The Curious Incident
of the Dog in the
Night-time
Year 8
Glen Waverley
DTT
The Curious Incident of the Dog in the Night-time
A Curious Incident is a 5-7 week (17-22 lessons) English Unit based around Mark Haddon’s The Curious Incident of the Dog
in the Night-time.
Rationale
‘…the novel would work best if I simply made Christopher seem like a believable human being’ (Mark Haddon).
The Curious Incident of the Dog in the Night-time is, on the surface, a murder mystery, but is in reality a journey of
discovery. The novel helps students explore family relationships and the different ways people see the world. This text is
multi-layered and has been chosen because it offers a range of experiences to mixed ability English classrooms.
Enduring understanding
Understanding and respecting difference
Guiding questions
1.
2.
3.
4.
5.
Why do we all see the world in different ways?
How do we cope with others not seeing things the same ways as us?
Why do we sometimes have the ‘same experiences’ as others but react differently?
What does it mean to be different?
How do we respect difference?
Wesley Outcomes





Uses a range of text types to write about challenging issues and ideas
Discusses and justifies interpretations of themes and issues explored in texts
Explains how specific features of language use affect readers' interpretation of texts
Uses a variety of strategies to research an issue
Identifies and controls linguistic structures and features in order to add variety to their responses
VELS - Level 5
Reading





Read and view imaginative, informative and persuasive texts that explore ideas and information related to
challenging themes and issues.
Identify the themes and issues explored in these texts, and provide supporting evidence to justify interpretations.
Produce personal responses, for example, interpretive pieces and character profiles
Infer meanings and messages in texts,
Analyse how social values or attitudes are conveyed
Writing




Write extended narratives or scripts with attention to characterisation, consistency of viewpoint and
development of a resolution.
Write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and
issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues.
Improve the accuracy and readability of writing, developing confidence in the identification and use of
grammatical conventions and features of language and in their use of figurative language.
Edit writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and
grammatical errors.
2
Speaking and listening

Show an awareness of the influence of audience on the construction and presentation of spoken texts, and of
how situational and socio-cultural factors affect audience responses.
Link to Wesley Middle Years Curriculum Model
Desired Results / Outcomes: These relate to the 5 Key Areas of the Wesley Middle Years Model.
Intellectual
Growth
Personal
Growth
Global
Citizens
hip
Social
Growth
Action
Students will know …
 Perceptions and
perspectives – why do
we all see the world in
different ways?
 Reflect on individual
identity and how this
relates to others
 That difference is
everywhere and we need
to respect it
 Social beings are all
different
 Techniques for
completing extended
responses
Students will be able to…
 Read and analyse a text
 Grapple with questions that seek to
comprehend, empathise, create and
explore ideas
 Complete an extended piece of
writing in a creative way
 Understand and respect difference
 Explore the concept of difference
beyond this text
 Explore through relationships the
nature of difference and demonstrate
understanding and empathy through
their interactions
 Complete an assignment and
extended response
Assessment Tasks




Assessment FOR Learning - inferences about student progress to inform teaching (formative)
Assessment AS Learning - students reflect on and monitor their progress to inform their future (formative)
Assessment OF Learning - teachers use evidence to make judgments on student achievement (summative)
Students will undertake a variety of Assessment tasks throughout the course of this Unit.
Students will undertake a variety of Assessment tasks throughout the course of this Unit. Tasks include:
Formative tasks include:
 Workbook entries
 Response/s to class discussion
 Perception tasks
 Completion of comprehension, analytical, empathy questions

Summative tasks include:



