Fenway High School 9th Grade (Crossroads, Omega)
Monday
How do people learn?
How can we use a novel as a learning tool?
The Curious Incident of the Dog in the Night-Time
Tuesday
Wednesday
(Double period)
Introduction to Learning
Disabilities
Discuss homework:
Pair shares
Word Splash: Disability, Learning,
Retarded, Stupid, Slow, Challenged
A quick mini Mad Libs and
discussion
Read “The Invisible Disability” in
small groups and answer questions
Read aloud: Autism article
“Lifting the Veils of Autism”
Discuss homework
Friday
Small group activity:
Let’s make some predictions Read “How to Interact With a
about the book …
Child With Autism”
Present predictions
Let’s start reading Curious
Incident!
Teach the class! Be creative–this
is your chance to take over.
Paired reading activity
Report out: groups present “talking
points” for each question
QuickTime™ and a
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Homework: Write a one page reflection
on the following prompts:
Homework: Read Curious Incident
excerpt
Describe how you learn best. How is
the way you learn unique to you?
Answer the following: Based on
this excerpt, how do you think
this child learns? Use examples
from the Autism article and the
text to support your answer.
Homework: Read to page 50
in Curious Incident. Read
carefully! We will be working
with the text tomorrow.
Homework: Read to page 125 in
Curious Incident. Focus on one strategy
from the “How To” article while you
read. On a separate piece of paper,
write where you see the strategy used or
not used in the text. How does it
specifically apply to Christopher? Does
it work? What suggestions do you have
to make the strategy more effective?
Overview: As a part of Fenway’s Humanities curriculum, “What does it mean to be human?” students study Psychology as one
component of the overarching guiding question. Within Psychology, students are tasked with understanding how people learn, in particular,
how people learn differently. To better understand “human-ness” as it relates to learning and knowledge, students will read The Curious
Incident of the Dog in the Night-Time to bring to life learning disabilities, with a special focus on Autism and Asperger’s Syndrome.
Students will combine literature, writing, and social science investigation as part of this two-week unit (first week included above and
below). Throughout the second week, students will continue to read The Curious Incident of the Dog in the Night-Time and study a variety
of other learning disabilities.
Lessons/Steps:
Day 1 – Introduction to Learning Disabilities
1. (10 min) Word Splash: Write the following words on white board: learning, disability, retarded, stupid, slow, challenged. Solicit students’
initial ideas, thoughts, and comments in response to these words. What do these words make you think about? Why?
2. (10 min) Mini Discussion: Discuss word splash activity. How do these words impact the way you think about learning? The way you
think about disabilities? The way you think about people?
3. (25 min) Small Group Reading Activity: In four small groups, read aloud together “The Invisible Disability: Teens Tackle Learning
Disabilities.” Discuss questions in small group and individually write down responses.
4. (10 min) Report Out: Each group creates “talking points” for one question and shares with entire class. Further discussion if time permits.
5. (5 min) Review Homework: Write a one-page reflection on the following prompts: Describe how you learn best. How is the way you
learn unique to you?
Day 2 – Introduction to Autism
1. (10-15 min) Homework Discussion in Pairs (pair shares): Students share written homework reflection with partner. Discuss write-ups and
ask each other various questions.
2. (5 min) Mini Mad Libs Activity and Discussion: Complete Mad Libs activity individually and then share responses with entire class.
Discuss.
3. (35 min) Read Aloud (or paired) Activity: As a class, read aloud “Lifting the Veils of Autism, One by One by One.” Stop, and review
discussion questions at designated areas. Discuss each prompt for 2-3 minutes.
4. (5 min) Review Homework:
a) Finish Autism article and discussion questions if class does not finish activity during period.
b) Read The Curious Incident of the Dog in the Night-Time excerpt.
c) Answer the following: Based on this excerpt, how do you think this child learns? Use examples from the text and the Autism article to
support your argument. Your response must be at least ½ a page, typed.
Day 3 – Introduction to The Curious Incident of the Dog in the Night-Time
1. (10 min) Discuss Homework
2. (25 min) Prediction Activity: Divide class into two groups. Each group makes different predictions based on the following prompts:
Group 1: What do you think the book is about based on the excerpt?
Group 2: What do you think the book is about based on the title?
*Make sure your predictions are well thought out and ready for presentation*
3. (15-20 min) Present predictions to other group
4. (30 min) Read Aloud: Read book aloud as large group
5. (15 min) Silent Free-Write: How do you feel about Christopher so far? What are his struggles? What are his strengths?
6. (5 min) Review Homework: Read to page 50 in The Curious Incident of the Dog in the Night-Time
Day 4 – Dissecting and Connecting What We Have Learned Thus Far
1. (10 min) Homework Discussion: How do you like the book so far? Were any of your predictions correct?
2. (30 min) Small Group Activity: Divide class into five small groups. Read “How to Interact With a Child With Autism” (ten strategies
within article; hard copy only – at Fenway). Assign two strategies per group. Each small group must teach the class about their assigned
strategies. Also, identify three ways these strategies are employed with Christopher or could be better implemented if they are not being
utilized. Teach class about strategies and connections to Christopher.
3. (25 min) Paired Reading Activity: Divide class into pairs. Teacher writes ten questions on white board to guide student reading. Students
stop reading at the designated page and discuss question/prompt with partner for 2-3 minutes. Continue reading. Read to page 75 with
partner.
4. (5 min) Review Homework: Read to page 125 in Curious Incident. Focus on one strategy from the “How To” article while you read. On a
separate piece of paper, write where you see the strategy used or not used in the text. How does it specifically apply to Christopher? Does it
work? What suggestions do you have to make the strategy more effective?
**Unfinished activities to be continued and finished during following class period**