Assignment 2 – The Kite
Runner
Stage 1 English Studies
Catherine Callery - 1192921
This unit is designed for a Stage 1 English Studies class. The class is made up of midto high achieving students and most students intend to study a Stage 2 English course.
The unit is expected to last approximately five weeks and is designed to incorporate
both collaborative and independent work to engage all students and provide various
means for assessment. For students who are having difficulty, the film version of the
text will be made available for viewing outside regular classroom hours to provide
additional support. Students are required to respond to a journal throughout the course
of the unit, reflecting upon key events in the text, as well as completing a supervised,
timed close reading assessment. The final assessment will be in the form of an 800
word essay where students will be required to analyse the text considering either
theme or plot in relation to the text.
The Kite Runner – Design Assessment Criteria
KU3
AN1
AP1
KU1
KU2
AN2
AP2
AP3
C1
C2
Description: Analytical essay (Text Analysis)
Time Frame: 20 Lessons
Students will synthesise information gained from the text into a discussion essay. The
various in-class formative tasks will provide students with information that will assist
them in writing their essay, as well as develop skills in literature analysis for future
use. Students will be required to demonstrate an understanding of techniques used to
manipulate language to convey meaning in texts and use specific examples from the
text to support their answers. Students will also be required to demonstrate
appropriate style and structure, as well as write fluently and precisely, in their essays.
Key Outcomes:
 Develop clear and fluent written communication skills
 Understand how language is manipulated to convey meaning in
various texts and to influence readers
 Understand connections between personal experiences and those
explored in an unfamiliar text
 Develop analytical skills to determine meaning in literature
 Synthesise information into a logically constructed argument
Assessment:
 Formative: Complete an Independent Reading Journal
 Formative: Complete an in class, timed critical reading assessment
 Summative: Produce a discussion essay on The Kite Runner
Note: The attached Learning and Assessment Plan is a download from the South
Australian Certificate of Education (SACE) Website. I have adapted the parts relating
to the task at hand – Text Analysis – other examples in the outline are not my own.
The bibliography recognises other resources which have helped in assembling this
document.
Catherine Callery
English C&M
2
Brief Lesson Outlines
Lesson
1
Focus
 An understanding of
the unit and
assessment tasks to
follow.
 Reading a text
analytically
2
Double
Lesson