Assignment (comprehension questions)
Extended piece
Also included in Semester Test
Learning Plan - Key Content
1.
Perceptions and perspectives – why do we all see the world in different ways? How do we cope with others not
seeing things the same ways as us?
3
2.
3.
4.
5.
6.
7.
8.
Read segments of the text out loud – listen to audio reading on CD
Introduce key characters and their relationships.
Explore Haddon’s use of language use, - informal tone, short and long sentences, directness, use of coarse
language, ‘painting with words’ etc
Structural devices (eg: Prime Number chapter titles, inclusion of symbols, narrative chapters versus retrospective
ones, narrative voice (Christopher’s Point of View)
Significance of the title – murder mystery and journey of discovery
Themes – examine family relationships, role of father, role of mother, trust, honesty, secrecy and it impact, need
for order, regulation, routine
Essay – structure of essay, using the text to support an argument
Reflection and Evaluation
* At the completion of the unit students are asked to write about the unit. What were you curious about? What new
understandings did you encounter? Were you strategic in your approach? How did you plan your responses? What do
you learn about working with others? What did you learn about the way that you prefer to learn?
* At several intervals throughout the unit, the teacher reflects both individually and in the Year 8 English team about the
students’ engagement with the unit. Are they curious? Sceptical? Strategic? Open-minded? Truth-seeking? Ethical?
Mindful? How might this change the way you deliver the unit in the future?
Key Resources
http://mostlyfiction.com/contemp/haddon.htm
This is a book review, which could give students a good overview of the text.
http://www.autismvictoria.org.au/interested/documents/CuriousIncidentofDogpackage.pdf
Useful website that links the text to Autism.
http://www.a4.org.au/
Autism & Aspergers Advocacy Australia with heaps of information about Asperge’s syndrome.
http://www.abc.net.au/rn/history/streets/stories/s778896.htmInformation on living with someone with Asperger’s.
http://www.comebackjack.org/
http://www.autismasperger.net/
http://www.education.theage.com.au/pagedetail.asp?intpageid=1457&strsection=students&intsectionid=3
Book review on the text.
Links to other Learning Areas
TECHNOLOGY – ICT – development of writing
4
INTRODUCTION
The Curious Incident of the Dog in the Night-time by Mark Haddon is a very moving book about a boy
named Christopher John Francis Boone who happens to be suffering from Asperger’s syndrome.
Throughout the novel, we follow him as he tries to find the murderer of his neighbor’s dog,
Wellington. While searching for the murderer, Christopher decides to write a murder mystery novel,
which happens to be what we are supposed to be reading. Due to the fact that Christopher is the
supposed narrator of his book, we have the opportunity to see the world through his eyes and we are
given a chance to understand what it is like to live with a disease like Asperger’s syndrome.
Asperger’s Syndrome
Asperger’s syndrome was first described by a German doctor, Hans Asperger, in 1944 (one year after
Leo Kanner's first paper on autism). In his paper, Dr. Asperger discussed individuals who exhibited
many idiosyncratic, odd-like behaviors (see description below).
Often individuals with Asperger’s syndrome have many of the behaviors listed below:
Language:




lucid speech before age 4 years; grammar and vocabulary are usually very good
speech is sometimes stilted and repetitive
voice tends to be flat and emotionless
conversations revolve around self
Cognition



obsessed with complex topics, such as patterns, weather, music, history, etc.
often described as eccentric
I.Q.'s fall along the full spectrum, but many are in the above normal range in verbal ability and
in the below average range in performance abilities.
 many have dyslexia, writing problems, and difficulty with mathematics
 lack common sense
 concrete thinking (versus abstract)
Behavior

