“The Curious
Incident of the Dog in the Night-time”
A Novel
Unit
“Is there any point to which you would wish to draw my attention?”
“To the curious incident of the dog in the night-time.”
“The dog did nothing in the night-time.”
“That was the curious incident,” remarked Sherlock Holmes.
-
“Silver Blaze”
Aisling M. Andrikopoulos
EGL 440
Prof. LoMonico
To Whom It May Concern:
At my first reading of “The Curious Incident of the Dog in the Night-time,” I thought to myself what a wonderful book this would be to teach to my students. This novel has been called “Gloriously eccentric and wonderfully intelligent” by critics at the Boston Globe and deservedly so. This book is, at the same time, funny, heart-wrenching, bewildering, clever, and inspiring. It is a thoroughly enjoyable read.
However,
these accolades are not the only reason why I would love to teach this book to
students. I believe that high school
students will enjoy this book for several reasons. The primary reason is that it is easy and
quick to read. I also believe that the
students will find the protagonist, Christopher, to be a “quirky” character
unlike anything they have ever seen before.
The novel also deals with issues such as the sudden death of a loved
one, mental illness, and an extra-marital affair. All of this revolves around a murder
mystery: who killed
In this four-week unit plan, I have tried to incorporate as many interesting ideas in this novel as I could. I believe that the students will be curious about the novel, will enjoy reading about Christopher’s “adventures,” and will eventually be sympathetic to his character and indeed all the characters in the novel. During this reading, students will learn about the fictional detective Sherlock Holmes. They will also learn about the condition Christopher suffers from: Asperger Syndrome. The students will demonstrate “explaining” social skills to their classmates. The students will also perform character monologues during the last week of the unit.
Discussions of the novel will be student-centered. The students will gather into “literature circles” once a week for their discussions of that week’s reading. The “literature circles” will consist of 4-5 students, each with a specific role to play in their circle. Students will be told what page they have to read up to by the end of the week, but they are highly encouraged to read ahead. There will be three quizzes for the novel.
Since the protagonist of this novel is so eccentric, I think the students will be hooked to this novel right away. As they continue to read, they will feel more sympathy for Christopher and may even identify with him in some ways. For this reason, I believe that The Curious Incident of the Dog in the Night-time is perfectly suitable to be taught in high school grades 11 and 12.
Please read over the following novel unit and then consider ordering this novel for your high school English classes. I am sure most of the students would appreciate it!
Sincerely,
Aisling M. Andrikopoulos
|
Day
1 Introduction: “Story Predictions” |
Day
2 Introducing Literature Circles |
Day
3 “Sherlock Holmes and The Art of Deduction” |
Day
4 Group Work: Literature Circles |
Day
5 Quiz 1 Class Discussion Up to page 50 |
|
Day
6 What is Asperger Syndrome? |
Day
7 What is Asperger Syndrome II |
Day
8 Class Topic of Inquiry questions |
Day
9 Group Work: Literature Circles |
Day
10 Quiz 2 Class Discussion Up to page 115 |
|
Day
11 Teaching social skills |
Day
12 Teaching Social Skills II |
Day
13 Class Topic of Inquiry questions |
Day
14 Group Work: Literature Circles |
Day
15 Class Discussion Character Monologues Up to page 177 |
|
Day
16 Character Monologues: Performances |
Day
17 Character Monologues: Performances |
Day
18 Character Monologues: Performances |
Day
19 Group Work: Literature Circles |
Day
20 Quiz 3 Class Discussion Up to page 221 |
Day 1
Introduction: “Story Predictions”
What’s on for today and why: Students will be doing something a little unusual today. Instead of just diving right into the novel, they will be predicting what the novel will be about by using “clue words.” These “clue words” will be strung together by the students into a cohesive story. The students will look at an example of Story Prediction. This example was adapted from page 196 of Content Area Reading: Literacy and Learning Across the Curriculum by Vacca and Vacca. They will also look at a list of critical acclaim for The Curious Incident of the Dog in the Night-Time before making up their own stories.
Materials:
- Overhead Projector
- Overhead 1: Example of a Story Prediction
- Handout 1: “Critics Quotes”
- Handout 2: “Student’s Predictions”
- Copies of The Curious Incident of the Dog in the Night-Time.
What to do:
- Explain to the students that today’s lesson will be something different. Rather than jumping right in to this new novel, the students will be making predictions as to what they think it may be about.
- Explain the concept of Story Prediction to the students. Story Prediction takes a list of “clue words” (these words reflect characters and/or incidents in the novel) and string these words together to form a cohesive story.
- Use Overhead 1 to show the students an example of Story Prediction.
- Distribute Handout 1: “Critic’s Quotes.” These quotes will be read aloud to the students. Ask the students to think about these quotes before writing their Story Predictions, especially words such as “eccentric,” “a new kind of hero,” and “terrifying.”
- Distribute Handout 2: “Your Story Prediction.” There will be a list of “clue words” the students will use to construct their story. The two stipulations of this exercise is that 1.) all the “clue words” are used to create the story and 2.) the story makes sense.
- Give the students about 10-12 minutes to write their stories. The instructor may also participate in this exercise. When the students are finished, the instructor may read his or her Story Prediction first to start things off. Then each student may read his or her Story Prediction.
- Before the end of class, hand out copies of The Curious Incident of the Dog in the Night-Time. Tell the students to read pages 1 to 10 for tomorrow’s class, and that they must read up to page 50 by the end of the week. Inform the students that this book is not hard to read; encourage the students to read ahead.
How did it go?
If the students are curious about “the curious dog”, then the lesson was a success. The “clue words” and the different stories the students wrote should make the students anxious to start reading the novel. It will be interesting to see what Story Predictions the students create.
Homework: Hand out copies of the novel before the end of class. Assign the students to read pages 1 – 10 for tomorrow’s class.
Overhead 1
|
CLUE WORDS |
STORY PREDICTION |
|
Harbor Voyage Crew Books,
instruments Island,
water, fruit Strange Textured,
glowing Heavy,
aboard Stone Shrieks,
fever Danger,
storm Horrifying
beasts Doomed |
A ship’s crew left the harbor on a voyage. Some of the crew brought along books and instruments for the long journey. While sailing across the ocean, they discovered an island with strange water and fruit. They drank the water and ate the fruit. One of the crew members found a glowing stone and took it with him to the ship. They set sail, and every time the stone would glow they heard shrieks and saw horrifying beasts. The crew was doomed. Then a terrible storm hit the ship. The stone stopped glowing and everything went back to normal. |
Handout 1
CRITIC’S QUOTES ABOUT
THE
CURIOUS INCIDENT OF THE DOG IN THE NIGHT-TIME
These are some quotes from various critics of “The Curious Incident of the Dog in the Night-time,” a novel by Mark Haddon.
