TateUPLAN5Lessons

back to personal page

Julia Tate
 * Unit:** The Kite Runner **Date:** 10/24/13
 * Lesson 1:** Chapters 1 & 2 - Point of View and Tone

1. Given previous knowledge and textual evidence, students will identify the characteristics of point of view and tone. 2. Given passages from the novel, students will identify the point of view, tone and the position of the narrator (limited, omniscient)
 * Instructional Objectives:**


 * Materials needed:** 25 copies of worksheets for students, 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.F : Evaluate how words and phrases shape meaning and tone in texts.
 * Academic Standards:**

The point of view from which a story is told makes a big difference in //how// it is told. In a **first-person narrative,** we receive the impressions of one only of the characters, and that character’s impressions are colored by his or her age, gender, beliefs, and so on. First-person narratives are always limited to one character’s perspective. Thelesson will begin with a discussion of point of view and tone in the text.In groups of 3-4, students will read the below passages and identify both the point of view and the tone of each passage. If the narrative is in the third-person, they should make sure to mention whether it is limited or omniscient. They should be prepared to give an explanation to the class as to why they selected these choices.
 * Lesson Activity:**
 * In a third-person limited narrative**, the story is told from the perspective of a single character, but in the third-person voice as opposed to the first person voice. In a third-person omniscient narrative, the narrator is not limited to the perspective of a single character. The narrator now has access to the thoughts and feelings of all characters in the narrative—he has omniscience. Nothing is accidental in writing-- authors choose their words, punctuation, and structure of the language to convey just the appropriate tone and message.

“Ali and Baba grew up together as childhood playmates- at least until polio crippled Ali’s leg- just like Hassan and I grew up a generation later. Baba was always telling us about the mischief he and Ali used to cause, and Ali would shake his head and say, “But, Agha Sahib, tell them who was the architect of the mischief and who the poor laborer?” Baba would laugh and throw his arm around Ali.
 * Selection 1:**

But in none of his stories did Baba ever refer to Ali as his friend.

The curious thing was, I never thought of Hassan and me as friends either. Not in the usual sense, anyhow. Never mind that we taught each other to ride a bicycle with no hands, or to build a fully functional homemade camera out of a cardboard box. Never mind that to me, the face of Afghanistan is that of a boy with a thin-boned frame, a shaved head, and low-set ears, a boy with a Chinese doll face perpetually lit by a harelipped smile.

Never mind any of those things. Because history isn’t easy to overcome. Neither is religion. In the end, I was a Pashtun and he was a Hazara, I was a Sunni and he was a Shi’a, and nothing was ever going to change that. Nothing."

“If you asked, I would,” he finally said, looking right at me. I dropped my eyes. To this day, I find it hard to gaze directly at people like Hassan, people who mean every word they say.
 * Selection 2:**

“But I wonder,” he added. “Would you ever ask me to do such a thing, Amir agha?” And, just like that, he had thrown at me his own little test. If I was going to toy with him and challenge his loyalty, then he’d toy with me, test my integrity.

I wished I hadn’t started this conversation. I forced a smile. “Don’t be stupid, Hassan. You know I wouldn’t.”

Hassan returned the smile. Except his didn’t look forced. “I know,” he said. And that’s the thing about people who mean everything they say. They think everyone else does too.

1. How does point of view and tone differ depending on who is speaking?
 * Key Questions:**

2. What do you think is the overall tone of the novel? 3. What kinds of word choices might an author make to emphasize different points of view?


 * Homework:** Read chapters 3 and 4.

---

Julia Tate 1. Given textual evidence, students will be able to understand the motivation of one character from the text and synthesize character traits. 2. Given textual evidence, students will be able to compose a poem about their character using the format given.
 * Unit:** The Kite Runner **Date:** 10/24/13
 * Lesson 2:** Chapters 3 & 4 **-** “I Am” Poem
 * Instructional Objectives:**
 * Materials needed:** 25 copies of worksheets for students, 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
 * Academic Standards:**

Students are to start the lesson by selecting a character that they want to write about. They are to write an “I am” poem for one of the characters, drawing their information from the character’s words and actions in the novel. They may choose to use direct quotations where appropriate. Students should be prepared to share their poems with the class.
 * Lesson Activity:**

Line 1: Begin with the words “I am.” Line 2: Write three nouns about which your character has strong feelings. Line 3: Write a complete sentence about two things your character likes. Line 4: Begin with three nouns that describe qualities your character appreciates in other people. End the sentence with the words “are important to me.” Line 5: Write a sentence explaining something positive your character likes about himself or herself. Lines 6 & 7: Begin a sentence in line 6 in which you show something negative your character sees in himself/herself or in others; finish the sentence in line 7 by showing that out of something bad can come good. Use the word “but” or “however” to link the two ideas. Lines 8, 9, 10: Write three short sentences explaining things about which your character has strong feelings – likes or dislikes. These do not have to relate to each other or to the previous lines you have written. Line 11: End the poem with the words, “I am _.” (Fill in the name of the character you have chosen.)