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

movements tend to be clumsy and awkward
odd forms of self-stimulatory behavior
sensory problems appear not to be as dramatic as those with other forms of autism
socially aware but displays inappropriate reciprocal interaction
Researchers feel that Asperger’s syndrome is probably hereditary in nature because many families
report having an "odd" relative or two. In addition, depression and bipolar disorder are often
reported in those with Asperger’s syndrome as well as in family members.
At this time, there is no prescribed treatment regimen for individuals with Asperger’s syndrome. In
adulthood, many lead productive lives, living independently, working effectively at a job (many are
college professors, computer programmers, dentists), and raising a family. Sometimes people assume
everyone who has autism and is high-functioning has Asperger’s syndrome. However, it appears that
there are several forms of high-functioning autism, and Asperger’s syndrome is one form.
5
Assessment
There are four parts. You are asked to complete THREE parts.
Part Three is OPTIONAL. It is a Theory of Knowledge task; and is therefore difficult. If you choose to
complete Part Three you will receive a bonus of between 1 and 5 marks.
Part Four is COMPULSORY: all students will complete the in-class writing task.
Part One
Short Responses
Answer ALL questions
Question One
Metaphor
1.
2.
3.
4.
Find 3 examples of how Christopher uses language in a literal and factual way (include page numbers).
On Page 20, he refers to metaphors. What does this mean and why does Christopher struggle with such language
use?
What is a simile? Why might Christopher prefer these? (page 22) What does ambiguous mean? Why would
Christopher not like words that have an ambiguous meaning?
‘People do a lot of talking without using any words.’ (P.19) In what ways does Christopher not understand body
language?
Question Two
Relationships
1.
2.
How would you describe the relationship between Christopher and his father? (See pages 21, 27, 64, 102-103, 109,
142-143, 241, 265)
What evidence would you use to support this description?
Question Three
Mathematics
1.
2.
3.
4.
Christopher loves mathematics – the numbers, the order, the patterns, the sequencing.
How do we know this? (see pages 14-15, 78-82, 125-128, 269-272)
How does this impact on his life and why does he find security in this?
In what ways does this novel show that mathematics can also be very unpredictable?
Question Four
Judy Boone
Judy Boone says ‘I was not a very good mother, Christopher. Maybe, if things had been different, maybe I’d have been
different, I might have been better at it’ (p.133)
1.
2.
How do you judge her as mother?
How does your attitude change towards her from (a) when it seemed she was dead to (b) when Christopher read her
letter to (c) at the end when she makes an effort to deal with her depression and her problems?
6
Question Five
Chapter 179
1.
Christopher seems to be in ‘crisis’ mode. In what ways is he struggling to use ‘reason’ in such an emotional time? How
does he cope?
LENGTH:
ALL ANSWERS will equal 450+ words
PART TWO
CREATIVE RESPONSE
Select ONE of the following tasks.
TASK ONE
Put yourself in Christopher’s shoes. Write a journal entry explaining your thoughts and feelings after the train trip to
London to find your mum.
AND
The novel doesn’t end with a reassuring picture of a ‘happy family’ reunited after all their troubles. What do you think lies
ahead for the Boone family? Write an epilogue or an additional chapter exploring the possibilities for the future.
TASK TWO
Write a play-script (like A Midsummer Night’s Dream). Use one of the following scenes. (You can add imaginary
conversations and events to the scene or take away conversations and events from the scene. It is up to you: just portray
the scene in the manner you want.)
Scenes:






Pages 69-77: When Christopher speaks with Mrs Alexander outside of the shop.
Pages 141-144: After Christopher discovers his mother’s letters.
Pages 150-151: Christopher’s father explains himself and admits killing Wellington.
Pages 196-202: Christopher and the policeman on the train.
Pages 233-239: Christopher meets his mother.
Pages 239-241: Christopher, his mother and father all together.
TASK THREE
Many people with Asperger’s Syndrome often seem like they are in their own world. Christopher goes into his own world
in Chapter 229. He writes about a utopia (an imaginary perfect place) that he would like to go to when the world becomes
to stressful for him.
Read Chapter 229.
You are asked to write about a utopia you would like to go to, a place to escape to when life becomes stressful. Include
the following:
 Describe what kind of people live there
7
 Who would not be allowed to live there
 What activities the people would do
 What type of society would exist there
Your creative essay should begin with:
And when I was asleep I had one of my favourite dreams. Sometimes I have it during the day, but then it’s a daydream. But
I often have it at night as well. And in the dream …
Your essay should end with:
And then the dream is finished and I am happy.
LENGTH:
450+ words
PART THREE
THEORY OF KNOWLEDGE
Select ONE of the following:
TASK ONE
“But the mind is just a complicated machine.”
In chapter 163, Christopher argues that “the mind is just a complicated machine” (p.146). Is Christopher right? Are we
nothing other than complicated machines?
This is a philosophical question. Answer the following:
1.
2.
3.
4.
5.
What is Christopher’s argument? This involves summarising chapter 163.
Christopher refers to the Turing Test. Research this test. What is it? How does it support Christopher’s argument?
In the previous chapter, 157, Christopher, his mother and father appear to be more than just mere machines. Do
their thoughts, emotions and actions disprove Christopher’s ‘complicated machine’ argument?
What philosophical arguments can you find to further disprove Christopher’s argument?
Conclude by completing the following statement: ‘The mind is …’ What arguments can you find in support of your
statement.
Alan Turing proposed a simple test to determine whether machines could think. If you were conversing with an entity
and you could not tell whether that entity was human or merely human-made, then whatever you were conversing
with was at least as intelligent as you were. Turing predicted that computers would pass this test by the year 2000.
Resources
http://www.zompist.com/turing.html
http://www.rmcybernetics.com/science/cybernetics/ai_turing_test.htm
http://en.wikipedia.org/wiki/Turing_test
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TASK TWO
‘I said that there wasn’t anything outside the universe and there wasn’t another kind of place altogether.’
In Chapter 61, the Reverend Peters argues heaven is ‘outside the universe’. Christopher objects. He presents two
arguments against the existence of God.
1.
2.
Nothing exists outside of the universe. God is not in this universe. Therefore God does not exist (p.42).
If God is outside of the universe, the only way to prove His existence is by travelling through a black hole, a
Singularity. However, the gravitational pull of a Singularity is so strong we would remain stuck within the Singularity
forever. Therefore, God does not exist (p.42).
Who is right: Christopher or the Reverend Peters?
Answer the following bullet-points. (You will have to research the answers.)