“Both clever and observant.”
-
The
“Heart-in-the-mouth stuff, terrifying and moving. Haddon is to be congratulated for imagining a new kind of hero.”
- The Daily Telegraph
“Gloriously eccentric and wonderfully intelligent.”
-
The
“Superb…bits of wisdom fairly leap off the page.”
- Newsday
“Engrossing…flawlessly imagined and deeply affecting.”
-
Time Out
“Astonishingly captivating…fierce and ingenious.”
-
The
Handout 2
Name______________________________ Date______________
YOUR STORY PREDICTION
Now it’s your turn!
Here is a list of “clue words” for your Story Prediction. Look at the list and again at what the critics had to say about this novel. What do you think this story is about? Write your story using the list of “clue words” provided. Make sure your story makes sense!
|
CLUE WORDS |
STORY PREDICTION |
|
Dog Murder mystery Teenaged boy Brilliant Math, physics, prime numbers Disturbed, Autistic Detective Investigate Strange neighbors Letters Scared of Father, mother Ran away Train Ride No Map Writing |
|
Day 2
Introduction
to Literature Circles
What’s on for today and why: Students will be introduced to the concept of Literature Circles. My version of Literature Circles is adapted from Sandra Okura DaLie in Teaching Reading in High School English Classes. These Literature Circles will count as group work for the students. They will grade each other’s performance for each week in their group as well as being graded by the instructor on each group’s final portfolios.
Materials:
·
Handout 3: “
·
Handout 4: “
What to do:
- Inform the students about the Literature Circles and tell them this will count as their group work for the duration of reading this novel.
- Separate the students into groups of 4 – 5.
- Handout
3 describes each role for the
- Handout 4 is the grading rubric to be used by the students. The students will be working hard in their circles and they should be able to tell if another student in their circle is not doing the required work. This rubric will be taken into account when their final group portfolios are graded.
- Separating into groups and going over the handouts should take about half of class time (15-20 minutes). For the rest of class time, students should be reading more of The Curious Incident… The students will read round-robin style, with each student reading approximately a paragraph or so.
How did it go?
Hopefully, the students should be excited about the Literature Circles. This is student-centered learning; emphasize to the students that they are in control of how well they do. They will choose their own roles for the circles, so it should be a role they want to do and feel comfortable with.
Homework: Students will be directed to read up to page 50 by Friday. They will also be instructed to start thinking about their roles for the Lit. Circles and what they will need to bring to the circles’ first meeting on Thursday.
Handout 3
Name_______________________ Date______________
Literature Circles
A “
Your “
The work your group does each week will count as part of your grade. I will ask that you keep all work in a group portfolio to be handed in at the end of the novel unit.
Illustrator
Description: Your job is to represent key scenes and characters from the reading. You may use your own drawings, collages from magazines, or appropriate pictures from the Internet.
Qualifications: A great imagination, good visual acuity, great attention to details in the novel, and artistic ability.
Responsibilities: You must provide at least one picture per group meeting of a character or a key scene (or both).
Literary Luminary
Description: Your job is to bring attention to key lines, quotes, and details from the text. Point out parts that you think are funny, confusing, interesting, or important.
Qualifications: Attention to detail, close-reading ability
Responsibilities: Must keep up with the reading, must provide your group with at least five items from the text to focus on for that week.
Vocabulary Enricher
Description: To pick out any important and/or unfamiliar words and look up the definitions. You must also write a sample sentence using the word.
Qualifications: Must own a dictionary!
Responsibilities: You must find at least five words to look up and write their definitions for the group. Members of your group must also write one sentence of their own using the word you provided.
Connector
Description: Your job is to see relationships between the reading and the real world. The “real world” can consist of student’s personal lives, events at school or in the community or in the news.
Qualifications: Must be a news-junkie. Do you look up info on the Internet all day? Do you read newspapers? Do you watch the news every night? When someone wants to hear the latest gossip, do they come to you first? Then this job is for you!
Responsibilities: To keep an eye on world and community news for anything related to what we might be reading about during the week. Have an article to bring in for your group meeting to share with the group. Write a small description of the article and how it relates to the reading.
Summarizer
Description: Your job is to help your peers see the overall picture, an “eagle-eye” view, of the events in the novel. You are also to pick up on literary devices such as foreshadowing.
Qualifications: Close reading and the ability to always read ahead! The ability to see the “big picture.”
Responsibilities: You can not only tie items in the novel together but you can also tie everything your group members have done together. Do you see a pattern emerging in the work that everyone did for this week? Did everyone seem to focus on the same thing without knowing it? Bring it up to the group and discuss it!
Investigator
Description: Your job is dig up background information related to the novel. You can find this info either in the library or on the Internet.
Qualifications: Similar to the “Connector.” Are you an investigative reporter in the making? Do you like searching out information? Do you like finding out secrets or interesting little tidbits that no one else knows? Then this job is for you!
Responsibilities: If you get your information off the Internet, make sure it is clean and reliable!! You must bring in something of interest by the first meeting. Here’s an idea for your first assignment: find out more about the author, Mark Haddon.
PICK OUT YOUR ROLE AND GET COMFORTABLE WITH
IT!!! IF YOU HAVE ANY PROBLEMS OR
QUESTIONS, JUST ASK ME!!!
Handout 4
Name__________________________ Date______________
Literature Circle Rubric
This is the rubric to use for grading yourself and your
fellow
Group Member:________________________ Role:___________________
Group Member:________________________ Role:___________________
Group Member:________________________ Role:___________________
Group Member:________________________ Role:___________________
Group Member:________________________ Role:___________________
Grading Rubric:
|
|
5 |
4 |
3 |
2 |
1 |
|
Preparation for
Group |
Was completely prepared today |
Was mostly prepared today |
Prepared only half, missed two or three items |
Minimal preparation for today |
No preparation for today |
|
Participation in
today’s group |
Stayed on task, contributed to group discussion, cooperated w/others |
Stayed on task most of time, contributed to group discussion, cooperation |
Only contributed to discussion half the time, drifted off task, cooperated |
Participated only a little, did not stay on task, had trouble cooperating |
No participation, did not cooperate with others, did not stay on task. |
Preparation: 1._________ 2._________ 3._________ 4._________ 5.___________ (1-5)
Participation: 1.________ 2._________ 3._________ 4._________ 5.___________ (1-5)
Total Score: 1._________ 2._________ 3._________ 4._________ 5.__________ (1-10)
Additional Comments:
Day 3
“Sherlock
Holmes and the Art of Deduction”
What’s on for today and why: Today the student’s will be learning about the fictional detective Sherlock Holmes. Holmes is Christopher’s favorite detective and I think that Christopher’s reasoning nature, due to Asperger Syndrome, actually mirrors Holmes’ “Art of Deduction.” The students will be introduced to this “Art of Deduction” through print (an example from a Sherlock Holmes story), and through video (a ten-minute scene from “The Hound of the Baskervilles”). The students will then make connections from the Holmes stories to Christopher in The Curious Incident… The lesson will culminate in the students using this “Art of Deduction” on their own.
