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Transcript
The Curious Incident of the Dog in the Night-Time
by Mark Haddon
Application Discussion Questions
Accommodations
Application Discussion Questions
Diagnosis
When and how should we accommodate people?
When and how should we accommodate people?
- Based on what we've seen from Christopher/Sam, how do you think we should go about accommodating "atypical" ways of being in the world?
- Are there times when "typical" ways of being in the world require accommodations? Do we see that in the book?
- Have you ever needed accommodations yourself or participated in making accommodation for another person? How does your experience compare/contrast to what we see with Christopher/Sam?
- What does good accommodation look like?
- When and how should we do it (or not do it)?
What is the benefit/limitation of using diagnosing language?
What is the benefit/limitation of using diagnosing language?
- “I'm very careful in the book not to actually use the word 'Asperger's' or 'autism.' ... Because I don't want him to be labelled, and because, as with most people who have a disability, I don't think it's necessarily the most important thing about him... And as a good friend of mine said after reading the book, a friend who is himself a mathematician, it's not a novel about a boy who has Asperger's syndrome; it's a novel about a young mathematician who has some strange behavioural problems. And I think that's right."
- Why do you think Haddon was so motivated to avoid these labels for Christopher?
- What impact does it have on CIDNT to NOT have diagnosing words?
- What is the relationship between diagnosis and accomodation?
- Is Christopher simply a boy with some strange behavior problems? Do you ever find yourself relating to him?
Pieces of a Story
- Introduction/Exposition
- Rising Action
- Climax
- Falling Action
- Resolution
Piecing Together CIDINT
A journey
A problem that sets the story going
A complication
A resolution -- some sort of solution for the problem (could be happy, sad, surprising, thought provoking, etc.
Piecing Together CIDINT
Introducing the characters and settings
A further complication
Climax -- the highest moment of drama/tension
A discovery
An investigation
Instructions
- In groups of 3-4, draw a map of the 5 parts to a story on your paper, leaving room to fill in each part.
- Then write each piece of The Curious Incident of the Dog in the Night-Time story on the top of a post-it note
- As a group, decide what order to place these pieces, organizing them according to the 5 parts of the story
- Once you've agreed upon an order, illustrate each part of the story on the post-it notes (obviously excluding the parts of the story we haven't experienced yet)
Questions to Consider
- Who are the essential characters?
- What type of conflict do we see in this story? (man vs. man/man vs. society/man vs. self etc.)
- What is "the problem that sets the story going"? In other words, what is the problem that will need to be resolved in the resolution?
- Have we reached the climax? Are we still in the rising action? Are we already to the falling action?
Assessing Main Characters
Assessing Main Characters
Step 1
- Position your paper in portrait orientation and draw seven horizontal lines across the page, leaving space between each line
Step 1
Step 2
- In the same way we charted Christopher's "typical" and "atypical" traits, you will write the following pairs of binary descriptors on either end of each line (one pair of descriptors per line)
- cruel/kind
- uninterested/curious
- unintelligent/intelligent
- horrible decision maker/great decision maker
- unlikable/likable
- pitiable/admirable
- selfish/selfless
Step 3
- Choose the 5 most important characters in the book
- Place each of the five characters somewhere on each contiuum, charting where they belong in relation to each other and the descriptions provided
- Below each chart, write a brief explanation to explain how you decided where to place each character (hint: the explanation will NOT be "because she is the kindest character" or "because he is the least trustworthy character")
Relativity of "Disability"
"All kinds of attributes make one less able. Illiteracy and poverty are disabilities, and so are stupidity, obesity, and boringness. Extreme age and extreme youth are both disabilities...Likewise, any of these characteristics can embody strength, some more easily than others. We are all differently abled from one another, and context -- which is socially constructed -- often decides what will be protected and indulged" (Solomon 33)
Relativity of "Disability"
Journal Entry 20
- Thinking back on your assessment of characters from your chart and the quote by Andrew Solomon, what do you think Mark Haddon is trying to communicate about human beings and their limitations in this book? Is he depicting Christopher as a uniquely challenged boy? Or does he depict him as one "disabled" character in a cast of "disabled" characters? Provide several examples from the book to support your interpretation.
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