Holt
Literature & Language Arts - 2003
Grade 9
Unit 2
Title: The Golden Kite, the Silver Wind
Suggested Time: 5 days (45 minutes per day)
Common Core ELA Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4; W.9-10.2, W.9-10.4, W.910.9; SL.9-10.1; L.9-10.1, L.9-10.2, L.9-10.4, L.9-10.5
Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for
teachers about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings:
Sometimes we focus too much on competing with others and we lose sight of what’s important in our own lives.
Synopsis
In Bradbury’s story “The Golden Kite, the Silver Wind,” an ancient Chinese ruler, or Mandarin, grows distraught after learning
about events in a nearby town. A rival ruler has changed the shape of his city walls to resemble the outline of a pig. The
Mandarin is upset because his own town walls resemble an orange. Because a pig can eat an orange, this change is an evil
omen. On his daughter’s advice, the Mandarin orders his own town walls to be rebuilt in the shape of a club, which can beat
a pig. Instead of solving the problem, it launches a type of “walls race,” as each town tries to outdo the other. The cycle
continues until both towns grow desperately weak because the inhabitants have no time for productive activity – they are
Holt
Literature & Language Arts - 2003
Grade 9
too busy building walls. Finally, the daughter tells the now-ailing Mandarin to summon his rival to try to end the vicious cycle.
She takes the two rulers out into a field where children are flying kites and points out that kites and wind cooperate and
complement each other’s beauty. The Mandarin rebuilds his walls a final time, in the shape of a kite. His rival rebuilds his
walls in the shape of the wind. Peace reigns at last, and prosperity returns to both towns. (Holt Literature and Language Arts
TE 3rd Course, pg. 364)
2. Read the entire story a time or two, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire story independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. This story is
complex in its ideas, but not in its syntax or vocabulary, so letting the students read it out loud to each other would be great
practice with fluency.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text.
A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share,
independent written response, group work, etc.)
Text Dependent Questions
Text-Dependent Questions
Reread footnote #1 on page 366. Why would the Mandarin
say, “What an evil day in an evil year” in reaction to what
was happening in Kwan-Si? What inference can be drawn
from his reaction to the neighboring city’s growth?
Evidence-based Answers
A Mandarin is a high-ranking government official in the Chinese
Empire. It is likely he would be especially bothered by the growth of
a neighboring city because he is responsible for his city and seems
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Literature & Language Arts - 2003
Why is the Mandarin “sad and angry” in paragraph 3 on
page 366?
The narrator points out that life is full of “symbols and
omens”. Reread paragraph 3 on page 366 and explain why
the city wall is important and the implications of the wall
for the town.
What request does The Mandarin make of his workers in
paragraphs 6-8 on page 367?
In paragraph 6 on page 367, what literary device does the
author use to demonstrate the condition that the people
and town are in? Why would this make the workers follow
The Mandarin’s request?
Why is the Mandarin “delighted at the words from his
mouth?” How does the Mandarin come to speak these
words? (Page 367, paragraph 9)
Grade 9
to feel personally affected by the threat of a neighbor growing
strong.
The Mandarin is sad and angry about the pig shaped wall
constructed by the neighboring town of Kwan-Si. Because his
town’s wall is built in the shape of an orange, he sees the pig
shaped wall as a threat because a pig can eat an orange.
The narrator explains that the shape of a city wall is an important
symbol, or omen, in the eyes of the town, “Life was full of symbols
and omens. Demons lurked everywhere, Death swam in the
wetness of an eye, the turn of a gulls wing meant rain, a fan held
so, the tilt of a roof, and, yes, even a city wall was of immense
importance.” He further explains that travelers would not choose to
go to a town shaped like an orange because a pig appears to be
more prosperous. He feels it may affect the livelihood of the town.
The Mandarin requests that his architects and stonemasons “go
bearing trowels and rocks and change the shape of our city” into “a
club which may beat the pig and drive it off!”
