Unit: The Kite Runner
12th Grade World Literature
Prepared by: Julia Tate
Feedback & Self-Evaluation for the Kite Runner Unit Plan
Attending to Feedback: Dr. Sherry suggested that I appeal to student’s needs and
interests, which is why I’m having them do a variety of activities that draw on the
multiple intelligences within the classroom. I also revised some of my objectives to
scaffold them towards the final exam – I ended up rewriting my entire first lesson so that
students would have an introduction to journaling throughout the unit in order to keep
their writing skills polished. I added accommodations for different tiers of students
according to the RTI model; it’s a little hard to simulate what kind of disabilities your
students might have until they actually happen, so I wrote my accommodations based off
the tiers to generalize a little more. Finally, I included more flexible routines for students
in my lessons.
Self-Evaluation:
My unit plan addresses the rubric in different ways for each category. For
diversity, I included the accommodations for students according to the tiers of the RTI
model. For relevance, I have the students journaling every day about their reactions to the
reading, having them draw on their own experiences to formulate their responses. I also
have them doing this to create their worldview, and on the final exam one of the
questions asks them to explain their worldview by drawing on experience. My alignment
and scaffolding lies in the ability to have students practice their writing by journaling
every night so that they can be prepared for the final exam’s essay questions, and how the
creation of a worldview and maintaining that explanation of a worldview throughout the
lesson leads students to create their own perceptions of the world as well as respect and
become curious about others’ worldviews. As for conventions, my lesson plans are in the
same format every time, following a sequence as the lesson progresses and ending with
homework and key questions.
In our collaborative unit, I’ve used some of the things we’ve done in lessons for
my own unit plan. I’ve learned to get students up out of their seats and involved in the
lesson, and I want them to be able to work with their peers and be able to bounce ideas
off one another. I didn’t like group work much before our collaborative unit, but working
together with my peers in class has taught me that others’ ideas are valuable and it’s
important to consider everyone’s opinion in a certain situation. That’s why I have
students creating their own worldview and listening to other’s opinions of their
worldview as well as presenting theirs, and I have students working together during a lot
of my lessons in order to create a comfortable learning environment for students. I
believe in creating a safe space for students where they can have fun and be themselves,
and I’ve learned to take that in our collaborative unit (because we do have a safe space)
and project that into our imaginary classroom. I want students to have fun and express
themselves with others like we do in our collaborative unit, so I took what we used in our
collaborative unit and put some of that environment into my lessons.
Rationale for Khaled Hosseini’s The Kite Runner
Prepared by Julia Tate
Big Questions:
 What is a worldview?
 What kind of worldview do we, as Americans, have?
 How do you deal with worldviews that are different from your own?
 Do you think we’re biased in our worldview and our perceptions of other
worldviews?
 What does literature teach us about the different relationships we have?
Set in war-torn Afghanistan, The Kite Runner by Khaled Hosseini follows the
story of two boys, Amir and Hassan. Amir comes from a very prestigious and wealthy
family, while Hassan is a Hazara, an ethnic minority who usually serve the wealthy. In
this case, Hassan and his father, Ali, serve Amir’s family. Hassan, being gentle and loyal,
treats Amir with the utmost respect and care, while Amir, jealous of Hassan’s goodness,
does not always treat him well even though he considers him a dear friend. At the crucial
turn of the book, Amir witnesses an act of violence being committed on Hassan and does
nothing to intervene or stop it. The story centers on this betrayal and hones in on Amir’s
search for redemption throughout the course of the novel. When Afghanistan is invaded,
Amir and his father flee to a refugee camp and then immigrate to America later on. Years
later, in search of redemption for his past sins, Amir travels back to Afghanistan, where
he finds himself faced with an opportunity to atone for his betrayal of Hassan.
