Refer to the month of February under calender for course overview
Day 1 - Introduce Unit
Objective: Instead of diving right into the reading of The Curious Incident of the dog in the night-time, we will have students predict what the novel will be about by using “clue words” and excerpts from various reviews of the novels. This acts as a pre-reading activity to capture the students’ imagination and get them invested in reading the novel.
1. Activity: Divide students into small groups. Hand out a copy of “clue words” which reflect the characters and/or incidents in the novel. Students are to brainstorm different potential story lines for the novel.
2. Discussion: Students will share what was discussed in their groups. What do these “clue words” tell us about the novel?
3. Activity: Have students write a Story Prediction using the list of “clue-words.” Teacher will model the activity by showing students a sample of what a Story Prediction looks like. Once students understand the idea behind the Story Prediction, they will be given another handout including various reviews of the novel. Students must use all the “clue words” in their Story Predictions. Students should be prepared to share the details of their stories.
4. Teacher hand out copies of The Curious Incident of the dog in the night-time.
5. Teacher will assign Literature Circle groups. Groups will contain 4-5 students, each student will be assigned a role. The roles will change weekly, giving students a chance to experience different roles throughout the unit.
6. Activity: Students will be given a chance to start reading the novel by reading aloud the first few chapters in class.
7. Homework: Read through to page 26.
Day 2
Objective: The Curious Incident of the Dog in the Night-Time is clearly a mystery with Christopher acting as the detective trying to solve the case. Mystery novels differ from other types of fictional writing. The objective of this lesson is to recognize, identify, and understand the elements of a mystery novel.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Activity: Have each group create a list of what elements they think are included in a mystery novel. Then have each group write how mysteries differ from other fictional books. Each group should share with the class.
3. Discussion: What is a mystery novel? How do they differ from other novels? How is a mystery novel like a puzzle? What are some popular mystery novels?
4. Lecture: Give students a short lecture on the history of mystery novels. Provide students with the basic elements of a mystery novel: characters, setting, plot, problem, and solution. Discuss the structure of typical mystery novels.
5. Activity: Have students reread Chapters 5,7,11, and 13. Students should identify the elements of a mystery novel within those chapters. Students should highlight these elements in their books or write them on a separate sheet of paper. Each student should be prepared to share.
6. Activity: Have students read or watch Sherlock Holmes. Ask students, how does this mystery compare to that in The Curious Incident of the Dog in the Night Time? How are they different? Do they both seem to follow the same format? Why or why not?
7. Homework: Read Chapter 67 and 71. Have students write a short mystery, this can take the form of a written story or a graphic representation. After writing the mystery, have students go back through the text with a different color pen and identify (i.e. underline, highlight) the elements of a mystery novel: characters, setting, plot, problem, and solution. Also have students use vocabulary that is common in mystery novels, such as suspect, victim, witness, sleuth, detective, evidence, motive, mystery, crime, etc. Students are expected to post their stories on the classroom forum.
Day 3
Objective: Christopher is a student with a developmental disability that causes him to have difficulty when speaking and interacting with others. Christopher is autistic. Despite being autistic, Christopher is able to accomplish great things academically and personally. The objective of this lesson is to learn more about autism.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Activity: Students will be given an opportunity to share their short mystery stories with the class.
3. Activity: Divide students into small groups. Have each group examine the representation of individuals with disabilities within the media. Students will look at how disabilities are framed, who is framing them, and what thesy lead us to conclude about disabilities. Students should be prepared to share their information with the class.
Group 1: www.maryellenmark.com (visual)
Group 2: President Obama’s Special Olympics comment.
http://www.youtube.com/watch?v=_E-EdGul8nI
Group 3: Black Eyed Peas – “Lets Get Retarded”
http://www.youtube.com/watch?v=LT62F8JqgSY
Group 4: Canadian’s with Disabilities Could Fill Labour Gap
http://www.thestar.com/opinion/editorialopinion/2012/05/31/canadians_with_disabilities_could_fill_labour_gap.html
4. Activity: Divide students into small groups. Have each group use the internet and other resources to research autism, what causes autism, interventions, etc. Students should be prepared to share their information with the class.
5. Activity: Based on the research that students have conducted, have them use the text to identify the symptoms of autism that Christopher displays in the novel. Students should keep an ongoing list as they continue through the novel. Students should be prepared to share the list they have created at the end of class.
6. Homework: Read Chapters 83 and 89. Have students write a journal entry expressing their thoughts about autism. Students should include their remarks about how Christopher dealt with situations in the book despite having autism. Students are expected to post their journal entries on the classroom forum.
Day 4
Objective: It is hard for Christopher to express his emotions. Likewise, it is hard for Christopher to understand what emotions others are exhibiting, beside that of anger. The objective of this lesson is to understand emotions.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Discussion: How does Christopher understand emotions? How does Christopher express emotions? Why is it important for Christopher to understand emotions? How do you express emotion? How do you understand emotions? How does your interpretation and express of emotion differ from Christopher's?
3. Activity: Have students reread Chapters 53, 59, and 61. Divide students into small groups. Have each group discuss the ways Christopher expresses his emotions and how they express their emotions? Have each group search the text for ways that Christopher expresses his emotion. Each group should create a collage or draw a picture that represents how they see Christopher as expressing his emotion. Students are encouraged to use Web 2.0 tools. Each group should be prepared to present their collage or drawing.
4. Activity: Divide students into pairs. Have each pair of students complete the following sentences about Christopher:
a. Things that make Christopher happy are:
b. Things that make Christopher sad are:
c. Things that make Christopher mad are:
Have each pair discuss their lists with another pair of students. Based on the list, students should write an analysis of Christopher’s emotions: How does Christopher act when happy, sad, or mad? How does he express these emotions? What are the students’ take on how he expresses these emotions? Does his disability play into his emotions?