The author lets readers know that the workers are desperate to
follow The Mandarin through his use of personification; “Death
rattled his cane in our outer courtyard. Poverty made a sound like a
wet cough in the shadows of the room.” This lets us know that
people in the town are experiencing extreme poverty and are likely
close to death. This would make them likely to be excited about a
solution.
The Mandarin is delighted by the words he speaks because they are
a surprise to him, “The Mandarin himself gasped at what he had
said.” He is also delighted because the idea is so clever and his
words garner such a positive response from the workers. The
Mandarin comes to say these words because he is being prompted
by his daughter on what to say to his workers. As he speaks the
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Literature & Language Arts - 2003
Re-read paragraph 2-4 on page 368. From The Mandarin’s
actions throughout this section and his statement, “A little
more wine daughter-who- thinks-like-a-son,” what can be
inferred about the role women play in this society?
Consider paragraphs 5-20 on pages 368 and 369. Identify
examples of cause and effect in this section of text.
What words, phrases, or literary techniques does the
author use on pages 368-369 in paragraphs 5-20 to
contribute to the mood and tone of the story?
Grade 9
words his shock at what he is saying is evident because he “gasped
at what he had said.”
We first learn that The Mandarin is being acclaimed for his decision
regarding the re-shaping of the wall, and that he takes credit for
this believing that his daughter is modest and wants him to have
this triumph. Because he sleeps “happy like a fox” every night we
know that he has no moral qualms with this decision. He goes on to
treat his daughter as a servant asking for “more of that wine” and
then regards her as a “Daughter-who-thinks-like-a-son”. We can
infer from this that females had an inferior role in this society and
were not given positions of power. It is clear that men are expected
to be leaders. From The Mandarin’s characterization of the
daughter we can also infer that sons were more prized then
daughters.
Examples of cause and effect in this section include:
Kwan-Si builds the walls as a bonfire, and in response The Mandarin
builds his walls into a lake.
Kwan-Si then builds their walls into a mouth to drink the lake, and
in response The Mandarin builds his into a needle to sew up the
mouth.
Kwan-Si then builds their walls into a sword to break the needle,
and in response The Mandarin builds his into a scabbard to sheath
the sword.
Kwan-Si then builds their walls into lightning, which will destroy the
sheath.
In this section of text the author uses words such as sickened,
spurn, destroyed, fire, conquer, neglect, weaker, poorer, horrible,
break, and trembling. These words show the degrading condition of
the town and the ominous tone and desperate mood of the story.
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Literature & Language Arts - 2003
Reread paragraph 14 on page 368. What do we learn about
the condition of the townspeople? Why are they in this
condition?
What do the lines “…standing very close to his silken
screen…” and “…held, trembling, to the silken screen” in
paragraphs 17-19 on page 368 tell you about The
Mandarin?
How does the figurative language on paragraph 1 on page
369 tell the reader about the condition of the town?
Grade 9
The author also uses phrases such as “plagues, and poisoned well
water,” “turned triumph to winter ashes,” “the whisper that was a
falling drop of rain.” These phrases help to illustrate the same tone
and mood. The author also uses cause and effect to illustrate the
escalation of the pace of the story. This pattern creates a mood of
urgency and a frantic tone. Each time the towns top one and
another there is an added sense of desperation in the story.
The people of the town are currently worn down and tired. They
are described as “singing, but not as loudly as before, of course, for
they were tired.” The townspeople are in this condition because
they “had to neglect business and crops and therefore were
somewhat weaker and poorer.”
From The Mandarin’s words “stand[ing] very close” and hold[ing]
“trembling, to the silken screen” we learn that the Mandarin seems
nervous, anxious, or scared.
Ray Bradbury purposely used figurative language is to illustrate the
decline of the town due to the “wall war.” Some examples of this
figurative language are:
“Sickness spread in the city like a pack of evil dogs”.
“The population… resembled Death himself, clattering his white
bones like musical instruments in the wind”
“The voice behind the screen was weak now, too, and faint, like the
wind in the eaves”.
