Kite Runner Unit
Loreley Smith-ELA 12
Central Focus:
Read, create, discuss, dissect, analyze, annotate, find running themes, and write about “The Kite Runner”
citing specific evidence and warrants to support your claims.
Unit Overreaching Learning Targets:
RL 12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL 12.2-Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
RL 12.4-Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including
words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
W-12.2 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Students will be able to make inferences and predictions drawn from the text and discuss findings.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames
Students whose first language is not English will make use of their first language to develop competency
in the English language arts and to develop understanding of content across the curriculum.
Week 1
Day 1
LT- Students will read closely to determine what the text says explicitly and to make logical inferences
from it. Students will be able to make connections to other text with similar themes.
5 minutes- attendance, housekeeping, announcements
Gateway Activity-45 minutes
Students will already be familiar with the idea of making inferences, but this activity will encourage
deeper thinking and consideration. They will be able to make connections from the science fictional
subject matter of the gateway reading to actual history, and the texts they have previously read, i.e. The
Scarlet Letter, Sister Outsider, Unpacking Your Invisible Knapsack.
Students will need to learn to make inferences from more complicated text and support their ideas with
specific evidence from the text.
I will introduce the gateway activity by first introducing a quote from “The Scarlet Letter.” Students will
have already read this novel and it will set the stage.
We will review the Learning Target of making inferences from text. The students will read the text from
“When She Woke.”
Next we will discuss questions as a group. Students will need to make inferences based on the text and
content surrounding specific words.
Students will then work in small groups to answer specific questions regarding their inferences.
Students post their citations of evidence from the novel on large post-it’s on the wall.
Each group shares their findings with the class.
Students will have an opportunity to write a paragraph stating their opinion and support their stance.
We will wrap up the activity with a whole class discussion.
I will assess student understanding by listening to their small group discussions, interacting directly
through whole class discussion, and through the independent writing activity. My assessments require
verbal and written communication skills.
The Gateway Activity uses students’ ability to make inferences and predictions, and touches on the
ongoing themes of prejudice, standing up for oneself and others, and relationships. These themes, along
with others, continue to surface as we begin our unit on “The Kite Runner.”
Day 2
LT – Students will understand that they will apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts throughout this unit.
3 minutes- attendance, housekeeping
42 minutes- Prepping for Novel Reading-Setting the Stage:
The Reading. Introduce novel to students will be reading over the course of next four weeks. Discuss the
novel’s “motif” and have an honest and candid discussion about rape in general. Prepare students for
that part of the book.
Theme Journal Assignments. Introduce theme journals. Students will maintain theme journals
throughout the reading. Journals are due the last day of the final chapter reading for each the section.
Journals will include at least one paragraph per chapter that relates to a specific running theme in the
novel and include specific page numbers, quotes, or references found to support ideas. Journals are
worth 25 points for each section. Provide a sample of a journal entry so students are familiar with what
to expect.
Themes:
Relationships between fathers and sons
Persistence of the past into the present
The effects of politics on everyday lives
The search for redemption
Discussion Activity. explanation to discussion question prompts and discussion. After each day’s reading,
students will be given a discussion prompt to analyze, dissect, discuss in small groups of 3-5. Students
will be given participation points +/- for each day.
Vocab Squares. Introduce the vocabulary squares graphic organizers students will complete and turn in
before each reading section (usually 2-3 chapters per section). More detailed explanation to follow
tomorrow.
Read Along Activity. Although the audio book will be playing, students are expected to read along with
the audio. Each student will start with 100 points and points will be deducted if students are not reading
along in the book.
Final Essay-Students will write a final expository essay as their final assignment. The essay will focus on
one of the main themes suggested above. If students want to choose a different theme, they will need
to get approval from the teacher in advance. Their theme journals will serve as their notes and research
tools to use when they begin writing their papers
5 minutes- Q&A from students regarding any of the assignments and unit requirements.
Day 3
LT-Students will understand symbols and how they are used in text to support complex ideas in a
deeper sense.
5 minutes – attendance, housekeeping and announcements
45 minutes- Lesson on Symbols:
PowerPoint Presentation on symbols. A symbol is often an ordinary object, event, person, or animal to
which we have attached extraordinary meaning and significance. Provide examples of symbols,
students provide examples of symbols and their meanings. Talk about symbols in literature. Discuss
some symbols in previously read literature. Introduce the symbols in The Kite Runner: Kite, Clef lip,
Lamb.
Advise what will happen tomorrow.
Day 4
LT- Students will interpret words and phrases as they are used in a text.
3 minutes- attendance, housekeeping
10 minutes-Provide handout of vocabulary words for each section so students have them in advance.
Display organizer on the overhead and review the various elements (word/part of speech, dictionary
definition, symbol, synonym, antonym, write a complete sentence using the word). Each “square” is
worth 5 points total. Demonstrate completing one square for an example so students understand what
to expect. Demonstrate grading, so students understand how points will be allotted or deducted.
(Rubric Attached)
Vocabulary Words: affluent, tapestries, chandelier, vaulted, congenital, perpetually, skeptic, scoffed,
virtuous, intricacies, exhilarating, liability, melee, jostled, vehemently, revving, nemesis, obstinacy, irony
30 minutes – student complete the first set of vocabulary squares working independently. They can use
dictionaries, electronic dictionaries, or the classroom computers. They can handwrite the answers, or fill
them in via an electronic version. They can hand draw their symbols or use the internet to find symbols
to represent the word. The variety of methods to do this assignment accommodates those students with
EIP’s or specific needs.
Day 5
LT- Students will learn to write routinely over shorter time frames to reflect on daily readings.
5 minutes- attendance, housekeeping and announcements
10 minutes- Mini Grammar Lesson – Sentence structure lesson from “The Art of Styling Sentences”
(Longknife and Sullivan, 2012). Demonstrate sample of theme journaling on overhead projector.
Provide students with instructions and rubric for theme journals. (Attached)
20 minutes- begin reading section one (chapters 1-4) with audio. Students can use small stick notes to
mark pages with specific thematic references they wish to journal about after the reading.
15 minutes-student begin theme journals in class.
Teacher monitors student work; check in with class progress and understanding.
Day 5
LT- Determine themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text through theme journals.
3 minutes- attendance, housekeeping.
20 minutes- Reading along with audio. Teacher to pause audio midway to check for understanding.
10 minutes- Whole group discussion question based on the day’s reading.
Discussion Questions:



