The Kite Runner Theme Analysis Lesson Subject: English Language Arts Grades: 9‐12 Timeframe: Four 45 minute sessions Student Outreach for Shelters (SOS) Program Overview Preparation This lesson is designed to deepen students’ analysis of the novel The Kite Runner. In addition, this lesson is designed to provide educators with a core novel connection to the shelter outreach themes of the Khaled Hosseini Foundation SOS program. 
Review Lesson Plan & novel. Adapt lesson plan as necessary. 
Prepare students as necessary: a) this lesson assumes that all students have read The Kite Runner, and that students have clear expectations (e.g. rubrics or exemplars) for both oral and written responses; b) this lesson can be taught in isolation of World Studies and Civics. However, a basic understanding of Afghanistan may enhance students’ learning. See TKHF Introduction to Afghanistan Lesson and TKHF Study Guide Addendum, both of which serve as excellent resources preceding this lesson. 
NOTE: The Kite Runner contains mature subject matter dealing with sexual abuse and violence. Allocate class time as students read to process their reactions to the text. You may wish to allow 10 minutes in several class periods preceding this Theme Analysis Lesson for general discussion, journaling, and gauging student reaction to the text. 
Address vocabulary as needed. Ensure students have an understanding of key Farsi words from the novel, such as nang, namoos, khastegari, etc., as well as familiarity with the fictional elements that will be discussed, such as theme, plot and characterization. You may refer to the Study Guide Addendum for The Kite Runner, also available through TKHF, which includes key vocabulary. Address Outcomes Students will be able to: 
Complete a focused re‐reading of The Kite Runner (TKR) 
Participate in active learning, taking responsibility for making meaning of text 
Identify elements of theme in TKR 
Synthesize findings by determining relevance and impact of theme on plot and characterization 
Make a connection between his/her life and theme 
Demonstrate learning through oral and written responses 
Complete peer review and reflection of their learning Anticipatory Set Brainstorm Activity (25 min) ‐ Tell students that they will examine and discuss the relationships between the thematic ideas of shame versus courage within TKR. Have student pairs brainstorm their understanding of the word shame. What does shame mean? What are common experiences that might cause people to feel shame? What are the effects of shame? Also ask students to consider the word courage. What is their understanding of the word? What are some examples of courage? When have they, or people they know, displayed courage? Tell students, “The root of the word courage is cor—the Latin word for heart. In one of its earliest forms, the word courage literally had a very geography as needed. Students should know the location and conditions of cities and towns named in the novel. different definition than it does today. Courage originally meant “To speak one’s mind by telling all one’s heart.” Over time, this definition has actually changed, and today, courage is synonymous with being heroic or performing brave deeds.” 
source: Brené Brown ‐ http://www.ordinarycourage.com/ordinary‐courage/ Have students discuss this definition. Do they agree? Why or why not? If courage is speaking out, then what is shame? It may be helpful to present the students with the following association: Courage – Speaking out Shame – Silence Address geography as needed. Students should know the location and conditions of cities and towns named in the novel such as Kabul, Jalalbad and Mazar‐i‐
Sharif, Afghanistan, and Peshawar and Islamabad, Pakistan. Information as well as photos can be accessed easily through Google maps: http://maps.google.com/. Materials & Resources Have students examine and discuss the relationships between these thematic ideas. Also ask the students to consider cultural and religious aspects of shame and courage drawing on their own cultural, ethnic or religious backgrounds, and on their observations of American society. Tell students that they will look through TKR text to consider how Hosseini uses these themes to develop plot and deepen character. 