Materials:
- Video: The Hound of the Baskervilles. Perf. Jeremy
Brett, Edward Hardwicke.
- Handout 5: “Who is Sherlock Holmes?”
- Handout 6: “Sherlock vs. Christopher”
- Handout 7: “Sherlock for a Day”
What to do:
- Most of the students may have heard of Sherlock Holmes before and may have read “The Hound of the Baskervilles” at some point. Ask these students to describe Sherlock Holmes: what can they remember about him?
- Distribute Handout 5: “Who is Sherlock Holmes?” This handout briefly describes the fictional detective and gives an example of the “Art of Deduction” in an excerpt from the first Sherlock Holmes novel, “A Study in Scarlet.” Have the students read this to themselves silently.
- Ask the students what clues led Holmes to draw his conclusions. Write these conclusions on the board.
- Then show the video clip from The Hound of the Baskervilles. This video clip, which lasts approximately 10 minutes, has Holmes and Watson comparing a cane. Holmes asks Watson to use his “Art of Deduction” to figure out what kind of man owns that cane. Watson makes his predictions and, of course, he is wrong. Holmes goes through the same clues and makes the correct prediction about the cane’s owner.
- Have the student’s take some notes while watching the video. Ask the students to tell you what were Watson’s conclusions and what were Holmes’ conclusions and what clues on the cane did they use? Write these on the board as well.
- Distribute Handout 6: “Sherlock vs. Christopher.” If the students have been doing their reading, they should be aware that Christopher is a big Sherlock Holmes fan. There are quotes from several different Sherlock Holmes mysteries on one side of the handout. The student’s are required to find a quote that is similar to something Christopher says in the book. Tell the students that this will be collected at the end of the novel unit and can be included in the Literature Circle Portfolios.
How did it go?
The point of this lesson is to get the students to make connections between Christopher and Sherlock Holmes. Christopher likes Holmes because Holmes is so logical in his reasoning. Holmes also notices things that others do not. In both of these ways, Holmes is very much like Christopher. If the students are able to make this connection, the lesson was a success.
Homework: Tell the students to continue reading and to be prepared for the Literature Circles tomorrow.
Handout 5
WHO IS SHERLOCK HOLMES?
Sherlock Holmes is a fictional detective created by the author Arthur Conan Doyle. Doyle wrote 4 full-length novels and 56 short stories featuring his famous detective. The most well-known of these stories is “The Hound of the Baskervilles.”
The character of Sherlock Holmes
was actually based on a real person.
When Arthur Conan Doyle was attending medical school in
Here is an example taken from the
first Sherlock Holmes novel, “A Study in Scarlet.” When Holmes and his famous sidekick, Dr.
Watson, first meet, Watson is shocked that Holmes knows that the doctor just
came back from an army tour in
“You appeared to be surprised when I told you, on our first meeting,
that you had come from
“You were told, no doubt.” [said Watson]
“Nothing of the sort. I knew you
came from
Handout 6
Name:______________________________ Date:_____________
“Sherlock vs. Christopher”
I have listed here several quotes taken from the stories of Sherlock Holmes. See if you can relate these quotes or connect them to our reading of “The Curious Incident…” Does Christopher say or do anything that mirrors Sherlock Holmes? Keep this list with you as you read, and you can fill in several examples (be sure to cite page numbers). You will have to hand this in with your Literature Circles final portfolios, so don’t lose it!!
|
QUOTE |
EXAMPLES FROM NOVEL |
|
“It was not that he felt any emotion akin to love for Irene Adler. All emotions, and that one particularly, were abhorrent to his cold, precise but admirably balanced mind” - A Scandal in |
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“Eliminate all other factors, and the one which remains must be the truth.” - The Sign of Four |
|
|
“My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere.” - The Sign of Four |
|
|
“Most people, if you describe a train of events to them, will tell you what the result would be. They can put those events together in their minds, and argue from them that something will come to pass. There are few people, however, who, if you told them a result, would be able to evolve from their own inner consciousness what the steps were which led up to that result. This power is what I mean when I talk of reasoning backward, or analytically.” - A Study in Scarlet |
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|
“You know my methods in such cases, Watson. I put myself in the man’s place, and, having first gauged his intelligence, I try to imagine how I should myself have proceeded under the same circumstances.” - The Musgrave Ritual |
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“…I can quickly show you a close connection. Here are the missing links of the very simple chain: 1. You had chalk between your left finger and thumb when you returned from the club last night. 2. You put chalk that when you play billiards, to steady the cue. 3. You never play billiards except with Thurston. 4. You told me, four weeks ago, that Thurston had an option on some South African property which would expire in a month, and which he desired you to share with him. 5. Your check book is locked in my drawer, and you have not asked for the key. 6. You do not propose to invest your money in this manner.” - The Adventure of the Dancing Men |
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“You see, but you do not observe. The distinction is clear. For example, you have frequently seen the steps which lead up from the hall to this room.” “Frequently.” “How often?” “Well, some hundreds of times.” “Then how many are there?” “How many? I don’t know.” “Quite so! You have not observed. And yet you have seen. That is just my point. Now, I know that there are seventeen steps, because I have both seen and observed.” - A Scandal in |
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“We are going well,” said he, looking out of the window and glancing at his watch. “Our rate at present is fifty-three and a half miles an hour.” “I have not observed the quarter-mile posts,” said I. “Nor have I. But the telegraph posts upon this line are sixty yards apart, and the calculation is a simple one. |
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Day 4, Day 9, Day 14, Day 19
Literature Circles
What’s on for today and why: Today the students will begin their literature circles and will continue to have these circles once a week (Thursdays). Doing the circles once a week will give the students time to do the readings and to prepare the items required by their roles. The students have been separated into groups of 4 or 5 and have chosen their roles in the circle from the list of six roles (see Handout 3). This is student-centered learning: how much work they do is up to them, but they are aware that this will affect their grade and the overall grade of their group. The students also have their grading rubrics in which they will grade themselves and each other. The grade given by the instructor for their Final Group Portfolios will be based on an average between the student rubrics and the grade given for their overall work.