The Kite Runner is a beautifully written novel that is worthy of study in world
literature classes. It paints an entirely different picture of the Afghanistan that Americans
have come to know from the media since 9/11, a more sentimental picture of a simple
home life torn apart by war and betrayal of trust. Students are able to view Afghan
culture from a different perspective other than war. They also explore relevant and
historical conflicts of this region, such as the dispute between the Suni and Shi’a (also
known as Shiite) Muslims in the region, as well as the bond between the Pashtuns and the
Hazaras, two ethnic groups. Understanding these relationships and what becomes of them
in the novel allows students to open their eyes to conflict in other parts of the world
between social groups and explore similarities between Afghan conflict and American
conflict between ethnic groups and social classes. Hopefully, this book will break the
common stereotypes students have of Muslim culture and shed new light on areas that
they may have not been exposed to before. The themes in this book, such as complex
social justice/injustice, family bonds, and the discrimination from one class to another
encourage students to discuss the material and expose them to more sensitive subjects.
Two important but potentially disturbing scenes occur in the novel: the rape of a
child and a confrontation with a child that has been sexually abused in the past. Although
not graphic in nature, these scenes might be upsetting to students and parents, and it is
important that they are discussed with care and discretion. In the classroom, we will
discuss the roles each character plays in the book and pay careful attention to sensitive
subjects such as rape and assault. Additionally, students will journal throughout the
novel, recording their reactions and thoughts about the reading, and should feel free to
discuss their entries in class with regard to the classroom being a personal space. Our
classroom is a safe zone, and students should feel free to discuss their ideas with other
students and the teacher while exercising care and respect for the classroom space and
other students’ welfare.
The Kite Runner is a novel that encourages students to think about their
worldview and how they perceive others’ worldview. Throughout the course of the novel,
student ideas may change. What I aim to do with this book is to encourage students to
expand their thinking beyond themselves and their culture, and to put themselves in the
shoes of a culture they have possibly stereotyped due to the media. I believer The Kite
Runner allows students to see beyond the “barrier” between worlds and lets them see the
world through another person’s eyes.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 1: Chapters 1 & 2 - Journal Introduction and Afghanistan Culture Lesson
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given previous knowledge, students will journal about their knowledge and
conceptions of Afghanistan in order to understand how their assumptions and assertions
can establish a worldview.
2. Students will watch 30 minutes of “Afghanistan: The Unknown Country” (BBC) in
order to become more informed about Afghanistan’s culture, values and history. They
will discuss how this contributes to their assumptions about Afghanistan and use this
knowledge to think about how the two worldviews differ.
Materials needed: 25 copies of books (students will use their own paper for journals)
Technology needed: Youtube video: “Afghanistan: The Unknown Country” (BBC)
http://www.youtube.com/watch?v=IZMonYSPm5Y
Academic Standards:
CC.1.2.11–12.G
Integrate and evaluate multiple sources of information presented in different media or for
mats (e.g., visually, quantitatively) as well as in words in order to address a question or
solve a problem.
CC.1.4.11–12.S
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade‐level reading standards for literature and literary nonfiction.
Lesson Activity:
1. Students will enter the room. As they take their seats, the teacher will introduce the
book and the journaling aspect of the unit. Students are to understand that they are
expected to journal their reactions to the reading as well as respond to the prompt on the
board each day when they come to class. Journals will be collected before the unit test
and will be graded for completion and thoughtfulness of responses.
2. The teacher will then write the first prompt on the board: “What are some
preconceived ideas or thoughts you have about Afghanistan? How do these ideas
influence your perceptions of Afghanistan lifestyle and culture?” Students will have five
or six minutes to journal their responses.
3. As a class, students will come up with a list of Afghanistan stereotypes and
preconceived notions about Afghanistan culture.
4. The teacher will then write these questions on the board:

What is a worldview?



What kind of worldview do we, as Americans, have?
How do you deal with worldviews that are different from your own?
Do you think we are biased in our worldview and our perceptions of other
worldviews?
Students will write these questions on the first page of their journal – these will be the big
questions for the unit.
5. Students will watch 30 minutes of the documentary “Afghanistan: The Unknown
Country” and write down three things that they learned about Afghanistan culture.
Closure: On a blank piece of paper, students will write down one thing they learned
about Afghanistan culture and hand it to the teacher as they leave. This will be their ticket
out the door.
Assessment: A ticket out from the student detailing one fact they learned from the video
about Afghanistan culture.