These similes and personifications help to make the description of
the town more vivid by bringing to life the decline of the town’s
circumstance, specifically alluding to starvation. Images of Death,
evil dogs, and clattering bones help to set an ominous mood and
make the desperation of the town tangible.
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Literature & Language Arts - 2003
Grade 9
In paragraph 4 on page 369 the whisperer says, "put an end The whisperer/daughter makes the plea to “end this” to the two
to this." Explain what “this” is and why it must end.
Mandarins. She is referring to the ongoing feud between the two
men and their respective towns. The feud must end because the
“walls race” has placed both towns on the brink of ruin. The
whisperer shares that the people in both cities have done nothing
but rebuild their cities and that they have “no time to hunt, to fish,
to love, to be good to their ancestors and their ancestors’ children.”
Explain what the daughter means when she says, “no time to
When the daughter says “no time to hunt, to fish, to love, to be
hunt, to fish, to love, to be good to their ancestors and their
good to their ancestors and their ancestors’ children,” she is
ancestors’ children,” In paragraph 8 on page 369.
referencing the fact that the people in both towns have neglected
their daily routines and the things that give them joy.
When the Mandarins are brought out into the light
The Mandarins come upon “ a few very thin children [who] were
together, what is the scene that they come upon? What
flying dragon kites in all the colors of the sun” They also take note
words and phrases contribute to the mood? (Page 369-370, of the “…sun, and frogs and grass, the color of the sea, and the
paragraphs 10-11)?
color of coins and wheat.” This contributes to a mood of lightness.
Color and animals and children are images of hope and life.
Explain the relationship between the kite and the wind on
The relationship between a kite and the wind is reciprocal. The
page 370, paragraph 4-7.
whisperer asks,
“But what is a kite on the ground?” she said. “It is nothing.
What does it need to sustain it and make it beautiful and
truly spiritual?”
“The wind, of course!” said the others.
“And what do the sky and the wind need to make them
beautiful?
“A kite of course – many kites, to break the monotony, the
sameness of the sky.”
This shows how a kite and the wind need one another just as the
two men in the towns need each other to prosper as well.
According to paragraph 10 on page 370 what happens to
The towns changed their names to the Town of the Golden Kite and
the towns?
the Town of the Silver Wind. We also learn that the businesses and
people flourish again, “…harvestings were harvested and
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Literature & Language Arts - 2003
Grade 9
businesses tended again, and the flesh returned, and disease ran
off like a frightened jackal.”
Take into consideration the conversation on page 370,
paragraphs 4-7. From the text, what symbolism can you
discern from the new town names?
Re-naming the towns, Town of the Golden Kite and Town of the
Silver Wind, symbolizes the restored balance and peace brought to
the two towns. This reflects the revelation the Mandarins had
about the reciprocal nature of the relationship between a kite and
the wind, “[the wind needs] many kites, to break the monotony,
the sameness of the sky.” The implications for both towns are that
they will live peacefully and appreciate each other’s beauty,
allowing them to thrive.
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Literature & Language Arts - 2003
Grade 9
Tier II/Academic Vocabulary
Meaning can be learned
from context
These words require more time to learn
(They are abstract, have multiple meanings, are a part
of a word family, or are likely to appear again in future texts)
*Omen – pg. 366
*Lurked – pg. 366
*Pandemonium – pg. 368
*Monotony – pg. 370
*Enduring – pg. 370
Devour – pg. 366
Prosper – pg. 366
Prosperity – pg. 366
Despairingly – pg. 367
*Eclipse – pg. 369
*Definition given in the text
*Definition given in the text
Meaning needs to be provided
These words require less time to learn
(They are concrete or describe an object/event/
process/characteristic that is familiar to students)
Ravenous – pg. 367
Vile – pg. 367
*Acclaimed – pg. 368
Modestly – pg. 368
Succession – pg. 368
Clattering – pg. 369
*Sustain – pg. 370
*Portents – pg. 336
*Spurn – pg. 368
Quench – pg. 368
*Definition given in the text
*Definition given in the text
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Literature & Language Arts - 2003
Grade 9
Culminating Writing Task

Prompt
In the conclusion of Ray Bradbury’s “The Golden Kite, and Silver Wind,” the competing leaders of two towns come to the realization
that ”One without the other is nothing.” In a well-developed essay, explore the idea of balance as represented in the story and
explain how achieving balance allows leads to mutual benefit. Find textual evidence to explain how balance helps these towns
achieve peace and prosperity.