Example: 1 I am 2 Rain, Forests, and Sunsets. 3 I like long walks and quiet times. 4 Honesty, Humor, and Peace are important to me. 5 I find satisfaction in a job well done. 6 I can be fearsome when my ideas are challenged, 7 But I thrive on intelligent conversation. 8 I love nature and animals. 9 I can be counted on to help. 10 I have strong feelings when a life is threatened. 11 I am.

1. Does your character seem very positive or very negative? Why? 2. How are you and your character similar? How are you different?
 * Key Questions:**


 * Homework:** Read chapters 5 and 6.

---

Julia Tate 1. Given textual evidence, students will be able to identify character voice in writing dialogue. 2. Given textual evidence and knowledge about certain characters thus far, students will construct a dialogue between two characters for a hypothetical situation.
 * Unit:** The Kite Runner **Date:** 10/24/13
 * Lesson 3:** Chapters 5 & 6- Dialogue
 * Instructional Objectives:**
 * Materials needed:** 25 copies of worksheets for students, 25 copies of books
 * Technology needed:** none

CC.1.4.11–12.M Write narratives to develop real or imagined experiences or events. CC.1.4.11–12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflectson what is experienced, observed, or resolved over the course of the narrative.
 * Academic Standards:**

We often learn as much about characters from their conversations as we do from their actions. This activity will enable students to demonstrate their knowledge of The Kite Runner’s characters and to exercise their imaginations. Students can choose any of these prompts and for each, write at least a page of dialogue that might have occurred in the situation mentioned. They should feel free to let the dialogue carry them beyond what they already know of the characters, but strive to represent them accurately. They should be prepared to share their letters with the class and hand them in for credit.
 * Lesson Activity: **

1. Write a conversation between Baba and Rahim Khan as they watch the kite-fighting tournament. 2. Imagine that either Amir or Hassan speak of the rape. Write the conversation that might happen between them. 3. Imagine that Amir confronts Assef before he attacks Hassan. Write the conversation between the characters. 4. Write a conversation between Amir and Baba about Amir’s victory.

1. Do you think you accurately represented the characters in your dialogue? 2. Were there any barriers in creating your dialogue, such as not enough knowledge about the characters, not having enough to work with for the prompt, etc.?
 * Key Questions:**


 * Homework:** Read chapters 7 and 8.

Julia Tate 1. Given textual evidence, students will be able to extend on ideas presented in the text. 2. Given textual evidence and their own extended ideas, students will be able to engage in discussion about their answers to the worksheet questions.
 * Unit:** The Kite Runner **Date:** 10/24/13
 * Lesson 4:** Chapters 7 & 8 **-** Baba’s View – Class Discussion
 * Instructional Objectives:**
 * Materials needed:** 25 copies of worksheets for students, 25 copies of books
 * Technology needed:** Computers with internet access for research

CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CC.1.2.11–12.F Evaluate how words and phrases shape meaning and tone in texts.
 * Academic Standards:**

In chapter 3, students learn a lot about Baba, including his religious beliefs and strict views on life. Working in groups of 2 or 3, students will answer the following questions and engage in a class discussion with leftover time. They will be given 30 minutes to work on the questions, and 20 minutes will be devoted to class discussion on the questions below.
 * Lesson Activity:**

Critical Thinking Questions 1. Baba has very strict views on life, particularly regarding sin. According to Baba, “…there is only one sin, only one. And that is theft. Every other sin is a variation of theft.” What does he mean by this?

2. Research the seven cardinal sins and/or the Ten Commandments and list your findings below. Using one or the other as a guide, apply Baba’s “one sin” premise. Does it hold up? Explain—why or why not?

__3. Why does Amir inwardly struggle with Baba’s statement that there is only one sin? If you were Amir’s friend, what would you tell him?__

______

List of Seven Cardinal Sins/Ten Commandments: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. How is Amir like his father? How is he different? 2. Do you think Baba’s views on life are modern or old-fashioned? Why?
 * Key Questions:**


 * Homework:** If not completed in class, students should finish the question sheet for homework.

---

Julia Tate 1. Given textual evidence, students will be able to extend on ideas presented in the text. 2. Given textual evidence and their own extended ideas, students will be able to engage in discussion.
 * Unit:** The Kite Runner **Date:** 10/24/13
 * Lesson 4:** Chapters 9 & 10 – Read Aloud
 * Instructional Objectives:**
 * Materials needed:** 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
 * Academic Standards:**

In class, students will, along with the teacher, read chapter 9 aloud. This is a chance for students to ask any questions they have about the novel so far and to engage in discussion of the events that have progressed in the novel up to this point.
 * Lesson Activity:**


 * Homework:** Finish Chapter 9.