Professional Documents
Culture Documents
Subject: English Language Arts
Grades: 9‐12
The Kite Runner Timeframe: Four 45 minute sessions
Theme Analysis Lesson Student Outreach for Shelters (SOS) Program
Overview Preparation
This lesson is designed to deepen students’ analysis of the novel The Kite Review Lesson Plan & novel. Adapt
Runner. In addition, this lesson is designed to provide educators with a lesson plan as necessary.
core novel connection to the shelter outreach themes of the Khaled Prepare students as necessary: a) this
Hosseini Foundation SOS program. lesson assumes that all students have
read The Kite Runner, and that students
have clear expectations (e.g. rubrics or
Outcomes
exemplars) for both oral and written
Students will be able to: responses; b) this lesson can be taught in
isolation of World Studies and Civics.
Complete a focused re‐reading of The Kite Runner (TKR) However, a basic understanding of
Afghanistan may enhance students’
Participate in active learning, taking responsibility for making meaning
learning. See TKHF Introduction to
of text
Afghanistan Lesson and TKHF Study
Identify elements of theme in TKR Guide Addendum, both of which serve as
excellent resources preceding this
Synthesize findings by determining relevance and impact of theme on lesson.
plot and characterization NOTE: The Kite Runner contains mature
subject matter dealing with sexual abuse
Make a connection between his/her life and theme
and violence. Allocate class time as
Demonstrate learning through oral and written responses students read to process their reactions
to the text. You may wish to allow 10
Complete peer review and reflection of their learning minutes in several class periods
preceding this Theme Analysis Lesson for
general discussion, journaling, and
Anticipatory Set
gauging student reaction to the text.
Brainstorm Activity (25 min) ‐ Tell students that they will examine and Address vocabulary as needed. Ensure
discuss the relationships between the thematic ideas of shame versus students have an understanding of key
courage within TKR. Have student pairs brainstorm their understanding of Farsi words from the novel, such as nang,
the word shame. What does shame mean? What are common experiences namoos, khastegari, etc., as well as
that might cause people to feel shame? What are the effects of shame? familiarity with the fictional elements
that will be discussed, such as theme,
Also ask students to consider the word courage. What is their
plot and characterization. You may refer
understanding of the word? What are some examples of courage? When
to the Study Guide Addendum for The
have they, or people they know, displayed courage?
Kite Runner, also available through TKHF,
Tell students, “The root of the word courage is cor—the Latin word for which includes key vocabulary. Address
heart. In one of its earliest forms, the word courage literally had a very
geography as needed. Students should
different definition than it does today. Courage originally meant “To speak
know the location and conditions of
one’s mind by telling all one’s heart.” Over time, this definition has actually
cities and towns named in the novel.
changed, and today, courage is synonymous with being heroic or
Address geography as needed. Students
performing brave deeds.”
should know the location and conditions
source: Brené Brown ‐ http://www.ordinarycourage.com/ordinary‐courage/ of cities and towns named in the novel
such as Kabul, Jalalbad and Mazar‐i‐
Have students discuss this definition. Do they agree? Why or why not? If Sharif, Afghanistan, and Peshawar and
courage is speaking out, then what is shame? It may be helpful to present Islamabad, Pakistan. Information as well
the students with the following association: as photos can be accessed easily through
Google maps: http://maps.google.com/.
Courage – Speaking out
Shame – Silence
Materials & Resources
Have students examine and discuss the relationships between these Class copies of A Thousand Splendid Suns
thematic ideas. Also ask the students to consider cultural and religious
3x5 index cards (one per student) or
aspects of shame and courage drawing on their own cultural, ethnic or
other journaling materials
religious backgrounds, and on their observations of American society. Tell
Theme Graphic Organizer (one copy per
students that they will look through TKR text to consider how Hosseini uses
student & one for overhead or
these themes to develop plot and deepen character.