Teacher Instructions
1. Students identify their writing task from the prompt provided. Class discussion of the TDQs for the story should help to
clarify the students’ understanding of the story. Through discussion on these questions, the teacher should be able to
discern whether or not the students are prepared to write.
2. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes
they compiled while reading and answering the text-dependent questions.
Evidence
Quote or paraphrase
“All is lost! These symbols and signs terrify. Our
city will come on evil days.”
Page
number
Pg. 366
“Death rattled his cane in our outer courtyard.
Poverty made a sound like a wet cough in the
shadows of the room.”
Pg. 367
Elaboration / explanation of how this evidence supports
ideas or argument
This evidence supports the anxiety and desperation that
is felt by the town over the pig wall that Kwan-Si builds. It
is the initial show of balance being lost between these
two towns.
The author lets readers know that the workers are
desperate to follow The Mandarin through his use of
personification; This lets us know that people in the town
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Literature & Language Arts - 2003
Kwan-Si builds the walls as a bonfire, and in
response The Mandarin builds his walls into a
lake.
Kwan-Si then builds their walls into a mouth to
drink the lake, and in response The Mandarin
builds his into a needle to sew up the mouth.
Kwan-Si then builds their walls into a sword to
break the needle, and in response The Mandarin
builds his into a scabbard to sheath the sword.
Kwan-Si then builds their walls into lightning,
which will destroy the sheath.
Pg.368-9
“Sickness spread in the city like a pack of evil
dogs. Shops closed. The population… resembled
death himself.”
Pg. 369
“Let us put an end to this…Our people do nothing
but re-build our cities to a different shape…They
have no time to hunt, to fish, to love”
Pg. 370
“But what is a kite on the ground?” she said.
“It is nothing. What does it need to sustain
it and make it beautiful and truly spiritual?”
“The wind, of course!” said the others.
“And what do the sky and the wind need to
make them beautiful?
“A kite of course – many kites, to break the
monotony, the sameness of the sky.”
Pg. 370
Grade 9
are experiencing extreme poverty and are likely close to
death. This shows the effect of losing balance between
the town and in the individual lives of the people.
This evidence shows the escalating tension between the
two towns. It reaches its pinnacle after a long series of
one-upping each other in the building and re-building of
town walls. We see that the town has become so focused
on triumph over Kwan-Si that they are crumbling
themselves.
In this section of text the author shows the degrading
condition of the town and the ominous tone and
desperate mood of the story through personification,
simile and metaphor.
When the daughter says this she is referencing the fact
that the people in both towns have neglected their daily
routines and the things that give them joy. This is further
evidence of the result of imbalance.
The relationship between a kite and the wind is
reciprocal. This shows how a kite and the wind need one
another just as the two men in the towns need each
other to prosper as well as restore balance.
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Literature & Language Arts - 2003
“The wind will beautify the kite and carry it
to wondrous heights. And the kite will break
the sameness of the wind’s existence and
give it purpose and meaning. One without
the other is nothing.”
“…harvestings were harvested and businesses
tended again, and the flesh returned, and disease
ran off like a frightened jackal.”
“The wind will beautify the kite and carry it to
wondrous heights. And the kite will break the
sameness of the wind’s existence and give it
purpose and meaning. One without the other is
nothing.”
Grade 9
Pg. 370
This piece of evidence specifically shows the relationship
between balance, purpose and reciprocal relationships. It
helps to illustrate that when balance is restored,
prosperity will follow.