Key Questions
1. What is a worldview and how is one created and maintained?
2. How does what we see in the media influence our perceptions of Afghanistan?
3. How does what you saw in the video differ from your preconceived notions about
Afghanistan?
Homework: Students are to read chapters 3 and 4. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Accommodations and Special Needs:
Tier 1 students will be expected to make a list of Afghanistan stereotypes. They should
write down one fact they learned from the video as their ticket out.
Tier 2 students will write down one fact they learned from the video as their ticket out.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 2: Chapters 3 & 4 - “I Am” Poem
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to understand the motivation of one
character from the text and synthesize character traits.
2. Given textual evidence, students will be able to compose a poem about their character
using the format given in order to understand the initial impressions of a character in the
novel and how it aligns with some stereotypes associated with Afghanistan.
Materials needed: 25 copies of worksheets for students, 25 copies of books
Technology needed: none
Academic Standards:
CC.1.2.11–12.C
Analyze the interaction and development of a complex set of ideas, sequence of events,
or specific individuals over the course of the text.
Lesson Activity:
Students are to start the lesson by selecting a character that they want to write
about. They are to write an “I am” poem for one of the characters, drawing their
information from the character’s words and actions in the novel. They may choose to use
direct quotations where appropriate. Students should be prepared to share their poems
with the class.
Line 1: Begin with the words “I am.”
Line 2: Write three nouns about which your character has strong feelings.
Line 3: Write a complete sentence about two things your character likes.
Line 4: Begin with three nouns that describe qualities your character appreciates in other
people.
End the sentence with the words “are important to me.”
Line 5: Write a sentence explaining something positive your character likes about himself
or herself.
Lines 6 & 7: Begin a sentence in line 6 in which you show something negative your
character sees in himself/herself or in others; finish the sentence in line 7 by showing that
out of something bad can come good. Use the word “but” or “however” to link the two
ideas.
Lines 8, 9, 10: Write three short sentences explaining things about which your character
has strong feelings – likes or dislikes. These do not have to relate to each other or to the
previous lines you have written.
Line 11: End the poem with the words, “I am _________.” (Fill in the name of the
character you have chosen.)
Example:
1 I am
2 Rain, Forests, and Sunsets.
3 I like long walks and quiet times.
4 Honesty, Humor, and Peace are important to me.
5 I find satisfaction in a job well done.
6 I can be fearsome when my ideas are challenged,
7 But I thrive on intelligent conversation.
8 I love nature and animals.
9 I can be counted on to help.
10 I have strong feelings when a life is threatened.
11 I am ____________.
Closure: Students will answer the key questions in their journals.
Assessment: One “I Am” poem with all components included according to the model
above.
Key Questions:
1. Does your character seem very positive or very negative? Why?
2. How are you and your character similar? How are you different?
Homework: Students are to read chapters 5 and 6. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Accommodations and Special Needs:
Tier 1 students will be able to complete the “I Am” poem with all required components.
Tier 2 students will be able to complete the required poem with at least 5 lines.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 3: Chapters 5 & 6 – Dialogue
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to identify character voice in writing
dialogue in order to identify character development within the text.
2. Given textual evidence and knowledge about certain characters thus far, students will
construct a dialogue between two characters for a hypothetical situation in order to
understand the progression of events in the novel and the ‘what ifs’ that can surface.
Materials needed: 25 copies of worksheets for students, 25 copies of books
Technology needed: none
Academic Standards:
CC.1.4.11–12.M
Write narratives to develop real or imagined experiences or events.
CC.1.4.11–12.O
Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and
pacing to develop experiences, events, and/or characters; use precise words and phrases,
telling details, and sensory language to convey a vivid picture of the experiences,
events, settings, and/or characters.
CC.1.4.11–12.P
Create a smooth progression of experiences or events using a variety of techniques to
sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome; provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over the course of the narrative.
Lesson Activity:
We often learn as much about characters from their conversations as we do from their
actions. This activity will enable students to demonstrate their knowledge of The Kite
Runner’s characters and to exercise their imaginations.
1. Students can choose any of these prompts and for each, write at least a page of
dialogue that might have occurred in the situation mentioned.