reproduced on whiteboard)
Guided Instruction Web Resources:
Intro to Graphic Organizer activity (20 min) ‐ Tell students that they will UNHCR fact page on Afghanistan:
work in pairs or in groups to: http://www.unhcr.org/pages/49e486eb6.html
CIA Fact book on Afghanistan:
Find evidence in the text of the themes of shame and courage, https://www.cia.gov/library/publications/the‐world‐
with attention to silence and speaking out as they relate to factbook/geos/af.html
these themes Ethnic Map of Afghanistan:
Explore their significance http://www.pbs.org/newshour/indepth_coverage/asia/af
ghanistan/map_flash.html
Determine their impact on plot & characterization
Google maps: http://maps.google.com/
Present findings to class
Saib‐e‐Tarizi poem from which novel is titled:
Provide a written response to an essay prompt about these
http://en.wikipedia.org/wiki/A_Thousand_Splendid_Suns
themes
Academy of Achievement speech in 2008 –
Hosseini speaks about why he became a
Introduce Theme Analysis Graphic Organizer. Post one organizer on board
writer: (12 min video)
or overhead and give one copy to each student. Complete one or two http://www.achievement.org/autodoc/podcasts/artpod‐
examples with students before having them complete their analysis in 4‐hosseini‐vid
groups or pairs. For complete examples and student copies, see the end of Print interview with Khaled about service to
this lesson. UNHCR:
http://www.unhcr.org/45d574692.html?gclid=CKjQ5ZSvlZ
4CFdA65QodFhf6pg
Collaborative Learning
Focused Re‐Reading (90+min) ‐ Divide class into pairs or groups. Assign USA for UNHCR homepage:
each group a section of the novel as listed below. Have student groups re‐ www.UNrefugees.org
read their section of the novel, looking for references the author makes to
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 2
shame, courage, acts of speaking out, times when characters remain silent See TKHF Additional Resources Guide for
about significant things, etc. Students do not need to list every reference to additional links.
shame or courage. Rather, students should first find references to these
themes in the novel and then as a group determine what is important and
meaningful to them, in relation to overall theme, plot and characterization.
Standards
They may need to infer references where the words “shame” or “courage” McREL Compendium of Standards Addressed:
are not directly mentioned; for example, early in the novel it is clear that
Amir believes Baba is ashamed of him because he is different from other World Studies Standard 44, Level IV
boys.
Understands the search for community, stability,
Group 1 Assignment: Chs. 1‐5, pp. 1‐47 and peace in an interdependent world.
Group 2 Assignment: Chs. 6‐9, pp. 48‐109
Language Arts Standard 6 and 1, Level IV
Group 3 Assignment: Chs. 10‐14, pp. 110‐194
Group 4 Assignment: Chs. 15‐20, pp. 195‐258 6.1 Uses reading skills and strategies to
Group 5 Assignment: Chs. 21‐15, pp. 259‐371 understand a variety of literary texts…
6.3 Analyzes the use of complex elements of plot
in specific literary works ….
Note: To help students make a connection between the text, the theme
and its impact, read the excerpts listed on the sample graphic organizer, 6.4 Analyzes the simple and complex actions
enter into graphic organizer (column 2), and model exemplar responses for (e.g., internal/external conflicts) between main
Impact on plot/character (columns 3 and 4.) and subordinate characters in literary works ….
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 3
Although the key themes are mentioned many times in the novel, often Outreach Implementation:
students will need to infer from the characters’ thoughts or actions where
shame or courage are involved. Here are some general questions that you Meaningful Service
Partnerships
Duration
http://www.servicelearning.org/instant_info/fact_sheets/k‐
may wish to share as prompts as students work their way through the text,
12_facts/standards
finding examples:
Consider each character’s relationship to shame/courage. When is Teacher Reflection
Amir ashamed? Of what? What about Soraya? Baba? Sohrab? How
does shame influence each person’s actions? Compare student essays, Exit Tickets and Graphic
Organizers. Utilize all to shape your feedback on
When do the characters choose to speak up? In what ways do they
students’ work (e.g. comment on connections
show courage? When do they remain silent? Why?
between reflections and work.) What
Are there cultural ideas of shame that are significant? What types
demonstrates student learning? What will you
of things do Afghans think bring “shame” on a family? Find
adapt for next time?
examples.
Impact on plot: In a way the entire novel centers on a crucial
shame – Amir’s shame at not having spoken up. How do the
events of the novel proceed from this act? How would the novel be
different if he had spoken up? What if Baba had acknowledged his
own “shame” about Hassan’s origin? What kind of a story would it
be? Find other examples where shame or courage affect the
events of the story.
Do ideas of shame and courage change over the course of the
novel? Do the characters change in relation to these themes? How?
Collaborative Learning 2
Graphic Organizer activity continued ‐ Allow students time to complete the
work begun in session one. Rotate through groups. Are their text citations
on track? Are students able to explain the importance of the text as it
relates to the theme? As it relates to its impact on the plot?
As students finish their work, allow them time to practice presenting their
findings. (Presentations will occur in the subsequent session.)
Note: Depending on student level, this activity may require additional
sessions, and/or may be assigned as homework.
Exit Ticket
Journal Response (10 min) ‐ On the back of the 3x5 journal card or journal
page, have students reflect and summarize any new insights or connections
they have made to TKR.
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 4
Anticipatory Set 2
Journal or discussion prompt (5min) – Which of the following have made
the most impact on you in regards to your understanding of the situation of
the Afghan people? Which has made the least? Why do you think this is so?
reading TKR
hearing about Afghanistan and Pakistan in the news
learning about current events regarding Afghanistan and Pakistan
within the classroom, online or on TV
Guided Discovery
Give each group 5‐10 minutes to present their findings from their theme
analysis. Compare and contrast group findings. Have students take notes
on the presentations so they can complete the peer reflection (below).