5. Homework: Read through to Chapters 103, and 107. Have each student complete the following sentences about themselves:
a. Things that make me happy are:
b. Things that make me sad are:
c. Things that make me mad are:
After students have completed their list, they should compare their list to the one they made about Christopher. Where the similarities? What are the differences? Students should write a one page response to the comparison between their emotional behavior and Christopher’s emotional behavior. Students are expected to post their journal entries on the classroom forum.
Day 5
Objective: The objective of this lesson is to learn more about metaphors.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students can use this time to review for the Quiz.
2. Quiz:
3. Lecture: Introduce or reintroduce students to metaphors. Explain the importance of metaphors in writing. Provide information on the different forms metaphors can take. Explain how Chapter 67 is a visual metaphor to describe Christopher’s character.
4. Read Aloud: Chapter 67, students can either take turns or the teacher can read the chapter.
5. Activity: Divide students into small groups. Each group should discuss the visual metaphor in Chapter 67. Have students discuss what this metaphor means and why the author decided to include it in the novel. Students should also discuss the importance of the metaphor. Have each group write an analysis of the metaphor that includes information from their discussion. Their response should also include a discussion on what the metaphor compares Christopher to.
6. Activity: Have students create five metaphors for Christopher. They should include information for why they choose to make that particular comparison. Student should draw a picture or create a collage that illustrates the metaphors that they have created.
7. Homework: Read through to Chapter 127, and 131. Have students search previous chapters for metaphors. Students should indicate at least three metaphors in the book. Students are expected to post their journal entries on the classroom forum.
Day 6
Objective: In Chapter 89, Siobhan suggests that Christopher write a short story rather than quit writing all together. Christopher had his heart set on a novel. The objective of this lesson is to discuss the differences between a short story and a novel.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review homework.
3. Discussion: What are the differences between short stories and novel? What similarities exist between short stories and novels? What reasons would an author write a short story rather than a novel?
4. Activity: Identify four short stories (these can be stories that the students have read during the year). Divide students into four groups and assign each group a short story. Have students create a list of how the short story format differs from the novel format. Then have each group brainstorm ways to change the short story into a novel. What would they need to do to make the story longer and more drawn out?
5. Activity: Divide students into four groups. Have each group try to condense the novel, the Curious Incident of the Dog in the Night Time into a short story. Ask students, what did you need to cut out to make the story shorter? Have students share their stories to see the variation in the details the students share within their short stories.
6. Homework: Read through to Chapter 149. Have students write a journal entry about the similarities and differences that exist between short stories and novels. Students should give their opinion on whether or not Christopher’s story would be best told in a short story or novel format. They should give reasons why or why not. Students are expected to post their journal entries on the classroom forum.
Day 7
Objective: Many types of figures of speech are used in The Curious Incident of the Dog in the Night Time. Double entendre is one of the figures of speech used in Chapters 103 and 107. The objective of this lesson is to learn the meaning of double entendre and to learn how to identify these figures of speech.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Lecture: Give students a short lecture on the meaning of double entendre. Provide students with examples so that they will fully grasp the concepts.
3. Activity: Divide students into groups. Have students reread Chapters 103 and 107. Students should identify double entendre in these chapters. Student should write the double meaning of these statements. Students should be prepared to share.
4. Discussion: How were you able to identify the double entendre in the chapters?
5. Activity: Divide students into small groups. Ask student to identify where they have seen double entendre prior to this exercise. What are they typically used for? Have each group brainstorm some double entendre and provide the double meaning. Students should be prepared to share their examples and explanations.
6. Homework: Read through Chapter 157. Students should bring in three examples of double entendres from other literature or media. Students are expected to post their three examples of double entendres on the classroom forum. Students should include the double meaning. They should be prepared to share with the class.
Day 8
Objective: The objective of this lesson is to understand the technique of foreshadowing.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework: Students will at least one example of a double entendre.
3. Activity: Have each student take out a sheet of paper. Students should write down their answers to the following questions on that piece of paper. What is foreshadowing? In your experience, what types of novels or books tend to use foreshadowing the most? How does the author, Mark Haddon use foreshadowing in the novel?
4. Lecture: Give students a short lecture on foreshadowing and its use in novels.
5. Activity: Have students reread Chapters 109 and 113. They should identify instances of foreshadowing. Have students identify what evens are being foreshadowed and why its necessary to conceal the actual event.
6. Discussion: How can you tell that the author is using foreshadowing? What even is he trying to foreshadow? Why is it necessary for him to use foreshadowing in this novel?
7. Homework: Read through to Chapter 167. Have students brainstorm creative ways to foreshadow coming events. Students should think of 4 or more and be prepared to share with the class. Students are expected to post their answers on the classroom forum.
Day 9
Objective: It is important to be able to speak in public. Because of his disability, Christopher had a hard time speaking in public at times. But he eventually faces his fears and speaks to particular people in public. The objective of this lesson is to examine public speaking mechanisms and how to prepare for speaking in public.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework review.
3. Activity: Divide students into small groups. Have students identify times when they have had to speak in public. How did they cope with having to speak in public? What techniques did they use while speaking?