2. They should feel free to let the dialogue carry them beyond what they already know of
the characters, but strive to represent them accurately.
3. Students should be prepared to share their letters with the class and hand them in for
credit.
Writing Prompts:
1. Write a conversation between Baba and Rahim Khan as they watch the kite-fighting
tournament.
2. Imagine that either Amir or Hassan speak of the rape. Write the conversation that
might happen between them.
3. Imagine that Amir confronts Assef before he attacks Hassan. Write the conversation
between the characters.
4. Write a conversation between Amir and Baba about Amir’s victory in the kite-flying
tournament.
Closure: Students will answer the key questions in their journals and hand in their
dialogues on their way out.
Assessment: A complete dialogue with at least 10 lines of exchange between the two
characters for the chosen scenario.
Key Questions:
1. Do you think you accurately represented the characters in your dialogue?
2. Were there any barriers in creating your dialogue, such as not enough knowledge about
the characters, not having enough to work with for the prompt, etc.?
Homework: Students should read chapters 7 and 8. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Accommodations and Special Needs:
Tier 1 students will complete the dialogue for their chosen scenario with at least 10 lines
exchanged between the two characters.
Tier 2 students will complete the dialogue for their chosen scenario with at least 5 lines
exchanged between the two characters.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 4: Chapters 7 & 8 - Baba’s View – Class Discussion
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to extend on ideas presented in the text in
order to consider Baba’s ideas in their own worldview and in the character’s worldview.
2. Given textual evidence and their own extended ideas, students will be able to engage in
discussion about their answers to the worksheet questions in order to promote the
discussion of worldviews and differentiation/similarity between them.
Materials needed: 25 copies of worksheets for students, 25 copies of books
Technology needed: Computers with internet access for research
Academic Standards:
CC.1.2.11–12.B
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on and related to an
author’s implicit and explicit assumptions and beliefs.
CC.1.2.11–12.E
Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing,
and engaging.
CC.1.2.11–12.F
Evaluate how words and phrases shape meaning and tone in texts.
Lesson Activity:
1. Working in groups of 2 or 3, students will answer the following questions and engage
in a class discussion with leftover time.
2. They will be given 30 minutes to work on the questions, and 20 minutes will be
devoted to class discussion on the questions below.
Critical Thinking Questions
1. Baba has very strict views on life, particularly regarding sin. According to Baba,
“…there is only one sin, only one. And that is theft. Every other sin is a variation of
theft.” What does he mean by this?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Research the seven cardinal sins and/or the Ten Commandments and list your findings
below. Using one or the other as a guide, apply Baba’s “one sin” premise. Does it hold
up? Explain—why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why does Amir inwardly struggle with Baba’s statement that there is only one sin? If
you were Amir’s friend, what would you tell him?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
List of Seven Cardinal Sins/Ten Commandments:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Closure: Students are to answer the key questions in their journals.
Assessment: One completed worksheet with all questions answered in full.
Key Questions:
1. How is Amir like his father? How is he different?
2. Do you think Baba’s views on life are modern or old-fashioned? Why?
Homework: If not completed in class, students should finish the question sheet for
homework.
Accommodations and Special Needs:
Tier 1 students will be able to complete all questions on the worksheet and participate in
class discussion.
Tier 2 students will be able to complete 3 questions on the worksheet.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 5: Chapters 9 & 10 – Read Aloud
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to extend on ideas presented in the text in
order to understand the progression of events throughout the novel.
2. Given textual evidence and their own extended ideas, students will be able to engage in
discussion.
Materials needed: 25 copies of books
Technology needed: none
Academic Standards:
CC.1.2.11–12.A
Determine and analyze the relationship between two or more central ideas of a text,
including the development and interaction of the central ideas; provide an
objective summary of the text.
CC.1.2.11–12.B
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on and related to an
author’s implicit and explicit assumptions and beliefs.
Lesson Activity:
1. In class, students will, along with the teacher, read chapter 9 aloud.
2. This is a chance for students to ask any questions they have about the novel so far and
to engage in discussion of the events that have progressed in the novel up to this point.
Homework: Students are to finish Chapter 9.
Accommodations and Special Needs:
Tier 1 students will be able to finish most of the chapter within the class period.