Pg. 370
This is evidence of how prosperity will return once
balance is restored to the towns and the people.
Pg. 370
Re-naming the towns, Town of the Golden Kite and Town
of the Silver Wind, and re-building the walls reflects the
revelation the Mandarins had about the reciprocal nature
of the relationship between a kite and the wind. The
implications for both towns are that they will live
peacefully and appreciate each other’s beauty, allowing
them to thrive.
3. Once students have completed the evidence chart, they should look back at the writing prompt in order to remind
themselves what kind of response they are writing (i.e. expository, analytical, argumentative) and think about the
evidence they found. (Depending on the grade level, teachers may want to review students’ evidence charts in some way
to ensure accuracy.) From here, students should develop a specific thesis statement. This could be done independently,
with a partner, small group, or the entire class. Consider directing students to the following sites to learn more about
thesis statements: http://owl.english.purdue.edu/owl/resource/545/01/ OR http://www.indiana.edu/~wts/pamphlets/
thesis_statement.shtml.
4. Students compose a rough draft. With regard to grade level and student ability, teachers should decide how much
scaffolding they will provide during this process (i.e. modeling, showing example pieces, sharing work as students go).
5. Students complete final draft.
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
Literature & Language Arts - 2003
Grade 9
Sample Answer
In Ray Bradbury’s, The Golden Kite, the Silver Wind, the idea of balance is explored through two neighboring towns and their
struggle for dominance over one another. Ultimately this struggle leads to the realization that dominance is not what is truly best for
both towns. Instead they come to understand that peace and prosperity can only be achieved through balance between their two
towns. They achieve this by learning the dynamic of co-existing and appreciating each other.
The problem for the two towns begins when the neighboring town of Kwan-Si becomes large enough to build a town wall,
and chooses to build it in the shape of a pig. This immediately throws off the balance of power between these neighbors because,
symbolically, the Mandarin’s town’s simple orange shaped wall represents a less prosperous town than that of a pig. The Mandarin
worries that this will take away from the prosperity of his town. We can see evidence of his fear when in response he weeps the
words, “All is lost! These symbols and signs terrify. Our city will come on evil days.”(pg. 366) Further evidence of the desperation this
imbalance causes is given in the descriptions of the town’s workers, “Death rattled his cane in the outer courtyard. Poverty made a
sound like a wet cough in the shadows of the room.”(pg. 367) Here, we see that the town being overly fixated on the threat of KwanSi has also begun to affect their personal health and prosperity, further showing imbalance in the Mandarin’s town.
The tension between the two towns reaches its pinnacle after a long series of one-upping each other in the building and rebuilding of town walls. A pig begets a club, which precipitates a bon-fire, which triggers a lake, bringing on a mouth, giving rise to a
needle, leading to the construction of a sword and then a scabbard, then lightning (pg. 367-369). At this point, the town has become
so focused on triumph over Kwan-Si that they are crumbling themselves, “Sickness spread in the city like a pack of evil dogs. Shops
closed. The population… resembled death himself.”(pg. 369) Being consumed with this battle has nearly cost them all their lives.
Finally, the Mandarin’s whisperer daughter recognizes that this cannot go on. She urges her father to call for Kwan-Si, and at this
meeting tells the two men, “Let us put an end to this…Our people do nothing but re-build our cities to a different shape…They have
no time to hunt, to fish, to love.” (pg. 369) The daughter’s words illustrate the severe imbalance in the lives of the people in the two
Holt
Literature & Language Arts - 2003
Grade 9
towns who have neglected their daily routines and the things that give them joy. Neither town is prosperous or at peace at this point
in the story.
Now that this fact is clear to the two Mandarins, the daughter takes them outside to see the town and points out children
playing with kites. She explains to them that simple activity could not exist without a balanced relationship;
“But what is a kite on the ground?” she said. “It is nothing. What does it need to sustain it and make it beautiful and
truly spiritual?”
“The wind, of course!” said the others.
“And what do the sky and the wind need to make them beautiful?