4. Activity: Choose some famous speakers: Martin Luther King, Jr., Barack Obama, Abraham Lincoln, Mahatma Ghandi, Nelson Mandela, Steve Jobs, etc. Divide students into groups and assign them short speeches or excerpts from speeches from some famous speakers. Also, show students a video of a famous speech being delivered. Ask students to identify speaking techniques from the speeches that make them effective. Have students brainstorm ways that they think the speaker prepared for their speech.
a. Steve Jobs’ Stanford Commencement Address - http://www.youtube.com/watch?v=UF8uR6Z6KLc
b. Barack Obama Speech at the 2004 DNC Convention - http://www.youtube.com/watch?v=eWynt87PaJ0
c. Martin Luther King - I have a Dream speech - http://www.youtube.com/watch?v=smEqnnklfYs
5. Lecture: Provide students with tips on how to prepare for a speech.
6. Homework: Read through to Chapter 179. Students should reread Chapters 127 and 131. Students should use the tips that were provided in class for preparing for a speech. Each student will present their speeches to the class.
Day 10
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students can use this time to review for their mid-unit test.
2. Mid-Unit Test.
3. Homework Review: Students will present their prepared famous speeches.
4. Homework: Read through to Chapter 191. Assign Commercial/Trailer Assignment, due the day after the Final Unit test.
Day 11
Objective: Christopher slowly emerges as the hero of the novel. However, the author is consistently developing his nontraditional heroic characteristics throughout the novel. The objective if this lesson is to understand the concept of being a hero and to examine Christopher as a hero.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Test.
3. Read Aloud: Either students take turn or teacher reads assigned Chapters.
4. Discussion: What is a hero? How do you know that a character is a hero? Is Christopher a hero? Why or why not?
5. Activity: Have students write down the traditional characteristics of a hero. These can be characteristics from any heroes they are familiar with n literature or media? Then ask them to make a list of Christopher’s heroic characteristics. How are these two lists similar: How are they different?
6. Activity: Have students write a newspaper article about Christopher’s heroics in the novel. Why does this make him a hero? Is he a traditional hero or a nontraditional hero?
7. Homework: Read through to Chapter 197. Have students identify two instances when Christopher’s was a hero in the novel. They should write a brief description on how he was a hero and why they think this is a heroic moment. Students are expected to post their responses on the classroom forum.
Day 12
Objective: The Curious Incident of the Dog in the Night Time is an inclusive novel that features a character with autism. The objective of this lesson is to learn what inclusive literature is and to brainstorm ways for literature to be more inclusive.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Discussion: What does the word “inclusive” mean? What does it mean to be inclusive? What does it mean for a novel to be inclusive? Is the Curious Incident of the Dog in the Night Time an inclusive novel?
3. Activity: Have students write down their definition of inclusion. Have students pair up and compare their definition. Ask students to identify any similarities and differences. In pairs, have students answer the question: is The Curious Incident of the Dog in the Night Time an inclusive novel? If so, how? Students should be prepared to share their definition of inclusion. Once students share, a universal definition should be established.
4. Activity: Divide students into groups. Have each group identify instances in the text where it shows inclusion of others. Students should write an explanation for each instance that they identify. Each group should be prepared to report their findings to the class.
5. Homework: Read through to Chapter 199. Have students identify a poem, short story, or book that is considered inclusive literature, or they can choose a piece of media which is considered inclusive. Students should read, watch, or listen to their chosen piece of literature or media and put together a poster presentation that is representative of the text that they read. Students can create a timeline, collage, character map, plot map, or use any Web 2.0 tools, etc. Students should be prepared to share with the class.
Day 13
Objective: In the novel The Curious Incident of the Dog in the Night Time, Christopher uses his personal encounters with his father to develop him as a character. The objective of this lesson is to learn about the development of Father as a character.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review: Students are to present their poster’s to the class.
3. Activity: Have students write down characteristics of Father as stated in Chapter 137 and 167. Have students write a short essay on the type of character Father is. Students should reference statements made about Father in these chapters. Students should be prepared to share with the class.
4. Activity: Have students work in pairs. Assign each pair a section in the two chapters that has some narrative describing Father. Students should also interpret Christopher’s tone in describing his father in these sections. Each pair should be prepared to report to the class on their section.
5. Homework: Read through to Chapter 211. Have students use the book to analyze Christopher’s description of his father. How does Christopher’s use of the personal narrative provide students with a clear picture of the kind of person his father is? What other stylistic techniques does Christopher use to give the reader a sense of the type of person his father is? Students should be prepared to share.Students are expected to post their response on the classroom forum.
Day 14
Objective: Chapter 173 is pure symbolism, representing what is happening in Christopher’s world: Things are not always what you are told they are. They are what you perceive. The objective of this lesson is to explore symbolism of the constellation Orion.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework.
3. Discussion; What is a symbol? How is Christopher’s discussion of Orion a symbol of his world? How does Christopher describe Orion?
4. Activity: Divide students into groups. Have students reread chapter 173. Students should identify text that shows the symbolism between Christopher’s world and Orion. Students should write a statement why they think this symbolism exists. Students should include information about the techniques used to connect these two concepts.
5. Divide the class into groups of 4 to 5 students and have them brainstorm another symbol that is representative of Christopher’s world. Have each group create a poster presentation that includes information about the symbol, the meaning of the symbol, and how it is similar and different from Orion. Each group should be prepared to do in class 10 minute presentations and answer questions from their classmates.
6. Homework: Read through to Chapter 233. Have students write a journal entry about the representation of Christopher’s world as Orion. What do these say about Christopher’s world? Are the things in Christopher’s life shifting as easily as connecting the dots between starts to create new constellations? Students are expected to post their journal responses on the classroom forum.
Day 15
Objective: Christopher writes several chapters that are digressions from the plot of the narrative. Many of these digressions are written in a persuasive format to persuade the reader to consider her thoughts as their own. The objective of this lesson is to examine persuasive writing.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students can use this time to review for the quiz.
2. Quiz.
3. Activity: Teacher should make 20 note cards with some non-persuasive (informative statements) and some note cards with persuasive statements on them. Number each card and put these cards around the room so that students have to move around to look at each card. Have students move around the room looking at each numbered card. Students should number their paper from 1-20 and write persuasive or non-persuasive next to the number that they correspond to.
