Lesson plans presentation the kite runner a tachouet ci 548 la professor lenski march 2009
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Lesson Plans Presentation: THE KITE RUNNER A. Tachouet CI 548: LA Professor Lenski March 2009. THE KITE RUNNER Khaled Hosseini. How can a flawed hero seek redemption?. Before we begin… it’s time for a SURVEY. Week 1: Agenda. Lesson 1: Agenda How does our history impact our stories?.

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Lesson plans presentation the kite runner a tachouet ci 548 la professor lenski march 2009
Lesson Plans Presentation: THE KITE RUNNERA. Tachouet CI 548: LAProfessor LenskiMarch 2009

The kite runner khaled hosseini


How can a flawed hero seek redemption?

Lesson 1 agenda how does our history impact our stories
Lesson 1: AgendaHow does our history impact our stories?

  • Discuss similar and different words, themes and relationships found in the wordle.

  • Take pre-test.

  • Powerpoint presentation about author and novel’s historical context.

  • Listen to Hosseini reading chapter one aloud.

  • Discuss allusions to history, friendship and kites.

Khaled hosseini
Khaled Hosseini

  • Born in Kabul, Afghanistan, in 1965, the son of a diplomat and a teacher.

  • Lived in Tehran, Iran, and Paris, France, for parts of his childhood. In 1980, granted political asylum and moved to California.

  • Graduated from high school, college and medical school in California.

  • Practiced medicine and now a writer. The Kite Runner was his first novel, published 2003.

  • Works with the United Nations Refugee Agency, as a goodwill envoy.


  • Relationship: Khaled taughtHossein Khan, the family’s racial Hazara cook to read and write despite the social injustice and racial bias imposed by their society.

  • Memories: Fond recollections of pre-Soviet era childhood in Afghanistan.

  • Literature: Persian stories and poems, characters and themes presented in John Steinbeck’s The Grapes of Wrath.

Before the kite runner
Before The Kite Runner

  • A landlocked country located in central Asia, focal point of regional trade and migration.

  • 1800-1900s: Buffer state in rivalry between British Indian Empire and Russia.

  • 1919, 1924: Declared full independenceand first constitution is established.

  • Through 1970s: Ruled by monarchythen constitutional monarchy.

  • 1933 – 1973: King Mohammad Zahir Shah reigned during the longest period of stability.

Afghanistan during the kite runner
Afghanistan duringThe Kite Runner

  • 1973: King’s brother-in-law waged a coup and declared a republic.

  • 1978: People's Democratic Party of Afghanistan organized an coup d’état, promoted freedom of religion and women’s rights.

  • 1979: USSR invaded, killed the president and up to 2 million civilians. Over 5 million fled the country.

  • 1989: U.S. sent aid to the mujahideento stop communist expansion, Soviets withdrew.

Historical perspective
Historical perspective:

  • Since 1979, Afghanistan has been in a continuous state of open warfare.

  • There are various ethnic groups: Pashtuns, Tajiks, Hazaras and others. Pashtu and Dari are considered the official languages.

  • Approximately 99% of the population is Muslim; of those 84% are of the Sunni sect.

  • There has been a long history of an ethnic hierarchy. Traditionally, Pashtuns have dominated the country.

Let s begin the book
Let’s begin the book!

With an audio recording of Hosseini reading chapter one aloud…

  • What is the setting and time frame of the opening of he novel? What history is referenced?

  • How are we introduced to friendship?

  • When are kites mentioned and how?

Write on one topic
Write on one topic

  • Do all writers include some of their own relationships in their books?

  • Can our memories persuade us to tell our stories?

  • What do we take from literature and incorporate into our own writing?

  • How does historical context effect the perspective we have?

"It is better to be

in chains with friends,

than to be

in a gardenwith strangers."

-Persian Proverb

Lesson 2 agenda what is the role of friendship in the novel
Lesson 2: AgendaWhat is the role of friendship in the novel?

  • Discuss characters we have met

  • Look at dynamics and relationships between characters with Venn Diagrams

  • Textual Evidence

  • Exit Slip

What friends have we met so far
What FRIENDS have we met so far?

____________ & ____________

____________ & ____________

____________ & ____________

____________ & ____________

Protagonist amir
Protagonist: AMIR

  • Born 1963 in Kabul

  • Son of Baba

  • Pashtun (majority)

  • Educated, graduated from high school at age 20 in 1983

  • Priviledged

  • Migrates to America

  • Narrator of the novel.


  • Born 1964 in Kabul, in shack on Baba’s property.

