of Winn-Dixie by K. DiCamillo]. School Library Journal, 45(6), 143. Retrieved from http://www.schoollibraryjournal.com/.

Library Uses:

Middle-school counselors would appreciate the gentle approach this book gives on making friends, finding one’s place in a new community, and visiting with adults/parents about family matters.  India’s example of coping could be discussed individually with counselors or as a group in problem solving for middle-school students.

Module #6-Picture Books-Duck For President

Duck for President

By Doreen Cronin & Illustrated by Betsy Lewin

Book Summary:

Duck is tired of doing his share of chores and wishes to replace Farmer Brown as head of the Farm and proposes an election.  With a vote of 6 to 21, Duck was voted in charge of the Farm.  After this election, he went on to run for Governor and won, and then continued on to run for President.  He wins there as well and finds out this job also is not what it is “quacked” up to be. 

Lewin illustrates this fanciful story beginning on a farm and ending in the White House.  Children chuckle at this delightfully humorous picture book; its colorful drawings pulling youngsters into the story.

APA Reference:

Cronin, D., & Lewin, B. (2004). Duck for President. Simon & Schuster Books for Young Readers.

My Impressions:
Delightfully humorous, Cronin displays the discontent of farm animals with their situation and gives them the independence seeking ambitions of children.  Youngsters will enjoy a humorous look at the political process from a child’s viewpoint.  Stikki-ballots found on the Pig’s and the Vice-President’s bottoms were obviously absurd and particularly humorous bits placed in this delightful story.

Professional Review: 
This selection is recommended for Pre-school through 2^nd grade readers.  Cronin entertains with ambitious farmyard animals in this delightful tale.  Lewis’ watercolors and Cronin’s text “includes a little math and quite a bit about the electoral process” give farmyard animals a humorous bent toward aspirations for themselves and young readers alike. 

[Review of the book Duck for President by D. Cronin & B. Lewin]. (2004, March). School Library Journal, 50(3), 155-156. Retrieved from http://www.schoollibraryjournal.com/. 

Library Uses:

Classroom voting activities would be an educational and fun project reinforced by this book.  The election process can be reinforced by reading this light-hearted story to preschool through elementary students.  Making posters, organizing voters, and marking ballots are reinforcing activities for these young students.  This may be an opportune time for voting for their favorite books from state sponsored programs.  (In South Dakota, students vote for the Prairie Pasque and Prairie Bud selections.)