3

4





5

6
Double
Lesson

Content/Activities
 Introduce students to The Kite Runner and how it will be read
over the following 4 weeks.
 Give students Reading Journal overview
 Discussion of what things should be considered when reading a
text for analysis
Resources
 Copies of Independent Reading Journal task sheet and questions
for all students
Develop skills of
 As a whole class read Chapters 1 & 2.
literary analysis
 Students do research on Khaled Hosseini, in groups, and add to a
Understand how
mind map about him to develop a whole class resource. Think
different texts are
about what has been reading chapters 1 & 2 and relate it to
composed for different
information about him.
purposes
 Identify techniques used in the opening chapters that establish
setting, characters and possible themes.
 Students complete the first entry in their Reading Journal –
focusing on characterisation and their first impressions
Resources
 Computers for mind-mapping & projector to show whole class
Develop skills
 In groups, students create mind maps using ‘Popplet’ (or a similar
of literary
mind-map application) for an assigned character, noting down
analysis
examples from the text to justify their answer, before briefly
(Characterisatio
sharing with the class their work.
n)
 Shared reading of chapter 3 – looking for clues of what could be
to come in the text “When you tell a lie, you steal someone’s
right to truth.”
Resources
 Computers for mind-mapping
Homework
 Students read chapter 4
Develop skills of
 Students briefly discuss what they read in Chapter 4
literary analysis
 Shared reading of chapter 5 and discuss what happens: - war
characterisation
comes to Afghanistan; Assef, Wali & Kamal (3 bullies) are
Recognising ideas in
introduced – discuss the connection between the two.
the text
 Students research events of the time in Afghanistan to gain an
Understanding why
understanding
texts are composed
Resources
 Computers to access internet for research
Homework
 Students read chapter 6
WEEK TWO
Understand the cultural  Students discuss what they read in chapter 6
context behind the text
o Discuss the development of the relationship between
Amir & Hassan, and Amir & Baba
 Research and create a Word Document poster on Kite Fighting in
Afghanistan
Resources
 Access to computers for research and poster
Homework
Students complete poster if not yet finished and e-mail to teacher
for a formative mark
Develop skills of
 Shared reading of Chapter 7
literary analysis
 Discuss the importance of what has happened in this Chapter
(foreshadowing,
 Discuss techniques used – flashbacks interject the continuing
theme)
action – and what effect they have
 Look at how the preceding chapters have been leading up to this
Catherine Callery
English C&M
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7
 Develop skills of
literary analysis –
identifying theme
8
 Develop skills of
literary analysis –
theme,
characterisation
9
 Identify key concept in
the text
 Recognise that this
happens in real life for
some people
 Understand the
upcoming assessment
10
Double
Lesson
Assessment
11
 Understand how
authors use different
techniques to create
meaning
12
 Understand the effect
of different narrative
points of view
13
Independent reading
Catherine Callery
event – particularly chapter 1 when the older Amir reflects on his
younger days and the mistake that he made.
 Shared reading and analysis of Chapter 8
 Students make predictions for how the story could develop
 Students complete Journal
 Review ‘theme’ with students.
o check understanding of what theme is
o Think. Pair. Share. Students follow this process
to come up with possible themes from the text
o In small groups, students are given sections of
the text to re-read/summarise so far and find
quotes and examples from the text that support
suggested themes
 Individual reading of Chapter 9
Homework
 Finish reading chapters 9 & 10
 Class discussion of chapters 9 & 10, with particular emphasis on
chapter 9, in which Amir betrays Hassan once more
 Discuss the relationship between Amir & Hassan
 Individual reading of chapter 11
WEEK THREE
 Discuss the upcoming ‘Critical Reading’ task which students will
be doing. Discuss techniques and skills necessary for the task
 Students complete Independent Reading Journal for previous
chapters – requiring reflection on what it would be like to be
forced to flee to another country
 Individual reading of chapter 12
Resources
 Printed copies of ‘Critical Reading Tool Kit’ sheet for all
students
Homework
 Complete reading of chapter 12
 Formative Assessment: Close reading
 Individual reading of chapter 13
Resources
 Printed copies of close reading questions for all students
Homework
 Complete reading of chapters 13 & 14
 Discuss chapters 13 & 14
o Note how the time frame has shifted and discuss
why the author may have done this
 Do an analysis of Baba & Amir in the present day. Why they are
the way they are now – displaced in a foreign country, Amir as a
scholar. Do the same feelings of guilt still dog Amir? How?
Homework
 Students read chapter 15