4. Read Aloud: Either the students will take turns or the teacher will read Chapter 181.
5. Activity: Divide students into small groups. Each group should look for persuasive mechanisms. Students should make note of the mechanisms and how they are used in the chapter. Assign each group, another chapter in which the narrator digresses into a topic that does not further the plot. Each group should search this chapter as well for persuasive mechanisms.
6. Homework: Read through to Chapter 227. Students should choose a topic and write a persuasive one page paper. Students should be prepared to share their paper to persuade their classmates to do something.
Day 16
Objective: Irony can be seen throughout the novel The Curious Incident of the Dog in the Night Time. Examples of irony can be found in Chapter 197 of the novel. The objective of this lesson is to identify and understand the concept of irony.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review: Divide students into pairs and have them share their persuasive papers in an attempt to persuade their classmate to do something.
3. Lecture: Give students a lecture on irony and the three different types of irony: situational irony, verbal irony, and dramatic irony. Also provide students with information on the purpose author’s use irony: humor, fear, suspense, etc.
4. Divide students into small groups. Have each group reread chapter 197. Students should identify examples of irony in the text. Each group should write down why that experience is ironic. Students should also classify the irony in each situation as situational irony, verbal irony, and dramatic irony. They should also determine the purpose of the irony (i.e. humor, fear, suspense, etc.) Each group should be prepared to share with the class.
5. Activity: Have students think about their own experience with irony. They should write these experiences down on a sheet of paper. Have students share their experiences with a partner. Each pair should compare their experience to that of Christopher. Would they consider their situation situational irony, verbal irony, or dramatic irony? What is the purpose of their irony?
6. Discussion: How do the students experiences compare to that of Christopher? What are the similarities? What are the differences? Why do they think their experiences were ironic? What would have made their experiences not ironic?
7. Homework: Read through to Chapter 229. Have students write two paragraphs on the use of irony in the novel The Curious Incident of the Dog in the Night Time, especially in the chapters leading up to chapter 197. They can choose to write on the irony of the book thus far or they can choose a specific chapter to write about. They should provide at least two examples of irony. Students should be prepared to share with the class.
Day 17
Objective: The objective of this lesson is to understand the mood of the Chapter 211 of The Curious Incident of the Dog in the Night Time.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review
3. Lecture: Start class with a short lecture on mood. Let students know that mood is the reader’s attitude towards the text.
4. Discussion: How did you feel when you read this chapter? What type of emotions did this essay invoke? Why did you feel this way? What could the author have included that would have changed your emotions? Let the students know that other forms of media try to invoke certain moods (i.e. commercials, movie trailers, and advertisements, etc.). Ask students what type of mood commercials, movie trailers, and advertisements invoke.
5. Activity: Have students find examples within the media to show how certain moods are invoked. Students should be prepared to share their examples with the class.
6. Activity: Have students write a reflection journal entry about their attitude towards the chapter and what they think Haddon intended for their mood to be after reading this chapter.
7. Homework: Read through to Chapter 233. Have students reread the text and find specific lines that indicate the mood of the Chapter 211. They should indicate the mood of the chapter and the mood of the lines (if it differs from that of the chapter). Students are expected to post their responses on the classroom forum.
Day 18
Objective: Haddon develops Christopher’s character throughout the novel The Curious Incident of the Dog in the Night Time. By the end of the novel Christopher is a fully developed character. The objective of this lesson is to examine the character of Christopher.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework.
3. Divide students into small groups. Have each group make a list of Christopher’s characteristics. Students should include information about his attributes, such as his name, age, and gender, and background information about his attributes, such as his name, age, and gender, and background information about him, such as family status, political views, religion, and characteristics. These collages should represent the character. Students should be prepared to share their lists and collages with other groups.
4. Activity: Have students write a journal entry about the following questions: What is significant about Christopher’s character? How does Christopher’s character evolve over the course of the story? How would you describe Christopher’s personality?
5. Review for test.
6. Homework: Have students reread Chapter 223. Students should identify at least four words, phrases, or sentences that contribute to the development to Christopher as a character. For each word, phrase, or sentence, students should write how it contributes to his character and why we learn more about him as a character from that notion. Students are expected to post their responses on the classroom forum.
Day 19
Objective: The plot in The Curious Incident of the Dog in the Night Time is complicated because of the asides that Mark Haddon adds in as distractions from the main storyline. It is necessary to identify the elements of plots since each chapter in the book does not further the storyline. The objective of this lesson is to understand the characteristics of plot structure and to apply the characteristics of plots to other writings.
1. Lecture: Introduce students to plot structure: exposition, rising action, climax, falling action, and resolution. Diagram these elements of plot structure on a plot pyramid so students can see that exposition starts at the bottom left-hand side and ends with the resolution on the bottom right-hand side. Explain each of the concepts of plot structure.
2. Activity: Divide students into small groups. Have each group write out a list of significant events that occurs throughout the book. After students have created a list of significant events, have each group diagram the plot of the novel on a plot pyramid. Students should be prepared to share their pyramids with the class.
3. Discussion: Did everyone plot the same events in the same location on their plot pyramid? Why or why not? Is it possible to have different events at the same point on the plot pyramid? Why or why not?
4. Have students write a short story about something that had happened to them at school or home that week. After writing the story, have students identify the different parts of the plot. Did they include all parts of the plot? If not. what part did they not include?
5. Review for test.
6. Homework: Study for the test.
Day 20
1. Review for test.
2. Test.
Day 21
1. Commercial Assignment: Presentations Begin.
Day 1 - Introduce Unit
Objective: Instead of diving right into the reading of The Curious Incident of the dog in the night-time, we will have students predict what the novel will be about by using “clue words” and excerpts from various reviews of the novels. This acts as a pre-reading activity to capture the students’ imagination and get them invested in reading the novel.
