• Christopher John Francis Boone

• 15 years old

• Swindon, Wiltshire

• Status: Single

• Occupation: Student

Physical: Christopher is a skinny, tall boy. He has brownish hair and does not eat yellow or brown food. He has a mental disfunction which is diagnosed as a branch of autism.

Psychological: Christopher is an autistic boy. He like being by himself because it is hard for him to understand and relate with people, so he prefers to be alone. He loves animals and says that he understands them better that people. Red is his favorite color and every time he sees red cars he thinks it is good luck and it is going to be a good day, on the other side he hates yellow and brown and focuses a lot on colors and these different colors affect his mood.He is not very social and he has to do everything in a certain order, that is why it is really hard for him to let things go and to change his routine.

Social: He only relates with people that he already knows well, he talks a lot to Siohban, his teacher, she guides him a lot and Christopher feels support. It is impossible for him to establish eye contact and only keeps up with a conversation if he is really interested in the topic or knows about it.He is disturbed when many people is around and does not like when people touch him, he feels really uncomfortable.

Crisis Event

Christopher is very disturbed when people touch him, he feels that he is being attacked, in the book, when the policeman touches him Christopher has a crisis event. For normal people being touched by someone else is normal and are not disturbed at all.

Characterization –

• In what ways is Sam more insightful than other characters in the movie? How is this evident to the viewer?

Sam is more insightful than other characters because since he is autistic he has a more profound insight than regular people, in the movie it is evident because he thinks a lot about what he does and he says everything that he thinks.

• How does Rita’s life parallel Sam’s life? If her life parallels Sam’s, does this make her a dual protagonist?

Yes, Rita’s life is parallel to Sam’s because she has trouble too, while Lucy is being taken away from Sam, Rita has a lot of trouble with his son, Willy, she is also being cheated by his husband.

• How do Sam and Rita change? First Rita is a selfish lawyer who only does her job to make money, when she decides to do the pro-bono with Sam’s case, she realizes that Sam is a really good person and she gets really involved with the case, she starts to learn a lot about Sam and starts to work for him because she wants to help him. At the end of the movie she confesses Sam that she has gotten more from their relationship than he has. Sam also changes through out the movie, he learns that normal people have trouble too, because in one scene Sam is out of control and says “People like you don’t have feelings”, that’s when Rita talks about her trouble, he also realizes that there is good people that is willing to help him and at the end he accepts that he needs help raising Lucy.

Premises -- • A premise, much like a summary, explains what a movie is about.

Write the premise for this movie in one to two sentences.

The movie is about an autistic man that is abandoned by his wife and only left with his baby girl, through the movie the man struggles with authorities because they want to take the girl away from him arguing

that he is incapable of taking care of her.

• Create a collage using images to convey a mood or a theme. Present your mood or theme and your image choices to the class.

• Throughout the movie, the viewer becomes privy to only a slight amount of information about Annie, Sam, or Lucy’s mother. Plan and write a background story for Sam, Lucy’s mother, or Annie. What happened to them when they were younger to make them react as they did in the movie? Submit the story in writing or create a film of one to three scenes with a group of classmates explaining the background story for these characters.

Annie:

When Annie was younger she lived with her mom, dad, and a brother. She never had a good relationship with her mother, but at the age of 6 her father passed away, her mother went crazy and she was constantly yelling at them and hitting them, after a while her mother abandoned them and they never heard from her again. In the movie Annie goes to the court and gets really tens when the judge asks her about her mother, she says that she thinks that Sam makes a great father and it does not matter if he has autism Lucy

would grow up great. She helps Sam in the movie, because she knows how important is a mother and how much a child needs a mother, she defends Sam because she also knows that a father is important and if he cares about her that is all it takes to raise a child.

Lucy’s Mom:

When she was younger she had a normal life, she went to the same high school than Sam, that is where they met, they were really good friends, she was really insecure and Sam helped her a lot because they were always together. When she got pregnant she didn’t know what to do, she wanted to abort but it was too late, she knew she was not ready to raise a child, which is why she abandoned them.

Sam:

Sam was born in a regular family, at the age of 3 her parents didn’t know what was wrong with his child, so they had him checked; he was diagnosed with a medium level of autism. As a young teenager he was bullied in school, until he turned 18 when he finally found his friend who had also problems with society and communication, he spent a lot of time with Lucy’s mom. His father always protected him. When she got pregnant he was so happy, he thought he was finally forming a family. In the movie Sam protects Lucy very much and loves spending time with her, he also wanted a family, which reflects his past because he had a great family and wanted the same for Lucy.

Symbolism—

Throughout the movie, notice the predominant use of color. There are scenes full of blue, of yellow, and of red. In art, these are known as primary colors. What do these primary colorssymbolize throughout the course of the movie? Which color is Sam? (If Sam is different and you read a book about accepting differences and learning to try something new, which color is Sam? Think of his work place aprons and how they also change color.) I think that colors represent the mood that Sam has; I think that because of his autism he notices the colors more than everybody. At the end of

the movie Sam says to the woman that she is the red in her drawings, I think that means that she needs her. I think that Sam is blue because it is a color that can represent many feelings, such as sadness, freedom, and desperation. Does Sam have autism or Asperger’s? Sam has autism, in the court the judge says “due to your autism!” you can also notice he is autistic because he is obsessed with the order and he is disturbed when his routine is changed. Noises and unusual scenes also disturb him. !

