Lord, Cynthia. Rules. New York: Scholastic Paperbacks, 2008. Print.
Summary
What is normal? Twelve year old Cathrine is dying to know the answer. Living with a brother who has autism definitely defines normality. Catherine spends most of her time creating rules for David to follow. When Catherine meets Jason, a boy who cannot speek, she begins to understand what different really means. Just as the two become fast friends, a new neighbor moves to town. Kristi is the friend Catherine has always wanted and Jason is the friend she never knew existed. Catherine stuggles to find herself in both worlds. This heartwarming story takes a closer look at difference and finding acceptance, without rules.
Key Vocabulay
- Autism
- Occupational Therapy
- Communication
- Therapist
- Guinea Pig
Electronic Resources
This is a fabulous website for anyone that wants to learn more about autism. Apart from statistics and how to get involved with autism, the site also has a section for family and children. There are several videos and resources to help children understand what autism is. It is likely that students will share classrooms with autisitc kids and they should know more about it so they can be aware of the disorder and welcome it into their classroom. There are links off of this site for teachers and parents as well, with tips on how to incorporate autism into the classroom, as well as how to teach autistic kids.
Author Cynthia Lord has a section on her web page that is purposefully created for teachers. A discussion guide, reproducible worksheets, interviews, and information on how to speak to a non-verbal child are all included. Interested readers can also learn about other books by Cynthia Lord, as well as read her personal biography. A must-have site for fans of Rules, by Cynthia Lord
Teaching Suggestions
Before reading: Key vocabulary should be taught before reading. Students should also have an idea of what autism is and how it impacts daily living. This should be taught before students meet David. As a class, students can preview the text using the table of contents as a guide. Each chapter is a rule that Catherine creates for David and find herself using as well. Students can make connections to these rules to their own lives. Do they use these rules too? Students can discuss the importance of rules and incorporate their own classroom rules into the discussion. Why do we have classroom rules? What purpose do they serve? What would happen if there were no rules?
During reading: Students can make character sketches of Catherine as they learn more about her. They can analyze her relationship with her brother, as well as her relationship with new friend Jason and new neighbor Kristi. Literature circles may promote and expand student interest in this book. Students can be divided into small groups and discuss each chapter with pre-determined discussion questions as their guide. The teacher should be a facilitator as well as a silent participant. Groups should stay on track and answer both literary and inferential questions. Students should think critically as well.
After reading: Using Jason's words, students can create their own illustrations to represent the words, like Catherine did for Jason. After students can practice communicating silently, using only the cards to help them. By doing this, students can experience what it is like to be non-verbal, or to communicate with someone who is non-verbal. Students can also choose their own words they would like to have if they were Jason, and they can explain the importance of the words they choose. These may be illustrated as well.
- As a written response, students can use the rules that Catherine has written and decide if and how they are applicable in their own lives. For instance, how can the rule Not everything worth keeping has to be useful be used in your life? In other words, what do these rules mean to you? Do you think this rule is important? How does it apply to David and you?
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