Materials:
· Student’s work as according to their roles.
What to do:
· Students will move into their assigned circles. They can either just move their chairs or whole desks; this is up to the instructor.
· Students will demonstrate their work according to what role they have selected to perform. This will also be a student-led discussion of the novel so far – Do they like the book? Are they anxious to find out what happens next? Have they found any connections between the novel and the week’s lessons so far? What do they think of Christopher?
· The instructor will go around to every group and observe their work and answer any questions the students may have.
· This group work is intended to take up most of the class time
How did it go?
Hopefully, the students will enjoy this activity because they are essentially the ones in control. If they have prepared for the roles they have selected, then they should have plenty to talk about. Students should be encouraged to work closely with their group and to pick roles that they will enjoy doing for the rest of the unit. If they enjoy it, then they will most likely learn more about the novel and about themselves.
Homework: Inform the students that there will be a quiz tomorrow. They should have read up to page 50 in the novel.
Day 5
Quiz
1 and Class Discussion
What’s on for today and why: Students will have their first quiz today for the novel. There will be four quizzes for this novel unit. These quizzes are not intended to be hard, rather, they are just questions to make sure the student has done the assigned reading. The rest of class time will be class discussion – students will share what they have talked about with their groups yesterday. Students can show off what they have done for their roles in their Literature Circles. The students will also be given a weekend homework assignment: “Sherlock for a Day.” In this assignment, the students will be asked to use their own powers of observation for their “Art of Deduction.”
Materials
- Quiz 1
- Handout 7: “Sherlock for a Day”
What to do:
- Hand out Quiz 1. This should take up the first approximately the first 10 minutes of class time.
- Hold Class Discussion. Students will discuss the novel reading and their group work from yesterday.
- During the last 10 minutes of class, distribute Handout 7: “Sherlock for a Day.” Go over the assignment with the students and answer any questions they may have.
How did it go?
If the student has done the assigned reading, they should get an excellent grade on their quiz. The students should be willing to talk about their roles in the Literature Circles from yesterday – what have they done for their groups so far? Hopefully, this will serve as encouragement to other students.
Homework: The “Sherlock for a Day” assignment will be due on Monday.
Handout 7
“Sherlock For A Day”
We have both read and seen how the master detective, Sherlock Holmes, used his powers of observation in the “Art of Deduction.” Do you think you could do the same? In this assignment, that is exactly what I want you to try to do! If nothing else, it should improve your observation skills!
For this assignment you will:
Pick a person
- It can be a friend or a family member.
- Observe them closely (but don’t tell them what you’re up to quite yet!).
- Now, when I say “observe closely”, I don’t mean get into somebody’s face with a magnifying glass! I mean, just look at them – what can you see? What do you notice about their clothes, the way they walk, their shoes, their skin.
- Now that you have your “data,” see what you can deduce from it. What has happened to them during the day? Where have they been? Is anything wrong? Are they happy? Sad? Upset? How can you tell (other than by looking at their face)?
- If you are observing a friend, neighbor, or family member, you can then “test” your deductions by making a statement such as: “I can tell you’ve been on vacation because of ___,” or, “You hurt your hand last week, didn’t you?” See if your theory is correct!
Pick an object
- This object can be anything from your house, a friend’s house, or preferably some dusty old thing from an attic.
- Observe the object carefully and write down all the things you notice about it. What color/shape is it? Does it have any nicks/scratches? Is it really old? Is it new or broken?
- Now, take that a little further. What deductions can you make about the person who owns or once owned this object?
Write down your
experience
- Include who or what you observed
- List all the things you observed about this person or object.
- What deductions did you make through these observations? Be as specific and logical as you can in your line of reasoning.
- Try to verify your deductions if you can. Were you correct? If you were wrong, why? What was wrong with your deduction?
THIS PAPER SHOULD BE ABOUT ONE TO TWO PAGES LONG. IT IS DUE IN CLASS ON MONDAY!!
Name:_____________________________ Date:_____________
QUIZ 1
1. What was the dog’s name? How was he killed?
2. Who is the dog’s owner?
3. Why is Christopher arrested?
4. What do Christopher and his father do instead of hugging?
5. What, according to Christopher, is a Super Good Day?
6. What happened to Christopher’s mother?
7. Who is Toby?
8. Who is Christopher’s Prime Suspect?
9. What is the name of the test Christopher wants to take at school?
10. What are the chapter numbers?
Day 6
“What
is Asperger Syndrome?”
What’s on for today and why: Students by now should be aware that
Christopher is not your average, normal teenager. He has a disorder known as “Asperger Syndrome.”
Today’s lesson is to introduce the students to this disorder. In learning about the disorder and its
symptoms, the students will come to understand Christopher’s character better. My information about Asperger
Syndrome was adapted from The O.A.S.I.S.
Guide to Asperger Syndrome: Advice, Support, Insight,
and Inspiration.
Materials:
- Handout 8: “What is Asperger Syndrome?”
What to do:
- Ask the students to discuss what characteristics they have noticed about Christopher so far.
- Introduce the students to Asperger Syndrome
- Distribute Handout 8: “What is Asperger Syndrome?”
- Have the students read the information on the handout out loud, round-robin style.
- Ask the students to look at the “Diagnostic Criteria for Asperger Syndrome” on the handout. As they read, stop the students to ask them what examples of this criteria have they already seen from the novel.
How did it go?
Students should have an understanding of Asperger Syndrome. If they have more questions about this disease, encourage them to do more research, either in the library or online. The students should have this research ready by Thursday for their Literature Circles.
Homework:
The “Sherlock For A Day” homework should be collected. Instruct the students to read up to page 115 by Friday and to also start preparing items for their group discussion on Thursday.
Handout 8
What is Asperger
Syndrome?
Asperger Syndrome, or AS, is basically a form of autism (remember Dustin Hoffman in Rainman?). Asperger Syndrome is usually listed with other disorders under a common term Autism Spectrum Disorders, or ASD’s. The cause of AS is unknown and there is no “cure.”
AS is more common among boys than girls. “Four out of every five persons diagnosed with AS are male.” (12) However, with the increasing awareness of AS, more women and girls are identified with having the disease.