The System Natalie Nakash

10-B

Taking Advantage of the new technology.

Why

a n

ew

Syst

em?

I think that visual

systems are really

good for children, but with the new technology we can

m a k e a m o r e

effective program

and also easier for children to use.

Wha

t is

it?

I think that an App is a

good idea, where children

touch the items that they

f i n d u s e f u l f o r t h e i r

c o m m u n i c a t i o n , a n d

choose from a variety of

options, as soon as the

child chooses the product

there is an audio system

where the Ipad would say

something like: “Great

c h o i c e ! I c e - c r e a m !

Yummy!”

Phase 1

The child has to choose an item from the Ipad.

These phase helps children to learn complete sentences.

I want ___

I need ___

Phase 2

Phase 3

The Ipad repeats the child’s choice.

Oh, you want ice-cream! Great

choice. Yummy!

Conclusion

Taking advantage of the

new technology is a great

way to ease communication with children that suffer autism,

these system will help

children develop new communication skills

which do not require oral

language.

Crisis Event !"#$%&%'()%*+%,#(-).%/%01$2")%($3%*4%3(,)%153.%0,%012"#-%($3%)6)2#-%3#763#3%21%81%1$%(%2-69%:1-%0,%)6)2#-;)%*<2"%=6-2"3(,.%(52"1>8"%)"#%"(3%(5-#(3,%2>-$#3%*<%($3%$1'%)"#%'()%*<%,#(-).%*%01$2"%($3%+%3(,)?%@"#,%95($$#3%2"#%2-69%'62"%/%1:%0,%)6)2#-;)%:-6#$3)A%

*? B1)),%C? &D1$$#%+? E-(7#%F? G15(%<? B(H>#5%I? J,$2"6(%/? K68(562%

@"#%/2"%1:%L>5,%2"#,%(55%7(0#%21%(%0##26$8%6$%0,%"1>)#.%&%'#$2%21%0,%-110%=#7(>)#%2"#,%'#-#%D#-,%$16),.%&%1$5,%7(0#%31'$%:1-%(%'"65#%=#7(>)#%2"#-#%'()%7($3,%1$%2"#%2(=5#.%&%"(3%+%L#55,%=#($).%*4%7"656%7($36#).%I%8>00,%=#(-)%M+%-#3%($3%+%=5>#N.%($3%*%=(8%1:%7"69)?%@"#,%'#-#%36)7>))6$8%'"#-#%21%81%:1-%2"#6-%2-69.%)1%2"#,%)2(-2#3%21%86D#%19261$)A%G#195#% G5(7#)%K68(562% O6(06%B1)),% P-5($31%&D1$$#% %

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

J->6)#%

!"#$#$%&'()*%+,%-*,.(%

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

05A% )(9% 7(,)7% #(% 1,#% #1"% 1'3% <"B'4-"% 05A% .""/,)7% 4)6"$% #1"%9"'#1"$>%1(2"%3(4%9$,#"%<'B;%-(()N%0%/(?"%')6%A,--%3(4>%E,(<1')@%%

!"#"$%&'!"(")*'+,-''How can I help a kid like Christopher fit into society? How can I help him develop his language in such a way that other people may understand what he tries to express?

Summary Kids like Christopher often do not fit into society, I think that these occurs due to the lack of knowledge, I feel that people in a society have to be well informed and be aware of the situation that kids like these are going through. I think that people, who are not well informed, do not have the tools to help this people. I suggest that it is necessary to inform people about this disease and give capacitation to children in schools as part of their education on how to treat children who suffer from Autism or Asperger’s. It is necessary for people, especially children, to understand what Autism is in order to respect them and help them fit in society. In order to help children who suffer from these diseases to express themselves in a way that other people can understand them, I think that society has to work together so that younger generations get used to a language that Autistic kids can use and everyone else can understand. With proper education and a functional communication system Autistic children will have the opportunity to communicate with more people and fit better in the society. I think that sign language is a great way for everyone to understand, special systems have proven that Autistic children feel more comfortable using sign language and it helps them get what they want and express themselves with more ease. People who live around these children, especially family, are learning this sign language system so they can communicate with their children, it has become a very efficient system and it is becoming more popular. With new systems and methods to help Autistic children, people would be able to communicate with them easily and as a result these children would fit in the society and have a better development in their communication. '' ''

Reflective Journal #1 What I felt when I researched about Autism and Aspergerʼs. When I researched about Autism and Aspergers, I really appreciated things that I never notice, such as the ability to express myself with ease. I really knew a lot about Autism already, because of people I know who have these disease, but it is always good to learn something new. On the other hand I didnʼt know almost nothing about Aspergers. When I researched about it I really understood the differences between Aspergers and Autism. When I found information about the characteristics of Autism and Aspergers, I tried imagining what it would be like if I couldnʼt express myself or what is going on in an autistic childʼs mind when he/she is disturbed be irritating noises or changing their routines. It made me feel empathic because I really understood why children with Aspergers or Autism act the way they do. I felt relived because of all the new methods to help children with these diseases to express themselves.!