What scientific discoveries and theories prove and disprove the existence of God?
What philosophical arguments prove and disprove the existence of God?
We are forced by REASON to accept that the only sensible explanation is that there must have been a first cause that
was UNCAUSED by anything else existing before it. This ‘first cause’, said St Thomas, can only be GOD.
Resources:
www.doesgodexist.org
http://en.wikipedia.org/wiki/Existence_of_God
Teacher resource: Looking For Proof of God. (Ask your teacher for a copy.)
LENGTH:
450+ Words
PART FOUR
TEXT RESPONSE
Write a response to ONE of the following:
1.
‘Although Christopher is incapable of feeling empathy and compassion, he inspires it in his readers.’ Discuss.
2.
‘The Curious Incident of the Dog in the Night-Time shows that all of us have special needs.’ Discuss.
3.
‘Sometimes people are born with disabilities, but its communities that handicap them.”’ Discuss.
You must provide direct quotes and evidence from the text to support your contention (point of view).
This will be an open book text in class. You will have 70 minutes to write your essay.
You are allowed to bring in the book AND hand-written notes on a single side of an A4 sheet of paper.
Your teacher will discuss the topic with you in class.
This in-class test will occur in Week 7
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Part One
Questions
MARK RANGE
DESCRIPTOR: typical performance in each range

Comprehensive and extensive identification of the
question.

Very thorough and highly detailed answer.

Highly expressive, fluent and coherent writing.

Very detailed knowledge and appreciation of the
question.

Thorough and detailed answer

Very expressive, fluent and coherent writing.

Some detailed knowledge and a well-developed
understanding of the question.

Satisfactory and mostly relevant answers.

Expressive, fluent and coherent writing.

Some knowledge and understanding of the
question.

Some explanation of, with some relevant details in
the answers.

Clear expression of ideas in writing.
E

Understanding of the question is limited.
0-11 marks

Brief answers, without detail or explanation.

Simple expression of ideas in writing.
A+
28-30 marks
______________
A
24-27 marks
B+
21-23 marks
B
19-20 marks
______________
C+
16-18 marks
C
15 marks
______________
D
12-14 marks
Comment:
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Part Two
Creative Response
MARK RANGE
A+
28–30 marks
DESCRIPTOR: typical performance in each range

Skilful shaping of ideas, arguments and language
appropriate to the topic.

Sophisticated understanding of complex ideas and/or
arguments relevant to the topic and presented in the
text

A demonstrated ability to draw on and develop these
in the creation of own response.

Highly expressive, fluent and coherent writing.

Considered use of ideas, arguments and language
appropriate to the topic.

Thorough understanding of ideas and/or arguments
relevant to the topic and presented in text.

A demonstrated ability to draw purposefully on these
in the creation of own response.

Expressive, fluent and coherent writing.