1. Activity: Divide students into small groups. Hand out a copy of “clue words” which reflect the characters and/or incidents in the novel. Students are to brainstorm different potential story lines for the novel.
2. Discussion: Students will share what was discussed in their groups. What do these “clue words” tell us about the novel?
3. Activity: Have students write a Story Prediction using the list of “clue-words.” Teacher will model the activity by showing students a sample of what a Story Prediction looks like. Once students understand the idea behind the Story Prediction, they will be given another handout including various reviews of the novel. Students must use all the “clue words” in their Story Predictions. Students should be prepared to share the details of their stories.
4. Teacher hand out copies of The Curious Incident of the dog in the night-time.
5. Teacher will assign Literature Circle groups. Groups will contain 4-5 students, each student will be assigned a role. The roles will change weekly, giving students a chance to experience different roles throughout the unit.
6. Activity: Students will be given a chance to start reading the novel by reading aloud the first few chapters in class.
7. Homework: Read through to page 26.
Day 2
Objective: The Curious Incident of the Dog in the Night-Time is clearly a mystery with Christopher acting as the detective trying to solve the case. Mystery novels differ from other types of fictional writing. The objective of this lesson is to recognize, identify, and understand the elements of a mystery novel.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Activity: Have each group create a list of what elements they think are included in a mystery novel. Then have each group write how mysteries differ from other fictional books. Each group should share with the class.
3. Discussion: What is a mystery novel? How do they differ from other novels? How is a mystery novel like a puzzle? What are some popular mystery novels?
4. Lecture: Give students a short lecture on the history of mystery novels. Provide students with the basic elements of a mystery novel: characters, setting, plot, problem, and solution. Discuss the structure of typical mystery novels.
5. Activity: Have students reread Chapters 5,7,11, and 13. Students should identify the elements of a mystery novel within those chapters. Students should highlight these elements in their books or write them on a separate sheet of paper. Each student should be prepared to share.
6. Activity: Have students read or watch Sherlock Holmes. Ask students, how does this mystery compare to that in The Curious Incident of the Dog in the Night Time? How are they different? Do they both seem to follow the same format? Why or why not?
7. Homework: Read Chapter 67 and 71. Have students write a short mystery, this can take the form of a written story or a graphic representation. After writing the mystery, have students go back through the text with a different color pen and identify (i.e. underline, highlight) the elements of a mystery novel: characters, setting, plot, problem, and solution. Also have students use vocabulary that is common in mystery novels, such as suspect, victim, witness, sleuth, detective, evidence, motive, mystery, crime, etc. Students are expected to post their stories on the classroom forum.
Day 3
Objective: Christopher is a student with a developmental disability that causes him to have difficulty when speaking and interacting with others. Christopher is autistic. Despite being autistic, Christopher is able to accomplish great things academically and personally. The objective of this lesson is to learn more about autism.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Activity: Students will be given an opportunity to share their short mystery stories with the class.
3. Activity: Divide students into small groups. Have each group examine the representation of individuals with disabilities within the media. Students will look at how disabilities are framed, who is framing them, and what thesy lead us to conclude about disabilities. Students should be prepared to share their information with the class.
Group 1: www.maryellenmark.com (visual)
Group 2: President Obama’s Special Olympics comment.
http://www.youtube.com/watch?v=_E-EdGul8nI
Group 3: Black Eyed Peas – “Lets Get Retarded”
http://www.youtube.com/watch?v=LT62F8JqgSY
Group 4: Canadian’s with Disabilities Could Fill Labour Gap
http://www.thestar.com/opinion/editorialopinion/2012/05/31/canadians_with_disabilities_could_fill_labour_gap.html
4. Activity: Divide students into small groups. Have each group use the internet and other resources to research autism, what causes autism, interventions, etc. Students should be prepared to share their information with the class.
5. Activity: Based on the research that students have conducted, have them use the text to identify the symptoms of autism that Christopher displays in the novel. Students should keep an ongoing list as they continue through the novel. Students should be prepared to share the list they have created at the end of class.
6. Homework: Read Chapters 83 and 89. Have students write a journal entry expressing their thoughts about autism. Students should include their remarks about how Christopher dealt with situations in the book despite having autism. Students are expected to post their journal entries on the classroom forum.
Day 4
Objective: It is hard for Christopher to express his emotions. Likewise, it is hard for Christopher to understand what emotions others are exhibiting, beside that of anger. The objective of this lesson is to understand emotions.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Discussion: How does Christopher understand emotions? How does Christopher express emotions? Why is it important for Christopher to understand emotions? How do you express emotion? How do you understand emotions? How does your interpretation and express of emotion differ from Christopher's?
3. Activity: Have students reread Chapters 53, 59, and 61. Divide students into small groups. Have each group discuss the ways Christopher expresses his emotions and how they express their emotions? Have each group search the text for ways that Christopher expresses his emotion. Each group should create a collage or draw a picture that represents how they see Christopher as expressing his emotion. Students are encouraged to use Web 2.0 tools. Each group should be prepared to present their collage or drawing.
4. Activity: Divide students into pairs. Have each pair of students complete the following sentences about Christopher:
a. Things that make Christopher happy are:
b. Things that make Christopher sad are:
c. Things that make Christopher mad are:
Have each pair discuss their lists with another pair of students. Based on the list, students should write an analysis of Christopher’s emotions: How does Christopher act when happy, sad, or mad? How does he express these emotions? What are the students’ take on how he expresses these emotions? Does his disability play into his emotions?