“A kite of course – many kites, to break the monotony, the sameness of the sky.”(pg. 370)
Through this metaphor, the daughter illustrates that both peace and prosperity lie in the ability to appreciate each other’s beauty
and recognize the reciprocal relationship needed to sustain their two towns. The realization that is made by the leaders allows the
daughter to propose a solution to restore balance, peace, and prosperity to the towns. They will each re-build their wall one last
time to the shape of a golden kite and the wind so that “The wind will beautify the kite and carry it to wondrous heights. And the
kite will break the sameness of the wind’s existence and give it purpose and meaning. One without the other is nothing.” (pg. 370)
The towns take these actions and through them are able to restore balance to their people and between the towns. As a result of
restored balance, “harvestings were harvested and businesses tended again, and the flesh returned, and disease ran off like a
frightened jackal.” (pg. 370) Peace and prosperity are achieved through the two towns sustaining one another.
Additional Tasks

This story is not only rich in figurative language and didactic in nature, but it is also an allegory. Research this story, the author,
Ray Bradbury, and the year in which it was written. Take your findings and draw an evidence-based conclusion as to why this
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Literature & Language Arts - 2003
Grade 9
story is an allegory for and what you believe the author’s purpose to be in writing this story. Please use textual evidence from
your research to support your conclusion.
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Literature & Language Arts - 2003
Grade 9
Name _______________________________________________ Date ________________
“The Golden Kite, The Silver Wind”
1. Reread footnote #1 on page 366. Why would the Mandarin say, “What an evil day in an evil
year” in reaction to what was happening in Kwan-Si? What inference can be drawn from
his reaction to the neighboring city’s growth?
2. Why is the Mandarin “sad and angry” in paragraph 3 on page 366?
3. The narrator points out that life is full of “symbols and omens”. Reread paragraph 3 on page
366 and explain why the city wall is important and the implications of the wall for the town.
4. What request does The Mandarin make of his workers in paragraphs 6-8 on page 367?
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Literature & Language Arts - 2003
Grade 9
5. In paragraph 6 on page 367, what literary device does the author use to demonstrate the
condition that the people and town are in? Why would this make the workers follow The
Mandarin’s request?
6. Why is the Mandarin “delighted at the words from his mouth?” How does the Mandarin
come to speak these words? (Page 367, paragraph 9)
7. Re-read paragraph 2-4 on page 368. From The Mandarin’s actions throughout this section
and his statement, “A little more wine daughter-who- thinks-like-a-son,” what can be
inferred about the role women play in this society?
8. Consider paragraphs 5-20 on pages 368 and 369. Identify examples of cause and effect in
this section of text.
9. What words, phrases, or literary techniques does the author use on pages 368-369 in
paragraphs 5-20 to contribute to the mood and tone of the story?
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Literature & Language Arts - 2003
Grade 9
10. Reread paragraph 14 on page 368. What do we learn about the condition of the
townspeople? Why are they in this condition?
11. What do the lines “…standing very close to his silken screen…” and “…held, trembling, to
the silken screen” in paragraphs 17-19 on page 368 tell you about The Mandarin?
12. How does the figurative language on paragraph 1 on page 369 tell the reader about the
condition of the town?
13. In paragraph 4 on page 369 the whisperer says, "Put an end to this." Explain what “this” is
and why it must end.
14. Explain what the daughter means when she says, “no time to hunt, to fish, to love, to be
good to their ancestors and their ancestors’ children,” In paragraph 8 on page 369.
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Literature & Language Arts - 2003
Grade 9
15. When the Mandarins are brought out into the light together, what is the scene that they
come upon? What words and phrases contribute to the mood? (Page 369-370, paragraphs
10-11)?
16. Explain the relationship between the kite and the wind on page 370, paragraph 4-7.
17. According to paragraph 10 on page 370 what happens to the towns?
18. Take into consideration the conversation on page 370, paragraphs 4-7. From the text, what
symbolism can you discern from the new town names?