 Shared reading of Chapter 16
 Think. Pair. Share. Answer the question – what effect does
Rahim Khan taking over the narration have on the chapter?
 Think. Pair. Share. Discuss the events that have taken place in
Hassan’s life since Amir left Afghanistan.
 Discuss how the above have related to the key thematic elements
of the story.
Homework
 Students read chapters 17 & 18
WEEK FOUR
 Students complete Independent Reading Journal.
 Discussion of how the chapters’ events impacted on Amir and his
development.
 Silent reading of chapter 19
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Homework
 Students complete reading of chapter 19
14
 Awareness of more
 Shared reading of chapters 20 & 21
Double
subtle themes in the
 Whole class discussion on events that took place in the chapter,
Lesson
book – why the author
particularly the stoning of the two characters at the soccer game,
included that
and why the author included those scenes (hinting at corruption
of the Taliban).
15
 Understanding
 Shared reading of chapter 22
narrative structure
 Class discussion of this as the climax in the text as Amir is able
to atone for his sins/wrongdoings against Hassan when he is
beaten by Assef.
 Identify the structure of narratives – Expostition, Rising Action,
Climax, Falling Action/Resolution and identify the corresponding
sections of the text
Homework
 Students read chapter 23
16
 Complete the reading  Shared reading of chapters 24 & 25 (the final chapters of the
of the text and de-brief
text).
 Think. Pair. Share. Discussion of the resolution in the text
WEEK FIVE
17
 Developing
essay  Introduce essay topics to students.
writing skills
 Brainstorm ideas of how students approach an essay.
 For each question, brainstorm a list of ideas (examples from the
text, narrative techniques etc.) that could be used to respond to
the question.
Resources
 Copies of ‘How To Write An Essay’ for all students
 Access to computers
Homework
Begin work on essay
18
 Students write their  Students continue their work on essays. They are able to ask for
Double
essays
assistance at any time they may need it
Lesson
Resources
 Access to computers
19
 Students write their  Student continue their work on essays. This is the last in class
essays
lesson that they have to work on their drafts. Their drafts are due
the following week.
Resources
 Access to computers
Students drafts will be due in the following week (week six). They will have one lesson and homework
time to make changes to their drafts before submitting their final essays.
Catherine Callery
English C&M
5
Independent Reading Journal Task Sheet
As you read Khaled Hosseini’s The Kite Runner you will be required to fill out a
journal. In your journal you should write down your own thoughts and opinions –
things that strike you as important as you read the text such as common themes,
techniques, character traits and plot development – as well as respond to the prompts
listed under each entry. Each entry should be at least half a page.
Your journal entries will be collected for assessment at the end of the unit.
Entry One (after Chapter Two)
-
Write about your first impressions of the book - what you think of the
setting and characters etc.
Write what you know about the main characters
 use examples from the text to justify your answers
Entry Two (after Chapter Seven)
Reflect upon class discussion regarding the role of time in the text and
comment on why it is so important.
What do you think are the key themes/issues so far in the text? Give
reasons for your answer.
What do you think of Amir?
How do you think the story will develop?
Entry Three
reflect upon the previous chapters and comment on how it has made you
feel – particularly following the Taliban takeover in Afghanistan.
Comment on Amir’s second betrayal of Hassan. What kind of person is
Hassan – cowardly for not standing up to Hassan? Loving for serving
Amir so selflessly?
Entry Four
Write down your thoughts and opinions of Amir as an adult.
o How are past events portrayed as still effecting Amir?
Consider the role of Rahim Khan in this section of the text – what effect
did his taking over the narration for a chapter have on the novel and your
view of Amir and the surrounding events?
Entry Five
Now that you have finished the text, reflect upon Amir’s journey. If The
Kite Runner is a Bildungsroman, do you think he achieved what he set out
to do when he first began the narration and developed?
What was the key message/theme of the text? Do you think the message
was successfully conveyed? What techniques/motifs/images etc. were used
to successfully convey it?
Catherine Callery
English C&M
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What is a critical reading?
A critical reading involves reading a passage from a text and analysing specific
features from it and writing about them in relation to the text as a whole.
What do I need to look out for in a critical reading?
You should keep in mind things we have discussed in class, to look out for in a
critical reading. This includes things such as:

theme

setting

characterisation

motifs

symbols

and where the passage sits in relation to the development of the plot.
Show me how it’s done...

As you read through the passage for the first time, highlight/underline
anything from the above list that will help you to answer the question.

Pick out quotes that you can use as examples in your answer

Once you’ve done this, begin by restating the question in your own words.
For example, if the question asked you to identify techniques used, you
could begin by saying, “In this passage, Dr. Suess (Author’s name) uses
alliteration and rhyming to highlight his main points.”

Then go on to expand on the techniques you identified - using examples
from the passage, and stating why they are important.
Catherine Callery
English C&M
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Critical Reading Task Sheet
Time limit: 60 minutes
Word limit: 600
Read the three passages below and respond to the corresponding questions. Be sure to
pay particular attention to theme, imagery, characterization and plot.
You are assessed on how well you address the following criteria in your responses:

knowledge and understanding of the ways Khaled Hosseini uses the
stylistic features and language techniques of a written text to make
meaning
 demonstrate knowledge and understanding of the ideas and themes in
the text.
 analyse the ideas, experiences, values and beliefs explored in texts.
 use evidence such as direct quotes, actions of characters, events in the
text, to support your response

writing with accuracy, clarity and fluency

adopting an appropriate form and register for the identified audience
and purpose.
Passage One
I became what I am today at the age of twelve, on a frigid overcast day in the
winter of 1975. I remember the precise moment, crouching behind a
crumbling mud wall, peeking into the alley near the frozen creek. That was a
long time ago, but it’s wrong what they say about the past, I’ve learned, about
how you can bury it. Because the past claws its way out. Looking back now, I
realize I have been peeking into that deserted alley for the last twenty-six
years.
One day last summer, my friend Rahim Khan called from Pakistan. He
asked me to come se him. Standing in the kitchen with the receiver to my ear,
I knew it wasn’t just Rahim Khan on the line. It was my past of unatoned sins.
After I hung up, I went for a walk along Spreckels Lake on the northern edge
of Golden Gate Park. The early-afternoon sun sparkled on the water where
dozens of miniature boats sailed, propelled by a crisp breeze. Then I glanced
up and saw a pair of kites, red with long blue tails, soaring in the sky. They
danced high above the trees on the west end of the park, over the windmills,
floating side by side like a pair of eyes looking down on San Francisco, the
city I now call home. And suddenly Hassan’s voice whispered in my head:
For you, a thousands times over. Hassan the harelipped kite runner.
I sat on a park bench near a willow tree. I thought about something
Rahim Khan said just before he hung up, almost as an afterthought. There is a
way to be good again. I looked up at those twin kites. I thought about Hassan.
Thought about Baba. Ali. Kabul. I thought of the life I had lived until the
winter of 1875 came along and changed everything. And made me what I am
today.
Catherine Callery
English C&M
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1. What techniques does Hosseini use to introduce the main character and the
key themes of the text?
(5 marks)
Passage Two
“Hmm...do you want to know what your father thinks about sin?”
“Yes.”
“Then I’ll tell you,” Baba said...
...
“Now, no matter what the mullah teaches, there is only one sin, only one. And
that is theft. Every other sin is a variation of theft. Do you understand that?”
“No, Baba jan,” I said, desperately wishing I did. I didn’t want to disappoint
him again.
...
“When you kill a man, you steal a life,” Baba said. “You steal his wife’s right
to a husband, rob his children of a father. When you tell a lie, you steal
someone’s right to the truth. When you cheat, you steal the right to fairness.
Do you see?”
...
“There is no act more wretched than stealing, Amir,” Baba said. “A man who
takes what’s not his to take, be it a life or a loaf of nann...I spit on such a man.
And if I ever cross paths with him, God help him. Do you understand?”
I found the idea of Baba clobbering a thief both exhilarating and
terribly frightening. “Yes, Baba.”
“If there’s a God out there, then I would hope he has more important things to
attend to than my drinking scotch or eating pork. Now, hop down. All this talk
about sin has made me thirsty again.”
2. How does this passage relate to the idea of sin and redemption that is explored
throughout the text?
(3 marks)
Passage Three
“Hassan didn’t struggle. Didn’t even whimper. He moved his head slightly
and I caught a glimpse of his face. Saw the resignation in it. It was a look I
had seen before. It was the look of the lamb.
Tomorrow is the tenth day of Dhul-Hijjah, the last month of the Muslim
calendar, and the first of three days of Eid Al-Adha, or Eid-e Qorban, as
Afghans call it – a day to celebrate how the prophet Ibrahim almost sacrificed
his own son for God. Baba has hand-picked the sheep again this year, a
powder white one with crooked black ears.