Reflective Journal #2 What I learned while creating “The System” and the system itself. When I read about the system I learned new ways of communication that help children with Asperger’s and Autism. When I read about the system of communication I learned how developing visual skills can help a children’s communication and it is also a very useful way of knowing what children want. It is also important for children to develop the ability to think and ask for stuff with complete sentences. With the system and the cards with “I want___”, children develop these ability. While doing my own system I realized how useful technology can be and how it can help children to have better methods of communication. Taking advantage of the new technology can help improve the communication systems, and I also know that children nowadays love technology and have great technological skills; For example, children now a day learn to use an Ipad at the age of 3 approx.

!"#$"%&'(")*+,-./$)01))23/&)4)$"/-."5)/6+,&)3+7)83-'9&+:3"-)9+$("9)3'9)%+.#$'%&9)'9)&3/&)73".)3")7/9)'.)/)%+.#$'%&;)'&)7/9),-<".&)#+-)3'=)&+)9+$(")'&>)23/&)=+9&)'=:-"99"5)=")'9)&3/&)"(".)&3+,<3)3")3/5):-+6$"=9)%+==,.'%/&'.<)/.5)-"$/&'.<)7'&3):"+:$";)3")7+,$5)5+)/.?&3'.<)&+)9+$(")3'9):-+6$"=9)"(".)'#)3")3/5)&+)5+)/.)"@&-/)"##+-&)&+)-"$/&")7'&3):"+:$") &+) /9A) B,"9&'+.9) /.5) 4) &3'.A) &3"9") 3"$:"5) 3'=) &+) 5"("$+:) ."7)%+==,.'%/&'+.)9A'$$9>)

C?)7/?)+#)9+$('.<):-+6$"=9)'9).+&)&3/&)5'##"-".&)&3/.)83-'9&+:3"-D9;)4)/=)'.)=/.?)7/?9)$'A")3'=;)#+-)"@/=:$";)4)5+.D&) $"&)9+="&3'.<)<+),.&'$)4D=).+&)5+.")9+$('.<)'&;)"(".)&3+,<3)4)3/(")&+)#/%")&/9A9)&3/&)/-")5'##'%,$&)#+-)=")4)/$7/?9)&-?)&+)+("-%+=")=?9"$#) /.5) &-?) &+) 9+$(") /):-+6$"=) '.) &3")6"9&)7/?):+99'6$")73'%3) '9)-"/$$?)9/&'9#?'.<)#+-)=")6"%/,9")'#)4)5+).+&)9+$(")&3"=)4)%/.).+&)$"&)'&)<+>)

!"#$"%&'(")*+,-./$)01))2)&3'.4)&3/&)'&)'5)-"/$$6)'78+-&/.&)&+)3/(")/),.'9,")/.:)8"-5+./$)5&6$")+#);-'&'.<=)58"/4'.<=);/$4'.<)/.:)>"'.<)>"%/,5") 2) &3'.4) &3/&) '&):"#'."5)/)3,<")8/-&)+#)6+,-)8"-5+./$'&6=) '&) '5) /$5+) -"/$$6) '78+-&/.&) >"%/,5") '#) 6+,) /-") ;-'&'.<) /) >++4=) #+-)"?/78$"=)6+,)53+,$:)$"/(")6+,-)"55".%"@)

A+7"&'7"5) '&) 7/6) /##"%&) &3") ;/6) &3/&) 6+,) -"$/&") ;'&3) +&3"-) 8"+8$"=)>"%/,5")&3");/6)6+,)/%&)/.:)&3");/6)6+,)/-")'5)4"6)#/%&+-)#+-)-"$/&'+.53'85@)2&)'5)("-6)'78+-&/.&)&+)3/(")/),.'9,")8"-5+./$'&6)&3/&)%3/-/%&"-'B"5)6+,)'.)5,%3);/6)&3/&) 6+,)>"%+7") 58"%'/$=) '&) '5) /$5+) 5/.") #+-) 6+,-);"$$) >"'.<) &+) /%&) /%%+-:'.<) &+)6+,-)>"$'"("5)/.:):+).+&)%3/.<")&+)#'&)'.)&+)5+%'"&6=)&3"5")%+,$:)".:),8)'.)$++5'.<)6+,-5"$#)/.:)3/(")/.),.:"#'.":)8"-5+./$'&6@)

C/('.<)/)8"-5+./$)5&6$")/.:)>"'.<),.'9,") '5);3/&)7/4"5)/)8"-5+.)5&/.:)+,&)#-+7)+&3"-)8"+8$"@)

Dedication

I want to dedicate this e-book to children with Autism or Aspergerʼs syndrome, I did a lot of research on methods to help children with this syndromes. I would also like to dedicate this to families who have a familiar like this and to society, it is important for people to be informed of what this disease is.