What is the significance of the past for the narrator?
Compare the opening and closing lines of Chapter 1.
Why is it significant that Rahim Khan is mentioned 3 times, but Baba only once, and even then,
only after Rahim is mentioned?
10 minutes- Work on theme journals and/or vocabulary squares for the next section (chapters 5-7).
Vocabulary for Chapters 5-7: monarchy, unwittingly, harassing, trepidation, lorries, foyer, integrity,
squabbling, gnarled, imminent, demise
2 minutes-Exit slips
Week 2
Day 6
LT- Determine themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text through theme journals.
5 minutes-attendance, housekeeping, announcements
10 minutes- Mini grammar lesson on sentence structure using “The Art of Styling Sentences.” Choose
the sentence structure and pattern based on review of the students’ work to date to determine where
they may need additional direct instruction as a whole group.
20 minutes- Since there was a weekend, help students to recap/summarize reading to date. Read along
with audio. Teacher monitors and stops CD to discuss if/where necessary.
5 minutes- Whole group discussion question based on the day’s reading.


The boys’ lives run parallel to each other. How are they similar and how different?
The themes of childhood and friendship are important in chapter 2. Identify another theme the
author wants us to notice.
10 minutes- Students independently work on theme journals and/or vocab squares for next section.
Vocabulary for Chapters 11-12: cretin, permeate, cardamom, tarpaulin, suitor, carcinoma, palliative,
metastasized, chastise
Day 7
LT- Determine themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text through theme journals.
3 minutes- attendance and housekeeping
25 minutes- Reading along with audio. Finishing up first section. Teacher monitors and stops CD to
discuss if/where necessary.
20 minutes- Students finish their theme journals for section one (chapters 1-4) and complete the vocab
squares for section two (chapters 5-7).
Turn both in by the end of class time.
Day 8
LT-Students will be able to identify and discuss irony within text.
5 minutes-attendance, housekeeping, and announcements
25 minutes- Begin reading section two (Chapters 5-7). Teacher monitors and stops CD to discuss
if/where necessary.
10-15 minutes-Small group discussions. Students discuss the question in their small table groups of 3-5,
analyzing and interpreting the question of the day. Write their responses in their theme journals.