  • Son of Ali

  • Hazara (ethnic minority)

  • Not educated, cannot read

  • Servant to Baba and Amir, friend (?) to Amir

  • Has a “China doll face” and green eyes

Core characters are fathers sons
Core characters are FATHERS & SONS

In groups, discuss the similarities/ differences between the core characters in the novel:

  • Amir & Hassan (sons) – Group 1 & 4

  • Baba & Ali (fathers) – Group 2 & 5

  • Baba & Amir – Group 3 & 6

    Then, share your main ideas with the class.







AnticipationWhat can we see about characters early on based on * how they act * things they say?Textual evidence helps us support ideas we form about characters.

Amir hassan

P. 4 – Amir about Hassan: “Hassan never wanted to, but if I asked, really asked, he wouldn’t deny me. Hassan never denied me anything.

P. 29 – Amir to Hassan: “You don’t know what it means?.. Everyone in my school knows what (that word) means… ‘Imbecile.’ It means smart, intelligent.”

P. 34 – Hassan to Amir: “No. You will be great and famous”

Baba ali

P. 8 – Amir about Ali: “Ali turned around, caught me aping him. He didn’t say anything. Not then, not ever. He just kept walking.”

P. 15 – Amir about Baba: “People were always doubting him… so Baba proved them all wrong by not only running his own business but becoming one of the richest merchants in Kabul.”

Baba amir

  • P. 17 – Baba to Amir: “I mean to speak to you man to man. Do you think you can handle that for once?”

  • P. 22 - Baba to friend Rahim Khan: “There is something missing in that boy.”

  • P. 14 – Amir about Baba: “Baba was there, watching, and he patted Hassan on the back. Even put his arm around his shoulder.”


  • What qualities do I appreciate in a friend?

  • Do any of the characters in the novel have those qualities?

  • Which characters (if any) do I see as someone I could befriend?

Lesson 3 who is a kite runner
Lesson 3:Who is a kite runner?

What is it like to be a refugee
What is it like to be a refugee?

One that flees to a foreign country or nation to escape danger or persecution

Lesson 4 agenda what does it mean to be a refugee
Lesson 4: AgendaWhat does it mean to be a refugee?

  • Discuss: what it’s like to be a refugee, who is a refugee.

  • Read:

    • quotes from Afghan refugees who fleed as teenagers.

    • poem from Huang Xiang and look at

  • Compare: With experience of Baba and Amir

  • Write: How would you feel?

Refugee experiences
Refugee Experiences

  • 10.3 million refugees worldwide in 2003 which means one new refugee every 21 seconds.

  • The United States resettles more of these refugees than any other country in the world. In 2001, the majority of refugees came from Afghanistan, the Former Yugoslav Republic of Macedonia, Angola, Sudan and Congo.

  • Many refugees see America as a haven, but fleeing from their own country can be dangerous and strenuous.

I am from Afghanistan. It's a very beautiful country in the heart of Asia. It has very nice, peaceful, hospitable, brave, innocent, war-threatened and poor people.I am from Ningarhar, the border province of Afghanistan and Pakistan. We were living a peaceful life. Everyone was happy, everything was OK. Suddenly a plan was made by the Russians and they invaded our homeland. A war started, a holy war against the Russians.

-Farid Ahmad, 16, Afghan refugee who fled to London leaving family behind

When we were in Afghanistan my father always wished that we were educated. I wasn’t in school for very long in Afghanistan. After the conditions got worse, all the schools closed and there was nowhere that you could go to every day. It wasn’t safe, there were so many risks, you wouldn’t just go outside, you might get shot.

  • Waheed Safi,

  • 18, Afghan refugee, admitted to Oxford University

Refusing exile by huang xiang
Refusing Exile, by: Huang Xiang were

  • What does he say about exits and entrances?

  • How does he describe America?

  • What are Huang’s “bygone days”?

Comparing to the book
Comparing to the book were

  • How do these refugees’ perspectivescompare to that of Baba and Amir?

  • What does being from a privilegedbackground mean for them in this experience?

  • How are they treated? How do they treat fellow refugees?

  • What differences between father and son are presented as they flee their country, as they acclimate to the U.S.?

How would you feel
How would were you feel?

Write in your journal on ONEtopic:

  • If you were moving to Afghanistan today, what would you look forward to? What would you not look forward to?

  • How have you felt when you have moved homes or cities? What did you do?

  • What did you think when you first spent time in an uncomfortable setting (away from family or your home)?

References: were