“In terms of the autism spectrum, AS is considered to lie on the “high-functioning” end of the spectrum.” (26) This means that children with AS have a normal or above-normal IQs. However, most people with AS struggle with social situations, as we have seen with Christopher.
DSM-IV-TR Diagnostic Criteria for Asperger’s
Disorder, 299.80
A. Qualitative impairment in social
interaction, as manifested by at least two of the following:
1. Marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.
2. Failure to develop peer relationships appropriate to developmental level
3. A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people
4. Lack of social or emotional reciprocity.
B. Restricted
repetitive and stereotyped patterns of behavior, interests, and activities, as
manifested by at least one of the following:
1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in intensity or focus
2. Apparently inflexible adherence to specific, nonfunctional routines or rituals
3. Stereotyped and repetitive motor mannerisms
4. Persistent preoccupation with parts of objects
C. The
disturbance causes clinically significant impairment in social, occupational,
or other important areas of functioning.
D. There is no clinically significant general delay in language.
E. There
is no clinically significant delay in cognitive development or in the
development of age-appropriate self-help skills, adaptive behavior (other than
social interaction), and curiosity about the environment in childhood.
Day 7
“What
is Asperger Syndrome II”
What’s on for today and why: Students will continue to explore Asperger Syndrome further, this time making more specific
connections between the symptoms of this disorder and examples taken from the
novel. My descriptions of the symptoms
of this disorder were adapted from The
O.A.S.I.S. Guide to Asperger Syndrome: Advice, Support, Insight, and Inspiration.
Materials:
- Handout 9: “Symptoms of Asperger Syndrome”
What to do:
- Briefly review yesterday’s discussion about Asperger Syndrome
- Distribute Handout 9: “Symptoms of Asperger Syndrome.”
- Have the students separate into groups (different from their Lit. Circles) to work on the handout.
- The instructor will walk around to observe each group and answer any questions.
- Then have each group discuss their answers
How did it go?
If the students were able to make intelligent connections between the symptoms of Asperger and aspects of Christopher’s personality, then the lesson was a success.
Homework: Remind the students to read the novel up to page 115 by Friday and to work on their tasks for their Literature Circles tomorrow. Tell the students that they can do more research on Asperger Syndrome as part of their group work.
Handout 9
Name____________________________ Date:_____________
Symptoms of Asperger
Syndrome
How does Christopher display these symptoms in the novel? Please write several examples for each and be sure to cite the pages of your examples!
|
SYMPTOMS |
EXAMPLES FROM NOVEL |
|
Preoccupation with a Special Interest - an all-consuming interest in one or more particular topics. - May collect items related to the special interest. - Collect information about that special interest, becomes a “walking encyclopedia.” |
|
|
Noticeably Stiff, Pedantic, One-Sided Conversation Style - Listeners often feel they are being lectured at rather than spoken to. - Overly formal, almost old-fashioned way of speaking. |
|
|
Problems in the Social Use of Language - overly literal interpretation of metaphors - may have difficulty understanding not only language but also nonverbal communication such as facial expressions or body language. |
|
|
Inability to Correctly Interpret or Express Nonverbal Communication - appear socially naïve and inept. - May have difficulty listening and looking at the same time - May focus on only one part of a person’s face while they are speaking, such as the mouth. |
|
|
Lack of Empathy Regarding Feelings of Others - Cannot understand or relate to another person’s feelings. - Instead of not feeling at all, they may feel “too much” and often this can be overwhelming and confusing. - Lack the ability to express emotions appropriately. |
|
|
Negativistic Worldview - May always see the glass (of life) as being half empty. - May have prodigious memories but only remember the bad things more than the good. - Mark their days as “good days” and “bad days.” |
|
|
Difficulty Relating Socially with Others, Particularly Same-Age Peers - May not know how to enter into a conversation or a social situation - May tend to shy away from people their own age |
|
Day 8
Topic of
Inquiry Questions
What’s on for today and why: The students will begin class by discussing a “Topic of Inquiry” question. This is an open-ended question that relates to the novel and the lessons of the week. The question is meant to elicit discussion from the students. Since it is open-ended, it can be answered in any way the student wants (as long as it relates to the work we have been doing). The rest of the class will be in class reading of the novel.
Materials:
- A Topic of Interest Question written on the board
- Copies of “The Curious Incident…”
What to do:
- Today’s
Topic of Inquiry Question is: Given what you have learned about
Sherlock Holmes and Asperger Syndrome, do you
think that this famous detective might have had the same disorder? Why or why not?
- Lead a class discussion of the students using this question. The discussion can last approximately 10 to 15 minutes.
- The rest of class time will be reading the novel aloud. The students will “spirit-read,” that is, one student may begin and read half a page or however long he or she wants and then another student can begin.
How did it go?
Hopefully, the Topic of Interest Question generated a good discussion among the students. It is meant to tie the lessons together and to make further connections to the novel.
Homework: Remind the students that their Literature Circles are tomorrow and they will need to have material ready. Also remind them that there will be Quiz 2 on Friday up to page 115.
Day 10
Quiz
2 and Class Discussion
What’s on for today and why: Students will take their second quiz of this novel unit. They will also have a class discussion of what their groups did yesterday in the Literature Circles.
Materials:
- Quiz 2
- Students’ group work from the previous day
What to do:
- Distribute Quiz 2 to the class. The quiz should take approximately the first 10 minutes of class.
- After collecting the quizzes, have the students begin discussing what their groups did in yesterday’s Literature Circles. Show off any pictures, information they found regarding the novel, etc.
How did it go?
If the student completed the assigned reading, then they should do well on the quiz. The students should be well into the swing of things with their Literature Circles. They should be comfortable in their group roles and should be interested in gather information for their group’s meeting.
Name:_________________________ Date:_____________
QUIZ 2
1. What are Christopher’s least favorite colors?
2. What does Mrs. Alexander tell Christopher during their walk in the park?
3. What is the name of the game show problem Christopher talks about?
4. What famous phrase has Sherlock Holmes never said in any of the original stories?
5. What does Christopher compare his memory to?
6. What does Christopher’s father do with his book?
7. What is “Occam’s Razor”?
8. What does Christopher find in his father’s closet?
9. What is the secret that Christopher uncovers?
10. So what is the real story about Christopher’s mother?
Day 11
Social
Skills I
What’s on for today and why: One of Christopher’s big problems is that he lacks the social skills to get along in this world. For the next three days, the students will focus on social skills – what are they? How do we learn them? Can they be explained logically? Would we be able to “teach” someone with Asperger Syndrome a certain social skill?