5. Homework: Read through to Chapters 103, and 107. Have each student complete the following sentences about themselves:
a. Things that make me happy are:
b. Things that make me sad are:
c. Things that make me mad are:
After students have completed their list, they should compare their list to the one they made about Christopher. Where the similarities? What are the differences? Students should write a one page response to the comparison between their emotional behavior and Christopher’s emotional behavior. Students are expected to post their journal entries on the classroom forum.
Day 5
Objective: The objective of this lesson is to learn more about metaphors.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students can use this time to review for the Quiz.
2. Quiz:
3. Lecture: Introduce or reintroduce students to metaphors. Explain the importance of metaphors in writing. Provide information on the different forms metaphors can take. Explain how Chapter 67 is a visual metaphor to describe Christopher’s character.
4. Read Aloud: Chapter 67, students can either take turns or the teacher can read the chapter.
5. Activity: Divide students into small groups. Each group should discuss the visual metaphor in Chapter 67. Have students discuss what this metaphor means and why the author decided to include it in the novel. Students should also discuss the importance of the metaphor. Have each group write an analysis of the metaphor that includes information from their discussion. Their response should also include a discussion on what the metaphor compares Christopher to.
6. Activity: Have students create five metaphors for Christopher. They should include information for why they choose to make that particular comparison. Student should draw a picture or create a collage that illustrates the metaphors that they have created.
7. Homework: Read through to Chapter 127, and 131. Have students search previous chapters for metaphors. Students should indicate at least three metaphors in the book. Students are expected to post their journal entries on the classroom forum.
Day 6
Objective: In Chapter 89, Siobhan suggests that Christopher write a short story rather than quit writing all together. Christopher had his heart set on a novel. The objective of this lesson is to discuss the differences between a short story and a novel.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review homework.
3. Discussion: What are the differences between short stories and novel? What similarities exist between short stories and novels? What reasons would an author write a short story rather than a novel?
4. Activity: Identify four short stories (these can be stories that the students have read during the year). Divide students into four groups and assign each group a short story. Have students create a list of how the short story format differs from the novel format. Then have each group brainstorm ways to change the short story into a novel. What would they need to do to make the story longer and more drawn out?
5. Activity: Divide students into four groups. Have each group try to condense the novel, the Curious Incident of the Dog in the Night Time into a short story. Ask students, what did you need to cut out to make the story shorter? Have students share their stories to see the variation in the details the students share within their short stories.
6. Homework: Read through to Chapter 149. Have students write a journal entry about the similarities and differences that exist between short stories and novels. Students should give their opinion on whether or not Christopher’s story would be best told in a short story or novel format. They should give reasons why or why not. Students are expected to post their journal entries on the classroom forum.
Day 7
Objective: Many types of figures of speech are used in The Curious Incident of the Dog in the Night Time. Double entendre is one of the figures of speech used in Chapters 103 and 107. The objective of this lesson is to learn the meaning of double entendre and to learn how to identify these figures of speech.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Lecture: Give students a short lecture on the meaning of double entendre. Provide students with examples so that they will fully grasp the concepts.
3. Activity: Divide students into groups. Have students reread Chapters 103 and 107. Students should identify double entendre in these chapters. Student should write the double meaning of these statements. Students should be prepared to share.
4. Discussion: How were you able to identify the double entendre in the chapters?
5. Activity: Divide students into small groups. Ask student to identify where they have seen double entendre prior to this exercise. What are they typically used for? Have each group brainstorm some double entendre and provide the double meaning. Students should be prepared to share their examples and explanations.
6. Homework: Read through Chapter 157. Students should bring in three examples of double entendres from other literature or media. Students are expected to post their three examples of double entendres on the classroom forum. Students should include the double meaning. They should be prepared to share with the class.
Day 8
Objective: The objective of this lesson is to understand the technique of foreshadowing.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework: Students will at least one example of a double entendre.
3. Activity: Have each student take out a sheet of paper. Students should write down their answers to the following questions on that piece of paper. What is foreshadowing? In your experience, what types of novels or books tend to use foreshadowing the most? How does the author, Mark Haddon use foreshadowing in the novel?
4. Lecture: Give students a short lecture on foreshadowing and its use in novels.
5. Activity: Have students reread Chapters 109 and 113. They should identify instances of foreshadowing. Have students identify what evens are being foreshadowed and why its necessary to conceal the actual event.
6. Discussion: How can you tell that the author is using foreshadowing? What even is he trying to foreshadow? Why is it necessary for him to use foreshadowing in this novel?
7. Homework: Read through to Chapter 167. Have students brainstorm creative ways to foreshadow coming events. Students should think of 4 or more and be prepared to share with the class. Students are expected to post their answers on the classroom forum.
Day 9
Objective: It is important to be able to speak in public. Because of his disability, Christopher had a hard time speaking in public at times. But he eventually faces his fears and speaks to particular people in public. The objective of this lesson is to examine public speaking mechanisms and how to prepare for speaking in public.
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework review.
3. Activity: Divide students into small groups. Have students identify times when they have had to speak in public. How did they cope with having to speak in public? What techniques did they use while speaking?
4. Activity: Choose some famous speakers: Martin Luther King, Jr., Barack Obama, Abraham Lincoln, Mahatma Ghandi, Nelson Mandela, Steve Jobs, etc. Divide students into groups and assign them short speeches or excerpts from speeches from some famous speakers. Also, show students a video of a famous speech being delivered. Ask students to identify speaking techniques from the speeches that make them effective. Have students brainstorm ways that they think the speaker prepared for their speech.
a. Steve Jobs’ Stanford Commencement Address - http://www.youtube.com/watch?v=UF8uR6Z6KLc
b. Barack Obama Speech at the 2004 DNC Convention - http://www.youtube.com/watch?v=eWynt87PaJ0
c. Martin Luther King - I have a Dream speech - http://www.youtube.com/watch?v=smEqnnklfYs
5. Lecture: Provide students with tips on how to prepare for a speech.
6. Homework: Read through to Chapter 179. Students should reread Chapters 127 and 131. Students should use the tips that were provided in class for preparing for a speech. Each student will present their speeches to the class.