We all stand in the backyard, Hassan, Ali, Baba, and I. The mullah
recites the prayer, rubs his beard. Baba mutters, Get on with it, under his
breath. He sounds annoyed with the endless praying, the ritual of making the
meat halal. Baba mocks the story behind this Eid, like he mocks everything
religious. But he respects the tradition of Eid-e-Qorban. The custom is to
divide the meat in thirds, one for the family, one for friends, and one for the
Catherine Callery
English C&M
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poor. Every year, Baba gives it all to the poor. The rich are fat enough
already, he says.
The mullah finished the prayer. Ameen. He picks up the kitchen knife
with the long blade. the custom is not to let the sheep see the knife. Ali feeds
the animal a cube of sugar – another custom, to make death sweeter. The
sheep kicks, but not much. The mullah grabs it under its jaw and places the
blade on its neck. Just a second before he slices he throat in one expert
motion, I see the sheep’s eyes. It is a look that will haunt my dreams for weeks.
I don’t know why I watch this yearly ritual in our backyard; my nightmares
persist long after the bloodstains on the grass have faded. But I always watch.
I watch because of that look of acceptance in the animal’s eyes. Absurdly, I
imagine the animal understands. I imagine the animal sees that its imminent
demise is for a higher purpose. This is the look...
3. The motif of the lamb appears throughout the text. Comment on its relevance
to this passage.
4. Why has the passage moved to italics?
(5 marks)
Catherine Callery
English C&M
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When you’re first given topics for an essay, it is a good idea to underline the key
phrases in the essay topic. This gives you an idea of what you’ll need to write about in
your essay and where you should be focusing your research.
Brainstorm/mind-map as many possible examples from the text, and information from
class discussions, that will help you answer the question. This includes interesting
scenes, relevant quotations etc.
PLAN!!
The importance of planning can’t be overstated. Reading over your notes, key scenes
from the text and thinking about your essay topic gives you time to put your thoughts
in order and makes it easier to write a detailed and interesting essay.
The attached plan is a useful guide for structuring your essay.
The Introduction
The role of an introduction is to make clear to the reader what your main argument is
and introduce them to the examples that you will be using to justify your answer.
When writing the opening sentence of your introduction it is a good idea to restate the
question in your own words and state your response to the question. This
demonstrates understanding of the question and tells the reader what is to come in the
essay.
From there, briefly mention the key points that you will be making in your essay.
Again, this is making the reader aware of where the essay is headed.
The Body
The main body paragraphs are where you take each of the examples that you touched
on in your introduction and explain why they answer the question through the use of
examples from the text, relating to literary techniques, themes and plot.
One simple way is to use the TEEL structure. Topic sentence. Example. Explanation.
Linking Sentence.
Topic sentences inform the reader of what the paragraph is about.
Examples from the text that relate to the topic sentence are used.
They are explained in detail.
The linking sentence summarises the paragraph and clarifies briefly how it relates to
the question/your argument.
The Conclusion
The conclusion of your essay should briefly recap the ideas you’ve discussed and tie
up your argument. Try to avoid repeating yourself and don’t introduce any new
arguments/ideas which haven’t been previously mentioned. A good conclusion should
leave your reader with the impression that you have convincingly answered the essay
topic.
Catherine Callery
English C&M
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Some hot tips
Italicise the title of the text whenever you mention it. e.g. The Kite Runner.
Never mention the author by their first name, unless using their whole
name i.e. Khaled Hosseini or Hosseini – never Khaled
Check spelling of all characters, authors, places etc. that you mention in
your essay
If using quotes, put the page number in brackets after the quote
Try starting your essay with an attention grabbing statement or quote – not
necessarily from the text – to entice your reader.
Don’t summarise the novel – assume that the reader has read and
understands the text.
Catherine Callery
English C&M
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Example Essay Plan Using TEEL Structure
Introduction
Opening sentence
Hypotheses (main argument)
Sign posting of three key points which you will address
1st Body Paragraph
Topic sentence
Explanation
Example
Linking sentence – how does it relate to your main argument/the question?
2nd Body Paragraph
Topic sentence
Explanation
Example
Linking sentence
3rd Body Paragraph
Topic sentence
Explanation
Example
Linking sentence
Conclusion
Summary of main ideas – do not introduce any new points
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The Kite Runner Summative Assessment Task