Today the students will be looking at excerpts from a book written by a young man with Asperger Syndrome. Marc Segar had AS, but he wanted to help other young people with AS to learn social skills. He was the author of “A Survival Guide for People with Asperger Syndrome.” For the purpose of this lesson, I have taken two excerpts from Seger’s book: “Distortions of the Truth (9-10) and “Finding the Right Friends” (18-19). The students will also try their hand at explaining social skills by writing about different situations. These examples will be distributed on index cards and the students will work in groups. My examples of social situations were adapted from Appendix 3 of Hitchhiking through Asperger Syndrome by Lise Pyles.
Materials:
- Excerpts from Marc Seger’s book, “Distortions of the Truth” and “Finding the Right Friends.”
- Index cards of social situations
What to do:
- Tell the students that today they will be reading material actually written by an individual with Asperger Syndrome.
- Distribute copies of the two excerpts: “Distortions of the Truth” and “Finding the Right Friends.”
- Have the students read the excerpts aloud, round-robin style.
- Ask the students: “Do you notice any similarities between Marc’s writing style and Mark Haddon writing as Christopher?” “Did you ever think that something like when to tell the truth or figuring out who is your friend would be so complicated?” “How can you usually tell if someone isn’t telling the truth?” “How do you know if someone is your friend?”
- Distribute the social situation index cards
- Have the students get into groups (different from their Lit. Circles). The groups should be about 3-4 people.
- The students will work on describing the how to handle these social situations to a person with Asperger Syndrome. The students will be directed to be as logical and specific as possible in their explanations.
- During the last 10 minutes of class, have the students read their descriptions aloud and discuss the answers. Perhaps someone from another group would have something to add.
How did it go?
This should be an interesting and fun exercise for the students. Many students are at an age where they may be still working out how to behave in certain social situations themselves, i.e. talking to a person of the opposite sex at a party, etc. The answers the students come up with should be interesting. The students should also make connections between Marc Seger’s excerpts and “The Curious Incident…” in terms of writing style.
Homework: The
students will be directed to read up to page 177 for this week. They should also start working on their roles
for this week’s
Social Situations
The social situations listed here will actually be distributed on index cards to the students’ groups. You will probably have more cards than groups, but this is OK. You can mix them up between classes. This way, all the social situations should be covered within the day.
Making Friendly
Conversation
What topics might be good or not so good? How do we tell if someone wants to be friends? What are some nice greetings? What are some nice topics? What happens if the other person doesn’t like our topic? What is a nice way to end a conversation? Eye-contact – why do we look at people?
Being in a Group
Teamwork – what is a team? Can everybody be in charge? What can you do if everyone has a different idea than what you do? What should we do if we want to join into a group? Should we lead the group right away? Talk about cooperation, taking turns, playing by the rules, making up new rules.
Winning and Losing
Learning to lose – learning to say “Good game!” and “Better luck next time.” Learning to win – learning to say “You played well” and “Thanks for the great game.” Shaking hands, thumbs up, patting someone on the back.
Ownership and Respecting
People’s Things
Who owns it? If you find it, is it yours? Asking to borrow something. How long do you keep it? Returning something you borrowed. Asking someone else to bring something back.
Voices
Indoor voices and outdoor voices. How to whisper. When to whisper.
Body Space
Hugs – too tight? Should you ask first? Whom may you hug? The mailman? A stranger? How long do we hug? Who might hug you? What are some occasions you might hug or be hugged? Will you be warned?
Waiting
Waiting in line – where might we have to wait in line? Will getting upset help? What will help us to wait?
Handling Upset
Anger – what does it look like and feel like? Using words instead of actions. What words? Expressing anger, asking for help. Calming techniques – slow breathing, counting to ten, talking a walk, anything else you can think of?
Being Lost or Losing
Things
How can we keep from getting lost? What should we do if we do become lost? What are some things that we might lose? What are thinds we can do to prevent it?
Money
How do we know what something costs? What do we do if we don’t have enough money for something? Should we give people money if they ask for it?
Being on the Bus
Do we sit or stand? Talk to the driver? Open windows? Throw things out? What happens if the bus doesn’t turn on the road we think he should? Why does a bus just sit there and wait sometimes?
Ordering Food
Small, medium, large, what might be asked. What if they do not have what you order? What if you want a burger by it’s still breakfast time?
Phone Skills
Calling someone – greeting, identifying oneself, asking for someone, thanking them. Leaving a message.
Answering the phone – only if mom or dad wants us to, how to answer, how to take down a message.
Cars
Seatbelts. Parking lot safety. Crossing the street, traffic lights, noisy trucks, car horns.
Dealing with Special
People
Babies – should we pick them up? Give them things? Throw them a ball? Push the baby carriage? Old people – should we jump on them? Tell them they look old? What kinds of things are good to do around older people?
Dealing with Animals
Will they bite? Do you tease them? Take their things? Feed them? How to treat them.
Special Occasions
Birthdays – someone else’s? Your own? Christmas or other holidays – special events, noise, what to expect.
Body movements
Going through a door politely without slamming it on someone. Shaking hands. Pointing a finger. When is it OK? Following a pointing finger with your eyes.
Day 12
Social
Skills II
What’s on for today and why: The students will continue with the discussion of social skills. If any groups did not get to discuss their answers from yesterday’s exercise or have something to add, they will get an opportunity today to do so. But primarily the focus of today will be to explain “idioms” or metaphors. As Christopher demonstrates in The Curious Incident…, people with AS have tremendous trouble deciphering these common sayings that we take for granted. The students will receive two or three idioms on index cards. They will work in pairs this time writing the meanings of these idioms and an example in which this idiom may be used. My list of idioms was adapted from Appendix 4 of Hitchhiking through Asperger Syndrome by Lise Pyles.
Materials:
- Index cards of Idioms and Metaphors
What to do:
- Briefly review yesterday’s lesson. If any group did not get a chance to speak, or if any student has anything to add, they may do so now.
- Explain to the students that they will be doing something similar in today’s exercise, only this time they will be explaining idioms and metaphors. Ask the students for some examples of an idiom or “sayings” they have heard.
- Distribute the index cards of Idioms and Metaphors
- Separate the students into pairs. They will receive two cards each with two idioms on it. The students’ job is to explain this idiom as if they were explaining it to a person with Asperger Syndrome. Tell what the idiom means and give several examples of when it might be said to someone.
- The class can then discuss their answers. Perhaps if a student gets an idiom and he or she does not know what it means exactly, then they can receive help from the other students in the class during discussion.