Day 10
1. Literature Circle: Students are to get into their literature circle groups as soon as they enter class and discuss the assigned readings. Students can use this time to review for their mid-unit test.
2. Mid-Unit Test.
3. Homework Review: Students will present their prepared famous speeches.
4. Homework: Read through to Chapter 191. Assign Commercial/Trailer Assignment, due the day after the Final Unit test.
Day 11
Objective: Christopher slowly emerges as the hero of the novel. However, the author is consistently developing his nontraditional heroic characteristics throughout the novel. The objective if this lesson is to understand the concept of being a hero and to examine Christopher as a hero.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Test.
3. Read Aloud: Either students take turn or teacher reads assigned Chapters.
4. Discussion: What is a hero? How do you know that a character is a hero? Is Christopher a hero? Why or why not?
5. Activity: Have students write down the traditional characteristics of a hero. These can be characteristics from any heroes they are familiar with n literature or media? Then ask them to make a list of Christopher’s heroic characteristics. How are these two lists similar: How are they different?
6. Activity: Have students write a newspaper article about Christopher’s heroics in the novel. Why does this make him a hero? Is he a traditional hero or a nontraditional hero?
7. Homework: Read through to Chapter 197. Have students identify two instances when Christopher’s was a hero in the novel. They should write a brief description on how he was a hero and why they think this is a heroic moment. Students are expected to post their responses on the classroom forum.
Day 12
Objective: The Curious Incident of the Dog in the Night Time is an inclusive novel that features a character with autism. The objective of this lesson is to learn what inclusive literature is and to brainstorm ways for literature to be more inclusive.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Discussion: What does the word “inclusive” mean? What does it mean to be inclusive? What does it mean for a novel to be inclusive? Is the Curious Incident of the Dog in the Night Time an inclusive novel?
3. Activity: Have students write down their definition of inclusion. Have students pair up and compare their definition. Ask students to identify any similarities and differences. In pairs, have students answer the question: is The Curious Incident of the Dog in the Night Time an inclusive novel? If so, how? Students should be prepared to share their definition of inclusion. Once students share, a universal definition should be established.
4. Activity: Divide students into groups. Have each group identify instances in the text where it shows inclusion of others. Students should write an explanation for each instance that they identify. Each group should be prepared to report their findings to the class.
5. Homework: Read through to Chapter 199. Have students identify a poem, short story, or book that is considered inclusive literature, or they can choose a piece of media which is considered inclusive. Students should read, watch, or listen to their chosen piece of literature or media and put together a poster presentation that is representative of the text that they read. Students can create a timeline, collage, character map, plot map, or use any Web 2.0 tools, etc. Students should be prepared to share with the class.
Day 13
Objective: In the novel The Curious Incident of the Dog in the Night Time, Christopher uses his personal encounters with his father to develop him as a character. The objective of this lesson is to learn about the development of Father as a character.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review: Students are to present their poster’s to the class.
3. Activity: Have students write down characteristics of Father as stated in Chapter 137 and 167. Have students write a short essay on the type of character Father is. Students should reference statements made about Father in these chapters. Students should be prepared to share with the class.
4. Activity: Have students work in pairs. Assign each pair a section in the two chapters that has some narrative describing Father. Students should also interpret Christopher’s tone in describing his father in these sections. Each pair should be prepared to report to the class on their section.
5. Homework: Read through to Chapter 211. Have students use the book to analyze Christopher’s description of his father. How does Christopher’s use of the personal narrative provide students with a clear picture of the kind of person his father is? What other stylistic techniques does Christopher use to give the reader a sense of the type of person his father is? Students should be prepared to share.Students are expected to post their response on the classroom forum.
Day 14
Objective: Chapter 173 is pure symbolism, representing what is happening in Christopher’s world: Things are not always what you are told they are. They are what you perceive. The objective of this lesson is to explore symbolism of the constellation Orion.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework.
3. Discussion; What is a symbol? How is Christopher’s discussion of Orion a symbol of his world? How does Christopher describe Orion?
4. Activity: Divide students into groups. Have students reread chapter 173. Students should identify text that shows the symbolism between Christopher’s world and Orion. Students should write a statement why they think this symbolism exists. Students should include information about the techniques used to connect these two concepts.
5. Divide the class into groups of 4 to 5 students and have them brainstorm another symbol that is representative of Christopher’s world. Have each group create a poster presentation that includes information about the symbol, the meaning of the symbol, and how it is similar and different from Orion. Each group should be prepared to do in class 10 minute presentations and answer questions from their classmates.
6. Homework: Read through to Chapter 233. Have students write a journal entry about the representation of Christopher’s world as Orion. What do these say about Christopher’s world? Are the things in Christopher’s life shifting as easily as connecting the dots between starts to create new constellations? Students are expected to post their journal responses on the classroom forum.
Day 15
Objective: Christopher writes several chapters that are digressions from the plot of the narrative. Many of these digressions are written in a persuasive format to persuade the reader to consider her thoughts as their own. The objective of this lesson is to examine persuasive writing.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students can use this time to review for the quiz.
2. Quiz.
3. Activity: Teacher should make 20 note cards with some non-persuasive (informative statements) and some note cards with persuasive statements on them. Number each card and put these cards around the room so that students have to move around to look at each card. Have students move around the room looking at each numbered card. Students should number their paper from 1-20 and write persuasive or non-persuasive next to the number that they correspond to.