Is there such a thing as a ‘true’ Afghan? What is the irony in Affef’s speech?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
Remainder of period- work on theme journals and/or vocab squares.
Day 9
LT-Students will be able to find the symbolism in the text and discuss the meaning behind the symbols.
3 minutes-attendance and housekeeping
20 minutes- Continue reading section two (Chapters 5-7)
Teacher stops the CD after 10 minutes to discuss significant scenes or symbolism. Also, if students seem
to be distracted, or not following along, stopping for discussion will encourage engagement and
participation. This will also allow ELL students or those with specific needs to ‘catch up’ or clarify
understanding.
10- minutes-Small group discussions. Students discuss the question in their small table groups of 3-5,
analyzing and interpreting the question of the day. Students write responses in their theme journals.



Why is kite flying especially important to Amir?
What talent of Hassan’s builds our anticipation about events to come?
What added understanding of the title do we gain from chapter 6?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
17-Work on Theme Journals for section two and /or vocab squares for section three (Chapters 8-10).
Vocabulary for Chapters 8-10: lumbering, insomniac, embodiment, bazaar, drone, shrouded, withered,
stench
Day 10
LT- Students will analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text relate to each other and the whole text.
5 minutes-attendance, housekeeping, and announcements
20 minutes- finish reading for section two. Teacher monitors and stops CD to discuss if/where necessary.
10 minutes- small group question of the day discussion. Students write responses in their theme
journals.


Why does Hosseini break the chapter with the description of a memory and a dream?
What is it called when two contrasting things are put together to encourage the reader to think?
How is the technique used in chapter 7?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
10 minutes- Finish up theme journals for section two and vocab squares for section three which will
begin on Monday.
5 minutes-check in with students for understanding or questions on what is required to date. Exit slips.
Week 3
Days 11-15
LT-Students will be able to interpret and make inferences drawn from the text and discuss findings.
Students continue to read The Kite Runner, section three (Chapter 8-10). Teacher monitors and stops CD
to discuss if/where necessary. After each day’s reading, they analyze, interpret, dissect, and discuss the
question of the day presented on the board. Write responses in their theme journals.





Chapter 8-How has the relationship between Amir and Hassan changed?
Chapter 9-What decision does Amir make in this chapter that has significant consequences?
What is the consequence?
Chapter 9-Why is Baba’s reaction to Ali and Hassan’s decision so startling?
Chapter 10-How do you interpret Baba’s actions in this chapter?
Chapter 10- Why do you think that Amir ‘was glad for darkness?’ Have you noticed an increasing
frequency of such references? Where/when?
Students will write in their theme journals each day focusing on the theme they have chosen to follow
throughout the novel. Some students may decide to switch their theme focus after the first few readings
and that is okay, but they should by now be set on one theme. Their theme journals will be helpful tools
and a source of research to use when they begin writing their final essay.
Students will also continue to work on and submit vocab square graphic organizers prior to the
beginning of each new reading section.
Exit Slips on Friday.
Week 4
Day 16
LT-Students will be able to interpret and make inferences drawn from the text and discuss findings.
5 minutes-attendance, housekeeping, and announcements
25 minutes-Read along with audio section four (chapters 11-12). Teacher monitors and stops CD to
discuss if/where necessary.
12- Small group discussion question stations. Each table has a different discussion question posted on it.
Students read, analyze, and discuss the question. Students record responses in theme journals. After
two minutes, everyone moves to the next table clockwise and reads, analyzes and discusses that table’s
question. This continues until each student has been to each table. Teacher circulates to observe and
listen to student discussions and takes notes, keeps track of time and signals when they should change
tables.




Compare the reactions of Amir and Baba to life in America.
What is Baba’s greatest fear?
What is it that Amir cannot escape from?
How is “my swap meet princess” introduced?
Remainder of the period students work on their theme journals and vocab squares for chapters 13-16.
Vocabulary for Chapters 13-16: posh, ensuing, incessant, chuff, presumptuous
Day 17
LT – Students will determine the meaning of words and phrases as they are used in a text.
3 minutes-attendance and housekeeping
25 minutes-Read along with audio section four (chapters 11-12).
22- minutes-Vocabulary Building Game-Using the vocabulary from the last 12 chapter vocab squares;
students form two teams to play Taboo word game.
If time allows, students work on vocab squares at the end of class.
Day 18
LT-Students will cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
5 minutes-attendance, housekeeping, and announcements
20 minutes-Read along with audio finishing up section four. Teacher monitors and stops CD to discuss
if/where necessary.
10 minutes-Students discuss the questions of the day in their small table groups. Students record
responses in theme journals.