Due Date:
Weighting:
Answer one of the following questions in the form of an analytical essay in
response to the novel The Kite Runner.
Word limit: 800 words
1. How does Hosseini communicate his ideas about guilt and
redemption in his novel, The Kite Runner, and with what effect on
the reader?
2. Time is a crucial device in Hosseini’s The Kite Runner. Examine
how time is used in terms of structure and narrative development
and its effect on the reader.
3. In Hosseini’s novel, The Kite Runner, what does the reader learn
about the bonds between friends?
Assessment Criteria
The following assessment rubric indicates what you will be assessed on:
 an ability to demonstrate knowledge and understanding of the text
 the extent to which there is a recognition of ideas, experiences, beliefs, or
values explored in the text
 How accurately and fluently you express yourself, in a form and register that
is appropriate for the audience and purpose of the assessment
A
Knowledge and
Understanding
Analysis
Application
Communication
Detailed knowledge and
understanding of the
ideas, values, and beliefs
in familiar and unfamiliar
texts.
Analysis of complex
connections between
personal experiences,
ideas, values, and
beliefs, and those
explored in familiar and
unfamiliar texts.
Use of a range of
sophisticated language
skills to analyse and solve
simple and complex
problems, and to
demonstrate creativity.
Fluent and precise writing
and speaking.
Knowledge and
understanding of the
ways in which the
creators and readers of
familiar and unfamiliar
texts use a range of
language techniques and
conventions to make
meaning.
Comprehensive
knowledge and
understanding of the
ways in which familiar
and unfamiliar texts are
composed for a range of
purposes and audiences.
Catherine Callery
Perceptive analysis of a
range of ways in which
authors use language
techniques to influence
opinions and decisions
in familiar and
unfamiliar contexts.
Detailed and appropriate
use of evidence from texts
to support conclusions,
with textual references
incorporated fluently in
responses.
Use of appropriate style
and structure for a range
of mainly unfamiliar
audiences and for varied
purposes.
Location, recording,
analysis, use, and
synthesis of knowledge
relevant to familiar and
unfamiliar contexts.
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B
Knowledge and
Understanding
Analysis
Application
Communication
Knowledge and
understanding of some
ideas, values, and beliefs
in familiar, and some
unfamiliar, texts.
Analysis of some
complex connections
between personal
experiences, ideas,
values, and beliefs, and
those explored in
familiar, and some
unfamiliar, texts.
Use of a range of language
skills to solve simple and
complex problems, and to
demonstrate creativity.
Mostly fluent and precise
writing and speaking.
Knowledge and
understanding of the
ways in which the
creators and readers of
mainly familiar texts use
some language
techniques and
conventions to make
meaning.
Knowledge and
understanding of the
ways in which mainly
familiar texts are
composed for some
purposes and audiences.
C
Knowledge and
understanding of some
simple ideas, values, or
beliefs in familiar texts
(e.g. identifies relevant
information from a range
of written texts).
Knowledge and
understanding of a
number of ways in which
the creators and readers
of a narrow range of
familiar texts use some
language techniques and
conventions to make
meaning (e.g. reads a
range of texts, noting key
differences of
presentation and layout).
Knowledge and
understanding of the
ways in which familiar
texts are composed for
familiar purposes and
audiences (e.g. identifies
purpose and audience of
texts).
Catherine Callery
Analysis of a range of
ways in which authors
use language
techniques to influence
opinions and decisions
in familiar, and some
unfamiliar, contexts.
Analysis of simple
connections between
personal experiences,
ideas, values, and
beliefs, and those
explored in familiar
texts (e.g. explicitly
connects new
ideas/information with
own knowledge, using
techniques such as
anecdotes and
analogies).
Descriptive analysis of
a number of ways in
which authors use
language techniques to
influence opinions and
decisions in familiar
contexts
(e.g. recognises that
the author selects the
structure of a text to
serve a particular
purpose).
Use of evidence from texts
to support conclusions,
with textual references
incorporated in responses.
Use of appropriate style
and structure for a range
of mostly familiar
audiences and purposes.
Location, recording,
analysis, use, and
occasional synthesis of
knowledge relevant to
mostly familiar contexts.
Use of language skills to
solve routine problems in
familiar contexts or to
demonstrate creativity (e.g.
writes a short formal letter,
outlining instructions for a
particular purpose such as
closing a bank account).
Competent use of
evidence from texts to
support conclusions (e.g.
reads short, simple
narrative of choice and
discusses how text reflects
author’s opinion).
Generally fluent and
functional writing and
speaking.
Use of an appropriate style
and structure for familiar
audiences and purposes
(e.g. produces a range of
familiar text types, with
appropriate structures;
uses vocabulary with
increasing precision to
show how words carry
particular shades of
meaning).
Location, recording, and