4. Read Aloud: Either the students will take turns or the teacher will read Chapter 181.
5. Activity: Divide students into small groups. Each group should look for persuasive mechanisms. Students should make note of the mechanisms and how they are used in the chapter. Assign each group, another chapter in which the narrator digresses into a topic that does not further the plot. Each group should search this chapter as well for persuasive mechanisms.
6. Homework: Read through to Chapter 227. Students should choose a topic and write a persuasive one page paper. Students should be prepared to share their paper to persuade their classmates to do something.
Day 16
Objective: Irony can be seen throughout the novel The Curious Incident of the Dog in the Night Time. Examples of irony can be found in Chapter 197 of the novel. The objective of this lesson is to identify and understand the concept of irony.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review: Divide students into pairs and have them share their persuasive papers in an attempt to persuade their classmate to do something.
3. Lecture: Give students a lecture on irony and the three different types of irony: situational irony, verbal irony, and dramatic irony. Also provide students with information on the purpose author’s use irony: humor, fear, suspense, etc.
4. Divide students into small groups. Have each group reread chapter 197. Students should identify examples of irony in the text. Each group should write down why that experience is ironic. Students should also classify the irony in each situation as situational irony, verbal irony, and dramatic irony. They should also determine the purpose of the irony (i.e. humor, fear, suspense, etc.) Each group should be prepared to share with the class.
5. Activity: Have students think about their own experience with irony. They should write these experiences down on a sheet of paper. Have students share their experiences with a partner. Each pair should compare their experience to that of Christopher. Would they consider their situation situational irony, verbal irony, or dramatic irony? What is the purpose of their irony?
6. Discussion: How do the students experiences compare to that of Christopher? What are the similarities? What are the differences? Why do they think their experiences were ironic? What would have made their experiences not ironic?
7. Homework: Read through to Chapter 229. Have students write two paragraphs on the use of irony in the novel The Curious Incident of the Dog in the Night Time, especially in the chapters leading up to chapter 197. They can choose to write on the irony of the book thus far or they can choose a specific chapter to write about. They should provide at least two examples of irony. Students should be prepared to share with the class.
Day 17
Objective: The objective of this lesson is to understand the mood of the Chapter 211 of The Curious Incident of the Dog in the Night Time.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Homework Review
3. Lecture: Start class with a short lecture on mood. Let students know that mood is the reader’s attitude towards the text.
4. Discussion: How did you feel when you read this chapter? What type of emotions did this essay invoke? Why did you feel this way? What could the author have included that would have changed your emotions? Let the students know that other forms of media try to invoke certain moods (i.e. commercials, movie trailers, and advertisements, etc.). Ask students what type of mood commercials, movie trailers, and advertisements invoke.
5. Activity: Have students find examples within the media to show how certain moods are invoked. Students should be prepared to share their examples with the class.
6. Activity: Have students write a reflection journal entry about their attitude towards the chapter and what they think Haddon intended for their mood to be after reading this chapter.
7. Homework: Read through to Chapter 233. Have students reread the text and find specific lines that indicate the mood of the Chapter 211. They should indicate the mood of the chapter and the mood of the lines (if it differs from that of the chapter). Students are expected to post their responses on the classroom forum.
Day 18
Objective: Haddon develops Christopher’s character throughout the novel The Curious Incident of the Dog in the Night Time. By the end of the novel Christopher is a fully developed character. The objective of this lesson is to examine the character of Christopher.
1. Literature Circle: Students are to get into their literature circle groups when they enter class and discuss the assigned readings. Students are expected to participate according to their assigned roles.
2. Review Homework.
3. Divide students into small groups. Have each group make a list of Christopher’s characteristics. Students should include information about his attributes, such as his name, age, and gender, and background information about his attributes, such as his name, age, and gender, and background information about him, such as family status, political views, religion, and characteristics. These collages should represent the character. Students should be prepared to share their lists and collages with other groups.
4. Activity: Have students write a journal entry about the following questions: What is significant about Christopher’s character? How does Christopher’s character evolve over the course of the story? How would you describe Christopher’s personality?
5. Review for test.
6. Homework: Have students reread Chapter 223. Students should identify at least four words, phrases, or sentences that contribute to the development to Christopher as a character. For each word, phrase, or sentence, students should write how it contributes to his character and why we learn more about him as a character from that notion. Students are expected to post their responses on the classroom forum.
Day 19
Objective: The plot in The Curious Incident of the Dog in the Night Time is complicated because of the asides that Mark Haddon adds in as distractions from the main storyline. It is necessary to identify the elements of plots since each chapter in the book does not further the storyline. The objective of this lesson is to understand the characteristics of plot structure and to apply the characteristics of plots to other writings.
1. Lecture: Introduce students to plot structure: exposition, rising action, climax, falling action, and resolution. Diagram these elements of plot structure on a plot pyramid so students can see that exposition starts at the bottom left-hand side and ends with the resolution on the bottom right-hand side. Explain each of the concepts of plot structure.
2. Activity: Divide students into small groups. Have each group write out a list of significant events that occurs throughout the book. After students have created a list of significant events, have each group diagram the plot of the novel on a plot pyramid. Students should be prepared to share their pyramids with the class.
3. Discussion: Did everyone plot the same events in the same location on their plot pyramid? Why or why not? Is it possible to have different events at the same point on the plot pyramid? Why or why not?
4. Have students write a short story about something that had happened to them at school or home that week. After writing the story, have students identify the different parts of the plot. Did they include all parts of the plot? If not. what part did they not include?
5. Review for test.
6. Homework: Study for the test.
Day 20
1. Review for test.
2. Test.
Day 21
1. Commercial Assignment: Presentations Begin.