Tier 2 students will be able to finish at least half of the chapter within the class period.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 6: Chapter 9 - Class Discussion
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to extend on ideas presented in the text in
order to understand the development of ideas presented in the text.
2. Given textual evidence and their own extended ideas, students will be able to engage in
discussion in order to expand upon their own ideas and create their own worldviews and
view others’.
Materials needed: Fake money, 25 copies of books
Technology needed: none
Academic Standards:
CC.1.2.11–12.A
Determine and analyze the relationship between two or more central ideas of a text,
including the development and interaction of the central ideas; provide an
objective summary of the text
CC.1.3.11–12.B
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences and conclusions based on and related to an author’s
implicit and explicit assumptions and beliefs.
Lesson Activity:
1. Students will enter the room and respond to the prompt on the board: “Write down one
question or observation you had about Chapter 9 for class discussion.”
2. The teacher will have students arrange their desks in a circle and sit with them for class
discussion.
3. The teacher will collect student questions and place them, folded, in a box.
3. Once all students are seated, the teacher will pass around fake coins to students, with
each student having two coins.
4. Each time a student contributes to class discussion, they put a coin in the jar to
contribute their “two cents” for the day.
5. If students use up both their coins, they get full participation for the day. If they use
only one coin, they get half participation points. If they do not use up any coins, they will
get no participation points. This is to ensure that all students get a chance to talk.
6. The teacher draws a question from the box and poses it to students, letting the students
take control of the conversation. If there is a lull in conversation, the teacher will draw a
different question. The teacher’s purpose is to keep conversation flowing and keep
discussion relevant to the chapter.
7. After 45 minutes, the students will put their desks back into rows. With the remaining
time, students can start on chapter 10.
Assessment: Student responds a certain number of times using their coins and
contributes to discussion in a meaningful way.
Homework: Students are to read chapters 10 and 11. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Special Needs and Accommodations:
Tier 1 students will participate in class discussion at least two times, using both their
coins.
Tier 2 students will participate in class discussion at least one time, using one coin.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 7: Chapters 10 & 11– Unfamiliar Terms
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will be able to identify unfamiliar vocabulary found
in the text in order to prepare themselves for vocabulary on the unit test.
2. Given textual evidence and their own extended ideas, students will be able to engage in
discussion about unfamiliar terms found in the text in order to increase their vocabulary
knowledge and clear up confusion with unfamiliar phrases and terms.
Materials needed: 25 copies of books, construction paper, markers
Technology needed: none
Academic Standards:
CC.1.2.11–12.J
Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the
college‐ and career‐readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
CC.1.2.11–12.K
Determine or clarify the meaning of unknown and multiple‐meaning words and phrases
based on grade‐level reading and content, choosing flexibly from a range of
strategies and tools.
Lesson Activity:
1. Students will enter the classroom and work on the prompt on the board: “Write down
two words or phrases that confused you in chapters 10 and 11.” They will have
permission to look through their books.
2. The teacher will arrange students in pairs. Students will compare the confusing words
or phrases with each other and come up with definitions for our word wall.
3. Students will write their word or phrase on a piece of construction paper and put it on
the word wall.
4. If time allows, students will present their definitions to the class and start on chapter
12.
Assessment: Two confusing words or phrases defined and written down for our word
wall.
Homework: Students are to read chapters 12 and 13. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Special Needs and Accommodations:
Tier 1 students will be able to provide two confusing words or phrases for our word
wall.
Tier 2 students will be able to provide one confusing word or phrase for our word wall.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 8: Chapters 12 & 13– Character Portrait
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given textual evidence, students will create a character portrait in order to better
understand how characters have developed over the course of the text thus far.
2. Given their chosen character and a created character portrait, students will present their
portrait to the class in order to explain how their character has developed thus far in the
novel.
Materials needed: 25 copies of books, construction paper, markers
Technology needed: none
Academic Standards:
CC.1.3.5.C
Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text.
Lesson Activity:
1. Students will enter the room and begin working on the prompt on the board: “Who is
your favorite character so far in the novel? Why?”
2. The teacher will separate students into group of 4. Each group will be assigned a
character.

