The Reason I Jump by Naoki Higashida
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https://www.amazon.com
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The Reason I Jump By Naoki Higashida
Reviewed by: Breanna Ohler, Shalynn Pace, Michael Morello, and Anakaren NavarroReview:
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| https://www.vam.ac.uk/ |
When reading
The Reason I Jump, it is important to
keep in mind that the book was written by a then 13-year-old Naoki Higashida.
Higashida was diagnosed with autism at the age of five. Due to his condition,
Higashida often found it hard to communicate vocally so he leaned towards
written communication instead. He learned to write with Japanese characters and
quickly began expressing himself through fiction and nonfiction works. The Reason I Jump is a nonfiction book
leading into Higashida’s mind as he tackles questions commonly asked about
children with autism. The book is neither a memoir nor an autobiography but
rather a sort of Q&A between Naoki Higashida and his uninformed (perhaps
curious) audience. The structure of the book allows it to be read as a rather
casual walk of knowledge. Whereas an autobiography or memoir might have a more
somber tone, Higashida’s book is light and easily digestible while still challenging
preconceived ideas about children with autism. It effortlessly leads its
readers through a path of enlightenment about autism.
As the book takes the audience
through a series of questions, it allows them to explore the mind of an
autistic child. Higashida tries, through the best of his knowledge and
experience, to answer the questions truthfully and accurately. His insightful
answers and explanations guide the reader through his thought process as he shines
a new light on autism. Where other books written about autism might address
certain issues with facts and research, The
Reason I Jump addresses them with first-person experience making the
answers very human and heart-warming. Higashida’s voice is very easy to relate
to also very wise. He speaks with the innocence of a 13-year-old and the wisdom
of someone much older. His openness throughout the entire book opened my eyes
to many aspects and concepts about autism that I would have never considered
otherwise. The first preconceived idea challenged by the book is related the
way autistic children communicate. It is often believed that children with autism
are not capable of communicating “normally” but Higashida challenges both the
perception of what normal is and the belief that children with autism are
incapable of it. His book, as a whole, if not the specific answers given
throughout the text, prove that he, a 13-year-old boy with autism, is more than
capable of communicating eloquently and beautifully. He walks the reader
through his rationale, enlightening them about autism on the way. The book
proves itself to be adaptable to be taught as both a middle school or high school
book. It simple enough to be read by children who might struggle with reading
while also being immensely insightful and is heart-warming to people of all
ages as it draws its readers in to have a close conversation with Naoki
Higashida.
Biography of Naoki Higashida:
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| http://www.azquotes.com |
Hopper, Nate. “My Autism Allows Me to See the World in a Different
Way.” Time, Time, 13 July 2017, time.com/4856602/autism-nonverbal-
book-naoki-higashida/.
“Naoki Higashida.” Wikipedia, Wikimedia Foundation, 25 Apr. 2018,
en.wikipedia.org/wiki/Naoki_Higashida.
Instructional Resources:
Introductory video about Autism:
What it is like to have Autism:
Real life stories from people with Autism: Danny’s story
Blog entry by M. Kelter, an Autistic blogger:
The world through the eyes of an Autistic child:
Light It Up Blue Puzzle Project:
Autism Society:
Animated Explanation of Autism:
Instructional Activity:
Preview:
We believe that this assignment and book will be most efficient if it is taught to students that are in the 11th grade.
Since this nonfiction text is formatted with a series of 58 questions, we thought it would be both engaging and informative for students to create their own questions based off one of the sections in the text. However, instead of developing a similar question that Higashida did, students will formulate their own based off of one of Higashida's that can be applied to other segments of life rather than just to autism; basically, students will develop their own questions that are broad and questions ideas such as life, knowledge, identity, and normality through this activity.
California Common Core Standards:
https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdfReading Standards:
10. By the end of grade 11, read and comprehend literary non ction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing Standards:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suf cient evidence.
a. Introduce precise, knowledgeable claim(s), establish the signi cance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter- claims, reasons, and evidence.
2. Develop the topic thoroughly by selecting the most signi cant and relevant facts, extended de nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
a. Introduce precise, knowledgeable claim(s), establish the signi cance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter- claims, reasons, and evidence.
2. Develop the topic thoroughly by selecting the most signi cant and relevant facts, extended de nitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Resources and Preparation:
Chrome Book or other device with internet connection, the text itself, and access to canva.com.Instructional Plan:
The objective of this lesson is To promote understanding of those who are different from us and to raise and attempt to answer questions about our lives as humans collectively.Students will come to class having already read The Reason I Jump by Naoki Higashida. They will start by answering the journal question on the board, “What do you think it means to be normal? Support your answer with at least one quote from the text.” Students will work on their journal for approximately 10 minutes and then share with a partner and then a few students will share with the entire class.This assignment can be given with or without technology. To create this worksheet, we utilized Canva, a website that has templates for activity worksheets and also allows one to make one's own. If students do not have access to the internet, it is recommended to print out the worksheet ahead of time and have students handwrite it. However, it may be easier if students write their responses online as they can share it with other members in their group more efficiently. Basically, the assignment is that students will be assigned groups of four where they will collaborate to generate their own knowledge question based off quotes, evidence, and personal opinion. First, students need to find a section of the text that interests them. Then, find applicable, significant quotes that pertain to the knowledge question they are developing. Last, students will find evidence in the text and their personal experience to answer the knowledge question. If there is time, students will quickly present their knowledge questions and claims with the rest of the class, so that other students can see lines of reasoning and think critically by pointing out weaknesses in arguments and acknowledging what does and does not hold true.