occasional analysis and
use of knowledge relevant
to a familiar context (e.g.
reads and interprets
diagrammatic/graphic texts
that are unambiguously
presented).
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D
Knowledge and
Understanding
Analysis
Application
Communication
Identification of some
simple ideas, values, or
beliefs in some familiar
texts.
Reference to simple
connections between
uncomplicated personal
experiences, ideas,
values, and beliefs, and
those explored in
familiar texts.
Use of a restricted range of
language skills to solve
simple problems in familiar
contexts or to demonstrate
some creativity.
A level of fluency in writing
and speaking in personally
relevant situations.
Knowledge and
understanding of some of
the ways in which the
creators and readers of a
narrow range of familiar
texts use language
techniques and
conventions to make
simple or factual
meaning.
Reference to some
ways in which authors
of familiar texts use
language techniques to
influence opinions and
decisions in familiar
contexts.
Some use of evidence
from familiar texts to
support conclusions.
Use of appropriate style
and structure for a narrow
range of familiar audiences
and purposes.
Location, recording, and
use of factual knowledge
relevant to a familiar
context.
Knowledge of the ways in
which familiar texts are
composed for personally
relevant purposes and
familiar audiences.
E
Identification of a simple
idea in a highly familiar
text.
Knowledge and
understanding of the way
in which a creator or
reader of a highly familiar
text uses a language
technique or convention
to make factual meaning.
Knowledge of the ways in
which highly familiar texts
are composed for
personally relevant
purposes and highly
familiar audiences.
Catherine Callery
Recognition of a simple
connection between a
straightforward
personal experience,
idea, value, or belief,
and that explored in a
highly familiar text.
Reference to the way in
which an author uses
language techniques to
influence opinions and
decisions in a highly
familiar context.
Use of a restricted range of
language skills to solve
simple problems in highly
familiar contexts or to
demonstrate creativity.
Some use of evidence
from highly familiar texts to
support a simple
conclusion.
Beginning of development
of fluent writing and
speaking in personally
relevant situations.
Use of appropriate style
and structure for a narrow
range of highly familiar
audiences and purposes.
Location, recording, or use
of factual knowledge
relevant to a highly familiar
context.
English C&M
16
Glossary of Terms
Climax:
The turning point of the story (not necessarily the most exciting
event of the text). There is a shift in momentum or a feeling of
a narrative shift. Usually a change in the main character.
Denoument:
Final part of the narrative in which the strands are drawn
together and a resolution is met.
Exposition:
The introduction, setting of the story with emphasis on main
characters
Falling Action:
Events that occur after the climax.
Imagery:
Imagery is visually descriptive or figurative language that helps
the reader establish the setting, defining characteristics of a
character, or used as a symbol, representing a deeper meaning.
Inciting Incident:
The conflict of the story is introduced. The problem for the
protagonist that will be where their struggle comes from and
which will usually be the focus of the text
Plot:
The main events of a text, presented in an interrelated sequence
Symbol:
A thing that represents, or stands for, something else
Theme:
Theme describes the main ideas that the author is trying to
communicate in their text. It is never one word – it must be a
sentence to complete the idea.
Catherine Callery
English C&M
17
Reflection/Review
While I am happy with the outlined lesson plans and the assessment tasks created, I
understand that there are problems which could arise causing the need to revise the
plan. Some of these issues could include:

Student absentees – as the work moves at a fast pace, if students are
continually absent they could fall behind

Interruption of lessons because of extra-curricular activities or public
holidays

Students may struggle with particular concepts and require additional
time on some topics
I considered the following in relation to those issues and in an attempt to overcome
them:

Students have 24 hour access to their copies of the book, thus, regardless
of absence, students can read the text

Information and activities covered in class could be emailed to students
if they are absent, or require extra help on a certain topic, as well as
uploaded to a Learning Management System.

Some shared resources are created throughout the unit for students to
share – particularly Mind maps – which outline key ideas

The film version of the text can be made available to students who
require additional help
Catherine Callery
English C&M
18
Bibliography
Hosseini, Khaled 2001, The Kite Runner, Bloomsbury:London.
Hunter, Alison-Jane 2013, Approaches to Senior English, SAETA
Publications:Norwood.
Loreto College, ‘About Us,’ <www.loreto.sa.edu.au/about-us>
South Australian Certificate of Education 2013, Assessment Task Exemplar,
Government of South Australia, <http://www.sace.sa.edu.au/web/englishstudies/stage-2/support-materials/learning-and-assessment-plans>
Catherine Callery
English C&M
19