Class copies of A Thousand Splendid Suns 
3x5 index cards (one per student) or other journaling materials 
Theme Graphic Organizer (one copy per student & one for overhead or reproduced on whiteboard) Guided Instruction Web Resources: Intro to Graphic Organizer activity (20 min) ‐ Tell students that they will work in pairs or in groups to: 
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Find evidence in the text of the themes of shame and courage, with attention to silence and speaking out as they relate to these themes 
Explore their significance 
Determine their impact on plot & characterization 
Present findings to class 
Provide a written response to an essay prompt about these themes http://www.unhcr.org/pages/49e486eb6.html 
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Google maps: http://maps.google.com/ 
Saib‐e‐Tarizi poem from which novel is titled: http://en.wikipedia.org/wiki/A_Thousand_Splendid_Suns 
Academy of Achievement speech in 2008 – Hosseini speaks about why he became a writer: (12 min video) http://www.achievement.org/autodoc/podcasts/artpod‐
4‐hosseini‐vid 
Print interview with Khaled about service to UNHCR: http://www.unhcr.org/45d574692.html?gclid=CKjQ5ZSvlZ
4CFdA65QodFhf6pg Focused Re‐Reading (90+min) ‐ Divide class into pairs or groups. Assign each group a section of the novel as listed below. Have student groups re‐
read their section of the novel, looking for references the author makes to Ethnic Map of Afghanistan: http://www.pbs.org/newshour/indepth_coverage/asia/af
ghanistan/map_flash.html Collaborative Learning The Kite Runner Theme Analysis Lesson Mar‐11 CIA Fact book on Afghanistan: https://www.cia.gov/library/publications/the‐world‐
factbook/geos/af.html Introduce Theme Analysis Graphic Organizer. Post one organizer on board or overhead and give one copy to each student. Complete one or two examples with students before having them complete their analysis in groups or pairs. For complete examples and student copies, see the end of this lesson. UNHCR fact page on Afghanistan: 
USA for UNHCR homepage: www.UNrefugees.org © The Khaled Hosseini Foundation 2 shame, courage, acts of speaking out, times when characters remain silent about significant things, etc. Students do not need to list every reference to shame or courage. Rather, students should first find references to these themes in the novel and then as a group determine what is important and meaningful to them, in relation to overall theme, plot and characterization. They may need to infer references where the words “shame” or “courage” are not directly mentioned; for example, early in the novel it is clear that Amir believes Baba is ashamed of him because he is different from other boys. See TKHF Additional Resources Guide for additional links. 
Group 1 Assignment: Chs. 1‐5, pp. 1‐47 
Group 2 Assignment: Chs. 6‐9, pp. 48‐109 
Group 3 Assignment: Chs. 10‐14, pp. 110‐194 
Group 4 Assignment: Chs. 15‐20, pp. 195‐258 
Group 5 Assignment: Chs. 21‐15, pp. 259‐371 Standards McREL Compendium of Standards Addressed: World Studies Standard 44, Level IV Understands the search for community, stability, and peace in an interdependent world. Language Arts Standard 6 and 1, Level IV 6.1 Uses reading skills and strategies to understand a variety of literary texts… 6.3 Analyzes the use of complex elements of plot in specific literary works …. Note: To help students make a connection between the text, the theme and its impact, read the excerpts listed on the sample graphic organizer, enter into graphic organizer (column 2), and model exemplar responses for Impact on plot/character (columns 3 and 4.) Char. Amir Evidence of Theme Text citations Impact on Plot How does this situation set events of the plot in motion? What is its significance? 6.4 Analyzes the simple and complex actions (e.g., internal/external conflicts) between main and subordinate characters in literary works …. 6.6 Understands how themes are used across literary works and genres … Impact on Characterization How does this situation develop or define the character? 6.8 Understands relationships between literature and its historical period, culture, and society …. 6.9 Makes connections between his or her own life and the characters, events, motives, and causes of conflict in texts. “I ran because I was a coward. I was afraid of what he would do to me. I was afraid of getting hurt.” (p. 77) Because Amir This event deepens does not stand Amir’s feelings of shame up for Hassan, and cowardice, and and later lies becomes a key moment about what in his life that colors his happens, he thoughts and actions for feels ashamed. many years. This leads him to hide the money and watch, which leads to Hassan and Ali’s leaving Kabul. Use complete text and exemplar responses listed sample graphic organizer at end of lessons. 1.7 Writes expository compositions (e.g., synthesizes and organizes information from first‐ and second‐hand sources, … 1.12 Writes in response to literature … source: http://www.mcrel.org/compendium/browse.asp Natl Service Learning standards: Lesson The Kite Runner Theme Analysis Lesson Mar‐11 
Link to Curriculum 
Reflection 
Diversity 
Youth Voice © The Khaled Hosseini Foundation 3 Although the key themes are mentioned many times in the novel, often students will need to infer from the characters’ thoughts or actions where shame or courage are involved. Here are some general questions that you Outreach Implementation: When do the characters choose to speak up? In what ways do they show courage? When do they remain silent? Why? 