Why does Chapter 12 begin with a memory of Hassan and Ali?
How is gender made an issue in Chapter 12?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
25 minutes-Students finish vocab squares for chapters 13-16 and theme journals for chapters 11-12.
Day 18
LT-Students will analyze how specific word choices and sentence structure shape meaning or tone.
3 minutes-attendance and housekeeping
25 minutes- Begin reading section five (Chapters 13-16). Teacher monitors and stops CD to discuss
if/where necessary.
10 minutes- small group question of the day discussion. Students record responses in their theme
journals.


Is the novel unsympathetic to teaching or is this comment meant to reflect more on the
general? Explain.
What do you notice about the sentence length in the description of the wedding ceremony?
Why do you think this technique has been used?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
12 minutes-work on theme journals and begin vocab squares for section six (chapters 17-21)
Vocabulary for Chapters 17-21: wary, oblivion, dismissive, snickered, burlap, relic, obliges, haphazardly,
hunkered
Day 19
LT-Students will be able to make inferences and predictions drawn from the text and discuss findings.
5 minutes-attendance, housekeeping, and announcements
40 minutes-PowerPoint presentation on Inferences and Predictions
In their small table groups, students are given four prediction questions/situations (one for each of the
themes). Students must discuss, make inferences, and predictions based on the text so far and what
they know about the characters. One student is the scribe, one student is the spokesperson, and one
student is the “taskmaster” to make sure the group stays on track. As they predict, they must cite
evidence and places where they have made inferences. (Question worksheet attached)
Each table shares their predictions and supporting evidence on one theme with the whole group.
5 minutes-Exit slips
Week 5
Day 20
LT- Students use spoken, written, and visual language to accomplish their own purposes.
5 minutes-attendance, housekeeping, and announcements
20 minutes – Read along with audio section six (chapters 13-16). For the last ten minutes during the
reading, students close their books and eyes and listen while they visualize the scene in their minds.
15 minutes- students draw the scene as they imagined it. (Have unlined paper and pencils available for
students)
10 minutes-Work on theme journals for section six and vocab squares for section seven. Both due at end
of class tomorrow.
Day 21
LT- Students analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
3 minutes-attendance and housekeeping
20 minutes-finish section six reading. Teacher monitors and stops CD to discuss if/where necessary.
5-7 minutes-Small group discussion question of the day. Students record responses in theme journals.

The war may be over, but what shocking revelations end the chapter? Does the order in which
they are relayed matter?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
20 minutes-Finish theme journals and vocab squares that are due by end of class today.
Day 22
LT- Determine two or more central ideas of a text and analyze their development over the course of
the text.
5 minutes-attendance, housekeeping, and announcements
25 minutes-Begin reading with audio section seven (Chapters 17-21). Teacher monitors and stops CD to
discuss if/where necessary.
20 minutes-Jigsaw Puzzle Activity. Each group is assigned one of the themes. On a large post-it, each
group provides some examples to support the assigned theme. A spokesperson from each group shares
their list/summary with the rest of the class. Leave the post-it papers on the walls so students can jot
down notes regarding the theme they are focusing on in case they learn new information that would be
helpful for their paper.
Vocabulary for Chapters 22-23: tote, morbidly, calloused, hemorrhage, paunchy
Day 23
LT-Students will analyze how specific word choices and figures of speech shape meaning or tone.
3 minutes-attendance and housekeeping
25 minutes-Read along with audio. Teacher monitors and stops CD to discuss if/where necessary.
10 minutes- Small group discussions on the question(s) of the day. Students record responses in theme
journals.