How did it go?
This should be another fun exercise for the students. Sometimes, we here these sayings during our daily lives so much that we take it for granted. Some students may have heard these idioms before, but may not know what they mean. If the students help each other with the meanings and they can come up with good examples of when they might be used, then the lesson was successful.
Homework: Remind the students to read up to page 177 by Friday and to continue working on their roles for Lit. Circle. The instructor may want to suggest that some students look up the origins of some of the idioms used today for their circle discussions.
Idioms and Metaphors
This is a list of the Idioms and Metaphors that will be written on index cards and distributed to the class. Each pair of students will receive two cards. As before, you may have too many cards for one class, but you can mix them up so that each class gets something different.
|
All bark and no bite At the end of my rope Back to square one Birds of a feather Burning a candle at both ends Chomping at the bit Chill out Combing through my notes Couch potato Crocodile tears Cry Wolf Don’t count your chickens before they’re hatched Don’t push my buttons Don’t put words in my mouth Double-edged sword Eat your heart out Elbow-grease Frog in your throat Get one’s nose out of joint |
Give her a hand Glued to the T.V. Have your cake and eat it too Hit the nail on the head Johnny-come-lately Keep your eyeballs peeled Lend me your ear Let the cat out of the bag On the wrong side of the bed Paint yourself into a corner Put a sock in it Rat on someone Read between the lines Roll with the punches Rub someone the wrong way Scream your head off Seven ways to Sunday Sleep on it Smell a rat |
Sour grapes Splitting hairs Stop on a dime The cat’s got your tongue Tie one on Under his thumb Up a creek without a paddle Wear your heart on your sleeve Wet behind the ears Wrap it up |
Day 13
Social
Skills and Topic of Inquiry Questions
What’s on for today and why: The students will have a class discussion on the Topic of Inquiry questions. The questions today will tie-in with the previous days’ lessons on social skills. The Topic of Inquiry questions will be both open-ended questions and will also have a reader-response feel to them. The students will also do in-class reading of the novel.
Materials:
- Topic of Interest questions written on the board
- Copies of The Curious Incident…
What to do:
- Today’s
Topic of Inquiry questions will be:
“Are social skills easy to
learn or hard?” “How do normal
people learn these ‘unwritten rules’ of social skills?” “Can you remember a time when you broke
one of these ‘unwritten rules’?”
“What happened in that case?” “How did you know that you did
something wrong?” “Are there any
social skills you are still learning now?”
“How about in your future as an adult?”
- These questions will provoke a class discussion that will continue for about half of class time.
- The rest of class time will be in-class reading. The students will be given a choice of how they want to read: either spirit-reading or round-robin.
How did it go?
By now the students should have realized that the social skills we take for granted are not easy to learn. Hopefully, the students should learn to sympathize with Christopher and why he finds social situations so hard to deal with.
Day 15
Class
Discussion and Character Monologues
What’s on for today and why: Students have a class discussion on what their Literature Circles did yesterday. The students will also be given their last projects for the novel unit – Character Monologues. They will be given this assignment today so they may have the weekend to work on it.
Materials:
- Students’ work from yesterday’s Literature Circles
- Handout 10: “Character Monologues”
What to do:
- The students will discuss their work from yesterday’s Literature Circles
- During the last 15 minutes of class, distribute Handout 10: “Character Monologues.” This will be the last project for the novel unit and will be worth 25% of their grade.
- Go over the handout with the students and make sure they understand what to do and what is expected of them. Answer any questions they may have.
How did it go?
The students should be excited about the character monologues – they get to talk about Christopher and the events in the novel from a different point of view. They will perform these monologues in class next week.
Homework: The Character Monologues will be due next week. The instructor may wish to schedule each student’s performance for the coming week or the students may decide which day they want to perform. If the students have any additional questions or problems, they may contact the instructor during the weekend via email.
Handout 10
CHARACTER MONOLOGUES
This is your final project for The Curious Incident of the Dog in the Night-Time. The novel is told entirely from Christopher Boone’s point of view. What about the other characters?
For your character monologues, you have several steps to fulfill:
Choose a Character
- Father
- Mother
- Mrs. Shears
- Mr. Shears
- Mrs. Alexander
- Siobhan
Write Your Monologue:
You will have to write a monologue to be handed in at the time of your performance. In your monologue, please take a close look at your characters. You are going to talk about the events of the novel from the point of view of one of the above characters. This monologue should be about one to two pages long.
After you choose which character you will
portray, ask yourself some questions:
Father: How do you feel about your wife having an
affair and leaving with another man? How
do you feel about having to raise Christopher by yourself? Why did you kill
Mother: Why did you have an affair and leave? Did you feel guilty about it? When you saw Christopher at Mr. Shears’ apartment, were you surprised? Angry? Scared? How has your life changed now?
Mrs. Shears: How do you feel about your husband leaving with Christopher’s mother? You helped Father to take care of Christopher for a while by cleaning the house and cooking – why did you stop?
Mr. Shears: Why did you leave your wife? What do you think of Christopher coming to live at your apartment?
Mrs. Alexander: What do you think about Christopher when you
first meet him? Why did you try to tell
him the truth about the situation when you and Christopher were in the
park? When Christopher tells you he is
going to
Siobhan: Do you like your job as Christopher’s teacher? What do you think about Christopher? Do you know the truth about Christopher’s mother? Or are you surprised to see Christopher’s mother when she takes him to school?
Costume and Props
Now, you don’t have to go nuts here, but think about what your character would be wearing for your monologue. For example, Father works as a repairman – would he have a uniform? Does Mrs. Shears wear a robe and carry a tissue box because she spends all day in the house crying over her husband?
Memorization
Since this is a performance, I would like you to memorize as much of your monologue as you can. However, you are free to use index cards to refresh your memory, or one of your friends could sit up front and “prompt” lines if you forget.
I encourage you to use
your imaginations in creating your character monologues. Use the novel as a guide to your
character. This project is worth 25% of
your grade, so do your best!! If you
have any questions, please don’t hesitate to ask!
Day 16, Day 17, Day
18
Character
Monologue Performances
What’s on for today and why: For the next three days, the students will be performing their character monologues. Performances should last between five and ten minutes, so if you have a class of 25 to 30 students, it should take about three days to get to everyone. During the performances, the instructor can either videotape the monologues or they can take pictures of the students performing their monologues. The pictures can be developed and later displayed in the classroom or posted on a class website.