Group 1 – Amir

Group 2 – Baba

Group 3 – Soraya

Group 4 – General Taheri

Group 5 – Rahim Khan
3. In their groups, the students will cite evidence from the text up until chapter 13 for
their character portrait. The teacher will provide page numbers for each character for the
students to start out with.
4. In their groups, students will use poster paper and markers to draw a picture of their
character. Surrounding the character should be quotes from the novel showing how the
character has developed up until this point.
5. Students will have 30 minutes to complete this activity. The remaining time will be
used to present character portraits to the class.
Assessment: Fully developed character portrait with character’s name, a drawing of the
character and 3 quotes from the text to demonstrate how the character has developed over
the course of the novel.
Homework: Students are to read chapters 14 and 15. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Special Needs and Accommodations:
Tier 1 students will be able to create a full character portrait including the character’s
name, a drawing of the character, and 3 quotes from the text.
Tier 2 students will be required to complete a character portrait with the character’s
name and 2 quotes from the text.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 9: Chapters 14 & 15– Reading Day
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given time to read, students will be able to progress farther in the novel in order to
finish the text by the end of the unit.
Materials needed: 25 copies of books
Technology needed: none
Academic Standards:
CC.1.2.11–12.A
Determine and analyze the relationship between two or more central ideas of a text,
including the development and interaction of the central ideas; provide an
objective summary of the text
Lesson Activity:
1 Students will have the full period in class to catch up on reading the novel in order to be
finished by the end of the unit.
2. They are to read chapters 14 and 15 in class and should come to the teacher with any
questions.
3. Students can feel free to discuss ONLY the novel with their peers.
Homework: Students are to read chapters 16 and 17. They are to write one paragraph of
their reaction to the chapters, including any observations or questions they had.
Accommodations and Special Needs:
Tier 1 students will be able to finish chapter 14 and most of 15.
Tier 2 students will be able to finish chapter 14.
Tier 3 students will be assessed according to their IEP.
Julia Tate
Unit: The Kite Runner
Date: 12/5/13
Lesson 10: Chapters 17 to the end– Reading Day
Time Limit: 50 minutes
Grade Level: 12th Grade World Literature
Instructional Objectives:
1. Given time to read, students will be able to progress farther in the novel in order to
finish the text by the end of the unit.
Materials needed: 25 copies of books
Technology needed: none
Academic Standards:
CC.1.2.11–12.A
Determine and analyze the relationship between two or more central ideas of a text,
including the development and interaction of the central ideas; provide an
objective summary of the text
Lesson Activity:
Today students will have the full period in class to catch up on reading the novel
in order to be finished by the end of the unit. They are to read from chapter 17 on in class
and should come to the teacher with any questions. Students can feel free to discuss
ONLY the novel with their peers.
Homework: Finish the book before the unit test! We will be watching the film adaptation
in class, so students will have time to finish the book before the test in a week.
Accommodations and Special Needs:
Tier 1 students will be able to mostly finish chapters 17 and 18 in class.
Tier 2 students will be able to finish chapter 17 in class.
Tier 3 students will be assessed according to their IEP.
The Kite Runner Unit Test
Name:
12th Grade World Literature Honors
Date:
Section:
Section 1: Matching (10 points)
Directions: Match the best definition on the right with the correct word on the left. Use
capital letters to fill in your answer. Each response is worth one point.
a.
Atrophied
a. foul, repulsive, not clean
b.
Garrulous
b. free from guilt or shame
c.
Façade
c. withered, shriveled
d.
Grimace
d. indicates disapproval or pain
e.
Periphery
e. round, plump, fat
f.
Rotund
f. artificial, deceptive
g.
Milieu
g. excessively talkative
h.
Squalid
h. affectively modest, shy
i.
Coy
i. environment, surroundings
j.
Absolve
j. edge or outskirts
Section 2: Multiple Choice (25 points)
Directions: Choose (circle) the best answer to each question. Each question is worth one
point. Only one answer is the correct answer.