What simile does Amir use to describe Hassan’s death? Why is it effective?
Teacher monitors the discussions circulating from table to table, coaching and prodding where students
need direction. Teacher can make formative assessments on students’ abilities to analyze the text and
make inferences. If students seem on track in general, we can move forward. If there seems to be a
common sticking point, take a few minutes to discuss as a whole class.
Remainder-Work on theme journals for section seven and vocab squares for section eight. Due by end
of class tomorrow.
Day 24
LT-Students will analyze, dissect, interpret, and discuss questions regarding complex text.
5 minutes-attendance, housekeeping, and announcements
20-Finish reading section seven along with the audio. Teacher monitors and stops CD to discuss if/where
necessary.
10 minutes-Small group discussion question(s). Today there will be several slips of paper in a bowl.
Student from each table pulls out a question to discuss. Shares it with their group and they proceed to
analyze, dissect, interpret, and discuss the question. Each table group shares their question and answer
with the whole class.
13 minutes-finish up theme journals for section seven and vocab squares for section eight. Turn in at the
end of class period.
2 minutes-exit slips
Week 6
Day 25
LT-Students will develop complex, thought provoking questions relating to the text.
5 minutes-attendance, housekeeping, and announcements
25 minutes-Begin reading along with audio section eight (Chapters 22-23). Teacher monitors and stops
CD to discuss if/where necessary.
10 minutes-Students each construct a thought provoking question to ask their classmates. Write on a
slip of paper, fold and turn into teacher without showing it to anyone else.
10 minutes-work on theme journals for section eight and vocab squares for section nine.
Vocabulary for Chapters 24-25: irrevocably, teeming, turmoil, epiphany, eccentric
Day 26
LT-Students will analyze, dissect, interpret, and discuss questions regarding complex text.
3 minutes-attendance and housekeeping
25 minutes-Read along with audio section eight (Chapters 22-23).
10 minutes- Small group discussion questions. Teacher puts the questions students wrote yesterday into
a hat and each group draws a question to analyze and discuss in their groups. A spokesperson from each
table shares out with the whole class.
12-Continue working on theme journals and vocab squares. Both due at the end of class period today.
Day 27
LT-Students will be able to identify and analyze various symbols throughout the text and how they
were significant to the novel.
5 minutes-attendance, housekeeping, and announcements
25 minutes- Begin reading along with audio section nine (Chapters 24-25)
10 minutes- Small group discussion of the symbols introduced at the beginning of the unit. How did
these symbols come up in the book? We talked about them throughout the reading. What did they
signify? Have groups share answers with the whole class.
10 minutes- theme journal writing.
Day 28
LT-Students will be able to effectively use vocabulary and key terms introduced throughout the unit.
3 minutes-attendance and housekeeping
20 minutes-Read along with audio section nine. Teacher monitors and stops CD to discuss if/where
necessary.
15 minutes-vocabulary game using vocab from the entire book (Gestures, Pyramid, or Bolderdash)
12-Students write in their theme journals. Due tomorrow.
Day 29
LT-Students will understand how inferences made helped them to make predictions.
5 minutes-attendance, housekeeping, and announcements
20 minutes- Finish reading novel
10 minutes-discuss the prior predictions students made. Did anyone make an accurate prediction? Was
anyone way out in left field? Discuss how they determine what they thought would happen. How do
students feel about the ending? Realistic? No? Why or why not?
12 minutes- Students write their own ending to the novel. Have a couple of volunteer students share
out.
3 minutes- Review overview for next week as students begin to write their essays. Pass back all theme
journals so students can use them to begin their essays. Vocab square assignments should have been
passed back during the course of the unit.
Week 7
Day 30 and Day 31
LT- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
5 minutes-attendance, housekeeping, and announcements
45 minutes- students will have two class periods to work on their theme analysis essays. Students
should choose a theme, form a thesis statement, draft a rough outline using the graphic organizer
attached with the directions. Students will need to provide at least three examples from the book to
illustrate the theme. You will need at least three quotes per body paragraph (3 body paragraph). Quotes
need to be supported by student lead in and support. Students must show how the quote proves the
point or supports the statement.
After students have completed their first rough draft, they should review it themselves using the peer
review checklist, then have one peer review from a classmate.
Day 32
LT-Students will use technology, including the Internet, to produce and publish writing.
5 minutes-attendance, housekeeping, and announcements
Pre-schedule Library time. Students will have an opportunity to use the computers at the library to type
up their essays in Word.
Essays are due by beginning of class the following day, along with their drafts and peer review checklist.
Day 33
3 minutes- attendance, housekeeping
2 minutes- students hand in essays and supporting materials.
20 minutes- students’ metacognitive reflect on their assignments. Write responses to the following
questions in their journals.



What did you learn from writing this essay?
What do you think you did well?
What do you wish you had done differently?
10 minutes- Volunteer students share out their thoughts with the group.
15 minutes- Any additional discussion about the book. Prepare students for upcoming unit. Let students
relax and decompress for the last five minutes.