Materials:
- Student’s written character monologues
- Video camera and/or digital camera
What to do:
- Have the students perform their monologues.
- Collect the written monologues
- During the monologues, the instructor can videotape the students or take a picture of them. It would be wise to ask the student’s permission first; they may not be comfortable being videotaped. However, you should be able to at least take a picture to hang up in the classroom or post on a class website.
How did it go?
This should be a fun exercise for the students. It will also be interesting to see how the students interpret the story through another character’s eyes. If, however, a student is really shy and does not want to perform, you can work something out – perhaps have them include a detailed picture of what they think their character looks like handed in with their written monologue.
Homework: Remind
the students that they have their
Day 20
Final
Quiz, Final Group Portfolios Due, Class Discussion
What’s on for today and why: The students will take the final quiz. Their group’s final portfolios are also due for today. The class will also have their final discussion of the novel.
Materials:
- Quiz 3
- Final
What to do:
- Distribute Quiz 3; this should take the first 10 minutes of class time
- The
Class discussion will include several items. The students can talk about items their
Literature Circles discussed in class yesterday. The groups can show off their final
portfolios. The class will also
discuss this novel overall. Some
questions that will be asked will be Topic of Inquiry questions: “What
did you think of this book overall?
Did you truly like it or hate it?
Why? Would you recommend
this book to someone else? Do you
think this book could be made into a movie? Which actors would play which
characters? Why?
- The Final Literature Circle Portfolios will be handed in at the end of class
How did it go?
The discussion of the book should go well – the students should have some strong opinions about the book. The “movie” question would be interesting too – that should give the students plenty to talk about.
Name:____________________________ Date:_____________
QUIZ 3
1. Who killed
2. What constellation does Christopher see from his backyard?
3. When Christopher runs away, where does he decide to go?
4. What is “
5. What does Christopher use to get money for his train ticket?
6. What does Christopher bring along to protect himself?
7. During his trip, Christopher nearly gets killed. What happens?
8. Who is living with Christopher’s mother?
9. Why does
Christopher want to go back to
10. At the end of the novel, Christopher receives a gift from his father. What is it?
Basic Grading
Policy
Quiz 1, Quiz 2, Quiz 3 = 15%
“Sherlock For A Day” = 10%
“Sherlock vs. Christopher” = 10%
“Symptoms of Asperger’s Syndrome = 10%
Group Work Portfolio = 30%
Character Monologues = 25%
Detailed Grading
Policy
Quizzes
are worth 5% each:
- 5% - All questions answered correctly
- 4% - 8 questions answered correctly
- 3% - 6 questions answered correctly
- 2% - 4 questions answered correctly
- 1% - 2 questions answered correctly
- 0 – no questions answered correctly
“Sherlock
For A Day” Homework is worth 10%:
- 10 – 8 % - Observations are thorough and well-documented, deductions are logical, no spelling or grammatical mistakes
- 7 – 5% - Some observations, some deductions, some spelling or grammatical errors
- 4 – 2% - Very little observations, only one or two deductions, many spelling or grammatical errors
- 0 – Nothing handed in
“Sherlock
vs. Christopher” is worth 10%:
- 10% - many examples given for each quote, all pages cited
- 8 – 5% - a few examples cited for each quote, all pages cited
- 4 – 2% - only one example cited for each quote, may have forgotten to cite page
- 0 – nothing handed in
“Symtoms of Asperger’s Syndrome”
is worth 10%:
- 10% - many examples given for each quote, all pages cited
- 8 – 5% - a few examples given for each quote, all pages cited
- 4 – 2% - only one example cited for each quote, may have no page citings
- 0 – Nothing handed in
Literature
Circle Group Portfolio is worth 30%:
|
30% |
20% |
15% |
10% |
|
Each role has included their complete work, all roles have included all required work for each week, have shown a great understanding of the novel, many interesting items |
Work was complete for each week for the most part, most work for each role was completed, shows a decent understanding of the novel, many interesting items |
Work was half complete, one one or two items was completed by roles each week, some connections were made to the novel, a few interesting items |
Only minimal work was completed, only one or two items completed by each role, some connections made with the novel, only one or two interesting items. |
The instructor’s grade will be averaged with the students’ graded rubrics for each week.
Character
Monologues are worth 25%:
|
|
25% |
20% |
15% |
10% |
|
Performance of
Character Monologue |
Shows complete understanding of character, imaginative, memorized most/all of monologue, used clever costume/props |
Shows an understanding of character and novel, memorized most of monologue, used minimal costume/props |
Shows a little understanding of character, could have been more imaginative, did not memorize monologue, no costumes/props |
Shows almost no understanding of character, lack of reading novel is evident, no memorization of monologue, no costumes/props |
|
Character
Monologue Paper |
Shows complete understanding of character, imaginative, little to no spelling/grammar errors |
Shows an understanding of character and novel, a few spelling/grammar errors |
Shows a little understanding of character/novel, many spelling/grammar errors |
Shows almost no understanding of character, lack of reading novel is evident, many spelling/grammar errors |
Resources used
for this Novel Unit
The Novel:
Haddon, Mark. The Curious Incident of the Dog in the
Night-Time. Vintage Books. Random House.
Excerpts from Marc Segar’s book were taken from:
Segar, Marc. A Survival Guide for People with Asperger Syndrome. April 1997 Edition. http://www.autismandcomputing.org.uk/marc2.htm.
(This book can be found on the O.A.S.I.S. Website: Online Asperger Syndrome Information and Support: http://www.udel.edu/bkirby/asperger )
Quotes from Sherlock
Holmes stories were taken from:
Doyle, Arthur Conan. The Complete Sherlock Holmes. Doubleday & Company, Inc. Garden City, N.Y. 1930.
“Story Predictions”
was adapted from:
Vacca, Richard T. and Jo Anne L. Content Area
Literature Circles
were adapted from:
DaLie, Sandra Okura.
“Students Becoming Real Readers: Literature Circles in High School English
Classes.” Teaching
Social Situations and
Idioms were adapted from Appendix 3 and 4 of:
Pyles, Lise. Hitchhiking through Asperger
Syndrome. Jessica Kingsley
Publishers Ltd.
“What is Asperger Syndrome?” and “Symptoms of Asperger
Syndrome” was adapted from:
Bashe, Patricia Romanowski and
Barbara L. Kirby. The O.A.S.I.S.
Guide to Asperger Syndrome: Advice, Support, Insight, and Inspiration. Crown Publishers.
Video: The Hound of the Baskervilles. Perf. Jeremy Brett,
Edward Hardwicke.