1. What is it that worries Baba about Amir?
A. He isn’t certain who Amir’s mother was
B. A boy who can’t stand up for himself becomes a man who can’t stand up to anything
C. Boys at school bully Amir
D. Amir could disappoint him by losing the kite-fighting tournament
2. How is Hassan’s cleft lip fixed?
A. Amir uses his birthday money to pay for the surgery
B. Baba pays for the surgery as a birthday gift to Hassan
C. Hassan steals Amir’s birthday money and uses it for the surgery
D. Ali steals Amir’s birthday money to pay for the surgery
3. What does Baba believe the greatest sin is?
A. Murder
B. Tyranny
C. Unfairness
D. Theft
6. How does Ali end up dying?
A. He steps on a land mine.
B. He is stoned to death.
C. He is executed for disobeying.
D. He dies of old age.
7. In the beginning of the story Amir thinks of himself as better because he can ___ and
Hassan can’t.
A. Use a slingshot
B. Read
C. Run his kite better
D. Sing
8. Amir see's something that disgusts him at a soccer half time show when he goes back
to Afghanistan. What was it?
A. Two adults getting stoned to death for adultery
B. A riot breaks out
C. How much Afghanistan has changed
D. A vision of Baba
9. What was the first word Hassan spoke?
A. Food
B. Ali
C. Mom
D. Amir
10. Which of the following sounds the least like Hassan's personality?
A. Strong
B. Loyal
C. Weak
D. Noble
11. Choose the character that best fits this description: "One leg was deformed from
polio".
A. Hassan
B. Assef
C. Ali
D. Amir
12. The objective of the kite flying tournament was to:
A. Cut down the other contestants kites
B. Perform the most dazzling stunts
C. Se who could fly their kite the longest without letting go
D. Practice aerial acrobatics
13. What did Hassan's mother say to Ali about Hassan when he was born?
A. “Here, now you have your son to do all your smiling for you."
B. "Look at my precious baby!"
C. "Does it look like me?"
D. All of the above
14. What was Amir's first short story about?
A. Space exploration
B. Time Travel
C. A greedy man who's tears became pearls
D. None of the above
15. Judging from the plot of his short story, which of these best describes Amir?
A. Jealous
B. Strong
C. Weak
D. Troubled
16. Where does Rahim Khan go at the end of the story?
A. To work for Al Qaeda
B. America
C. Back to Baba's old house because no ones there anymore
D. He doesn't tell anyone
17. Why did Amir never know his mom?
A. She left him at birth.
B. She died giving birth.
C. She died in a fire.
D. She died in a car accident.
18. Who is Soraya's father?
A. A trader from the market where Amir grew up
B. A general from Afghanistan
C. Baba's best friend
D. Ali's brother
19. What did both Hassan and his son Sohrab do for Amir?
A. Painted a portrait of him
B. Read to him
C. Cooked for him
D. Defended him from Assef with a slingshot
20. What does Amir throw at Hassan?
A. Sticks
B. Water
C. Pomegranates
D. Books
21. What was Hassan's dream about that he shares with Amir on the day of the kite flying
tournament?
A. His mother
B. His father
C. An alleged monster
D. His grandparents
22. It is revealed to Amir that he and Hassan were of what relation?
A. Brothers
B. Half Brothers
C. Cousins
D. Just best friends
23. Where is Ali's fatherland located?
A. The United States
B. Pakistan
C. Kabul
D. Hazarat
24. Who said they knew Amir's mother?
A. Hassan
B. A beggar
C. Baba
D. Sohrab
25. In what city did Amir and Hassan grow up?
A. Peshawar
B. Kuwait
C. Kabul
D. Jalalabad
Section 3: Essay (20 points)
Directions: Respond to ONE prompt below in a clear, organized essay (introduction,
body, and conclusion). For questions 1 and 2, your response should contain examples
from the text to support your position.
1. What are some instances of forgiveness in the novel? How are they significant to
the development of certain characters in the novel? Name three instances of
forgiveness and explain how the situations contributed to a certain character’s
development. Your response should contain examples from the text.
2. Describe three assumptions you had about Afghanistan before reading this novel.
What events in the novel supported or rejected these assumptions?
3. Based on what we discussed in class, what is a worldview? What is your
worldview? How do you think your worldview differs from others?