The+Curious+Incident+of+the+Dog+in+the+Nighttime

Choosing Texts for Teaching: Part A   Kristin Schaefer ED/EN3051B Alyson van Beinum Due: November 15, 2010 Chosen Text: //The Curious Incident of the Dog in the Nighttime// by Mark Haddon

I chose to consider //The Curious Incident of the Dog in the Nighttime// as an alternate text worth studying as I think it offers some excellent insight into a character who is struggling with Autism, as well as the fact that humanity has many faults. It is a text rich in its description, is quite easy to read and to relate to, despite the fact that the protagonist is Autistic. Each of us has our own issues and struggles and can identify with Christopher when he is trying to deal with people he does not understand. //The Curious Incident of the Dog in the Nighttime// is a great choice as an alternate novel to use to teach students reading comprehension strategies like skimming and scanning, noting bold or highlighted words and making predictions or noting foreshadowing within a text before, during or after reading it. Because of the texts unique chapter layout, imbedded graphics, letters and footnotes, I think it is a great beginner novel to teach students these necessary tools for reading for meaning. Students would be asked to identify important ideas, make inferences and identify perspectives through a largely discussion based unit. My professional stance on teaching reading and literature studies to young adults is perhaps different from other educators. I find more merit in reading aloud and discussing a text than I do in asking a student to read the majority of the text as homework and handing in an essay. In a novel study unit I would implement group reading circles and discussion panels in order to ensure students are taking all they can from a text. When students are being asked to read for meaning and to identify and explain main ideas, I feel that it is important to give them time in class to work with their fellow classmates to dissect the text. By using reading circles and discussion groups, students have ample opportunity to analyze the text more than if they read only on their own. This, combined with group activities, individual reading and whole class discussion, makes for an accessible novel study unit.

I would offer this novel as an alternate text in tenth grade applied English courses. The book itself is rather easy to read, but some of the concepts that I would plan on discussing may be a little too advanced for a ninth grade class. A large focus would be placed on learning how Christopher functions within his own life. The class would be introduced to material on Autism, and more specifically, on Asperger’s Syndrome in order to better understand the actions and motivations of Christopher. He is often a difficult character to understand if one is unfamiliar with the disease itself. Students may question his curiosities in terms of colours, foods touching, closeness to people, fear of new places and naiveness when it comes to his parents relationship and behaviours. If students are aware of the effects of Autism, and more specifically, Aspergers, they would be able to better understand why Christopher behaves in certain ways. This is incredibly important since the book is written, and the story is experienced, from Christopher’s point of view.

I found some sites online that I thought would be helpful in teaching students about Autism and the connection to the text. I have listed some of them below. A review of the text by an 18 year old boy with Aspergers[| at:]

[|__http://www.guardian.co.uk/books/2004/jan/29/whitbreadbookawards2003.costabookaward__]

The Douglass Developmental Disabilties Center, a school for children and adults with Autism:

[|__http://dddc.rutgers.edu//__]

Good information on Autism and Asperger Syndrome:

[|__http://www.autismresearchcentre.com/autism/what_is_autism.asp__]

I fear there could be some issues with teaching this text in regards to students opinions of reading about a character they may deem to be “stupid”. I do think, however, that if handled properly, this text could be a real eye opener for students. With the proper introduction and diagnostic activities during the pre reading portion of the unit, students would be more likely to be on Christopher’s side, rather than against him. He is a great character, and I think students would see that if given plenty of information about the syndrome so that they can better identify with the struggles of this character. The curriculum document for grades 9 and 10 states that: “reading is a complex process that involves the application of various strategies before, during, and after reading. For example, before reading, students might prepare by identifying the purpose of the reading activity and by activating their prior knowledge about the topic of the text. Teachers help build the necessary background knowledge for students whose life experiences may not have provided them with the information they need to understand the text”. By including lessons on the nature of the syndrome the protagonist is dealing with, students will be better prepared for their reading. One film I found may help students to better identify with the effects of Autism and could watch clips from is called __Temple Grandin__. This film follows the life of an autistic woman who becomes highly successful as a professor and bestselling author with a Ph.D in Animal Science. She experiences many of the same struggles Christopher does in terms of socializing and lack of emotional empathy. This film would be beneficial to students understanding of how Autistic people function in the real world.

There are many activities that would connect to numerous expectations set in the curriculum. Students could do any number of things such as character sketches for Christopher, his parents, Mr. and Mrs. Shears, and Siobhan or creating a map of Christopher’s neighbourhood using his descriptions and the map of his street. Other options would be creating a menu for Christopher that his father could cook for him for a week, including all of the foods he likes, colours he prefers and foods he has often and enjoys. The activity I have chosen is a newspaper article on the murder of Wellington the dog. This touches with the specific curriculum expectation that students be able to demonstrate an understanding of content by identifying the important ideas and supporting details in both simple and complex texts. Students would be asked to work individually to produce a short article about the murder of Wellington, including interviews with those involved or those who were witnesses, neighbours, the police officers, and Christopher’s father. They would be asked to create a bold, captivating headline, include all important details of the crime as well as a photograph or drawing of the crime scene or the accused that would support their story.