Collectively highlight the most important selections & interpretations,
addressing questions such as:
How do the themes of shame and courage evolve throughout the
novel?
How do they set the events of the plot in motion?
How do they shape the characters in the novel?
What do you think the author is trying to say about these themes?
Exit Ticket 2
Peer Reflection (during presentations) ‐ List one strength and one
suggestion for improvement for each group presentation. Then rank the
presentations. To which group did you give the highest rating? Why? Where
did your presentation rank? Why? What was your favorite part of the
assignment? What would you change or do differently if you had more time
to work on the project?
Self Reflection – Consider how the forces of shame and courage are
displayed in your own life. Do you identify with these themes? Why or why
not?
Evaluation
Discussion (15min)‐ Summarize trends from peer reflections. Trends should
remain anonymous but instructive.
Essay‐Prompt (30 min) ‐ This may be an in‐class essay or take home
assignment based on student levels. See end of lesson plan for The Kite
Runner Essay Questions handout.
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 5
Theme Analysis Graphic Organizer (with examples)
Character Evidence of Theme Impact on Plot Impact on Characterization
Text Citations How does this situation set How does this situation develop or define the
events of the plot in motion? character?
What is its significance?
“I ran because I was a Because Amir does not This event deepens Amir’s feelings of shame
Amir coward. I was afraid of what stand up for Hassan, and and cowardice, and becomes a key moment
he would do to me. I was later lies about what in his life that colors his thoughts and
afraid of getting hurt.” (p. 77) happens, he feels ashamed. actions for many years.
This leads him to hide the
money and watch, which
leads to Hassan and Ali’s
leaving Kabul.
Baba “I want you to ask him Baba’s courage in This scene gives us a concrete example of
something,” Baba said… “Ask confronting the Russian Baba’s courage and strengthens Amir’s
him where his shame is.” soldier helps assure the admiration for his father.
They spoke. “He says this is refugees’ success in fleeing
war. There is no shame in Afghanistan for Pakistan.
war.”
“Tell him he’s wrong. War
doesn’t negate decency. It
demands it, even more than in
times of peace.” (p. 115)
Soraya “Her secret was out. Spoken. Soraya’s sharing of her In this passage, Soraya’s strength of
Dealt with… I suspected “shameful” secret with character and insistence on honesty over
there were many ways in Amir clears the way for silence are revealed. She is portrayed as a
which Soraya Taheri was a their marriage. strong woman who has made mistakes but
better person than me. is not afraid to admit them.
Courage was just one of
them.” (p. 165)
Universal Truth: How do these themes relate to other novels you have read, real‐world experiences, and/or your
own experiences?
Extension: Choose your own theme for an analysis of this novel. Complete a new chart using the theme of your
choice. How is the impact on plot/characterization similar and /or different?
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 6
Theme Analysis Graphic Organizer
Character Evidence of Theme Impact on Plot Impact on Characterization
Text Citations How does this situation set How does this situation develop or
events of the plot in motion? define the character?
What is its significance?
Universal Truth: How do these themes relate to other novels you have read, real‐world experiences, and/or
your own experiences?
Extension: Choose your own theme for an analysis of this novel. Complete a new chart using the theme of
your choice. How is the impact on plot/characterization similar and /or different?
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 7
The Kite Runner Essay Questions
Directions: Respond to one of the following essay prompts. You may use the novel and your notes as resources.
In The Kite Runner, shame is a destructive force.
Explain why you agree or disagree. Make sure to include citations from the novel in addition to drawing from
your own conclusions about the theme you have studied.
By the end of The Kite Runner, Amir has redeemed himself by demonstrating courage.
Explain why you agree or disagree. Make sure to include specific details from the character’s experiences in
addition to drawing from your own conclusions about the theme you have studied.
‐or‐
In Chapter 25 of The Kite Runner, the author writes:
“Your father was a man torn between two halves, Rahim Khan had said in his letter. I had been the entitled
half, the society‐approved, legitimate half, the unwitting embodiment of Baba’s guilt. I looked at Hassan,
showing those two missing front teeth, sunlight slanting on his face. Baba’s other half. The unentitled,
unprivileged half. The half who had inherited what had been pure and noble in Baba. The half that, maybe, in
the most secret recesses of his heart, Baba had thought of as his true son.” (p. 359)
In the above excerpt, the author suggests that although Amir is Baba’s “legitimate” son, Baba is ashamed of
Amir and proud of Hassan.
Explain why you agree or disagree. Make sure to include specific details from the characters’ experiences in
addition to drawing from your own conclusions about the theme you have studied.
The Kite Runner Theme Analysis Lesson Mar‐11
© The Khaled Hosseini Foundation 8