Suitable use of ideas, arguments and language
appropriate to the topic.

Clear understanding of basic ideas and/or arguments
relevant to the topic and presented in the text

A demonstrated ability to draw on these to some
degree in the creation of own response.

Generally expressive, fluent and coherent writing.

Use of ideas, arguments and language generally
appropriate to the topic.

Some understanding of basic ideas and/or arguments
relevant to the topic and presented in the text.

Some evidence of an ability to draw on these in the
creation of own response.

Clear expression of ideas in writing.

Little evidence of an ability to use ideas, arguments
and language appropriate to the topic.

Limited understanding of basic ideas and/or
arguments relevant to the topic and presented in the
text.

Little evidence of an ability to draw on these in the
creation of own response.

Simple expression of ideas in writing.
______________
A
24-27 marks
B+
21-23 marks
B
19–20 marks
______________
C+
16-18 marks
C
15 marks
______________
D
12-14 marks
E
0-11 marks
Comment
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Task Three
Theory of Knowledge
MARK RANGE
A+
28–30 marks
DESCRIPTOR: typical performance in each range

Skilful shaping of ideas, arguments and language
appropriate to the topic.

Sophisticated understanding of complex ideas and/or
arguments relevant to the topic and presented in the
text

A demonstrated ability to draw on and develop these
in the creation of own response

Highly expressive, fluent and coherent writing.

Considered use of ideas, arguments and language
appropriate to the topic.

Thorough understanding of ideas and/or arguments
relevant to the topic and presented in text.

A demonstrated ability to draw purposefully on these
in the creation of own response.

Expressive, fluent and coherent writing.

Suitable use of ideas, arguments and language
appropriate to the topic.

Clear understanding of basic ideas and/or arguments
relevant to the topic and presented in the text

A demonstrated ability to draw on these to some
degree in the creation of own response.

Generally expressive, fluent and coherent writing.

Use of ideas, arguments and language generally
appropriate to the topic.

Some understanding of basic ideas and/or arguments
relevant to the topic and presented in the text.

Some evidence of an ability to draw on these in the
creation of own response.

Clear expression of ideas in writing.

Little evidence of an ability to use ideas, arguments
and language appropriate to the topic.

Limited understanding of basic ideas and/or
arguments relevant to the topic and presented in the
text.

Little evidence of an ability to draw on these in the
creation of own response.

Simple expression of ideas in writing.
______________
A
24-27 marks
B+
21-23 marks
B
19–20 marks
______________
C+
16-18 marks
C
15 marks
______________
D
12-14 marks
E
0-11 marks
Comment
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Part Four
Text Response Rubric
Respond to the topic question, showing how the text constructs meaning, conveys ideas and values, and is
open to a range of interpretations.
MARK RANGE
DESCRIPTOR: typical performance in each range

Thorough and thoughtful understanding of the ideas, characters and
themes constructed and presented in the text.

Construction of a well-developed interpretation of the topic question.

Considered selection and use of significant textual evidence to
support analysis.
24-27 marks

Highly organised, fluent and skilful use of language.
B+

Thorough knowledge of the ideas, characters and themes constructed
and presented in the text.

Construction of a sound interpretation of the topic question.

Careful selection and use of suitable textual evidence to support
analysis.

Organised, fluent and good use of language.

Knowledge of the ideas, characters and themes constructed and
presented in the text.

Construction of a general interpretation of the topic question.

Suitable use of textual evidence to support analysis.

Organised and relevant use of language.

Some knowledge of the ideas, characters and themes constructed
and presented in the text.

Some evidence of an ability to construct a general response to the
text and identify a possible interpretation.
D

Some use of textual evidence to support analysis.
12-14 marks

Some relevance, some organisation and some use of appropriate
language.
A+
28-30 marks
______________
A
21-23 marks
B
19-20 marks
______________
C+
16-18 marks
C
15 marks
______________
E
0-11 marks

Limited knowledge of the ideas, characters and themes constructed
and presented in the text.

Little evidence of ability to construct a general response to the text
or to identify an interpretation.

Minimal use of textual evidence.

Limited organization, limited control and limited use of appropriate
language.
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