Are there cultural ideas of shame that are significant? What types of things do Afghans think bring “shame” on a family? Find examples. 
Impact on plot: In a way the entire novel centers on a crucial shame – Amir’s shame at not having spoken up. How do the events of the novel proceed from this act? How would the novel be different if he had spoken up? What if Baba had acknowledged his own “shame” about Hassan’s origin? What kind of a story would it be? Find other examples where shame or courage affect the events of the story. 
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Partnerships 
Duration Teacher Reflection Consider each character’s relationship to shame/courage. When is Amir ashamed? Of what? What about Soraya? Baba? Sohrab? How does shame influence each person’s actions? 
Meaningful Service http://www.servicelearning.org/instant_info/fact_sheets/k‐
12_facts/standards may wish to share as prompts as students work their way through the text, finding examples: 
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Compare student essays, Exit Tickets and Graphic Organizers. Utilize all to shape your feedback on students’ work (e.g. comment on connections between reflections and work.) What demonstrates student learning? What will you adapt for next time? Do ideas of shame and courage change over the course of the novel? Do the characters change in relation to these themes? How? Collaborative Learning 2 Graphic Organizer activity continued ‐ Allow students time to complete the work begun in session one. Rotate through groups. Are their text citations on track? Are students able to explain the importance of the text as it relates to the theme? As it relates to its impact on the plot? As students finish their work, allow them time to practice presenting their findings. (Presentations will occur in the subsequent session.) Note: Depending on student level, this activity may require additional sessions, and/or may be assigned as homework. Exit Ticket Journal Response (10 min) ‐ On the back of the 3x5 journal card or journal page, have students reflect and summarize any new insights or connections they have made to TKR. The Kite Runner Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 4 Anticipatory Set 2 Journal or discussion prompt (5min) – Which of the following have made the most impact on you in regards to your understanding of the situation of the Afghan people? Which has made the least? Why do you think this is so? 
reading TKR 
hearing about Afghanistan and Pakistan in the news 
learning about current events regarding Afghanistan and Pakistan within the classroom, online or on TV Guided Discovery Give each group 5‐10 minutes to present their findings from their theme analysis. Compare and contrast group findings. Have students take notes on the presentations so they can complete the peer reflection (below). Collectively highlight the most important selections & interpretations, addressing questions such as: 
How do the themes of shame and courage evolve throughout the novel? 
How do they set the events of the plot in motion? 
How do they shape the characters in the novel? 
What do you think the author is trying to say about these themes? Exit Ticket 2 Peer Reflection (during presentations) ‐ List one strength and one suggestion for improvement for each group presentation. Then rank the presentations. To which group did you give the highest rating? Why? Where did your presentation rank? Why? What was your favorite part of the assignment? What would you change or do differently if you had more time to work on the project? Self Reflection – Consider how the forces of shame and courage are displayed in your own life. Do you identify with these themes? Why or why not? Evaluation Discussion (15min)‐ Summarize trends from peer reflections. Trends should remain anonymous but instructive. Essay‐Prompt (30 min) ‐ This may be an in‐class essay or take home assignment based on student levels. See end of lesson plan for The Kite Runner Essay Questions handout. The Kite Runner Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 5 Character Amir Baba Soraya Theme Analysis Graphic Organizer (with examples) Impact on Plot Impact on Characterization How does this situation set How does this situation develop or define the events of the plot in motion? character? What is its significance? “I ran because I was a Because Amir does not This event deepens Amir’s feelings of shame coward. I was afraid of what stand up for Hassan, and and cowardice, and becomes a key moment he would do to me. I was later lies about what in his life that colors his thoughts and afraid of getting hurt.” (p. 77) happens, he feels ashamed. actions for many years. This leads him to hide the money and watch, which leads to Hassan and Ali’s leaving Kabul. “I want you to ask him Baba’s courage in This scene gives us a concrete example of something,” Baba said… “Ask confronting the Russian Baba’s courage and strengthens Amir’s him where his shame is.” soldier helps assure the admiration for his father. They spoke. “He says this is refugees’ success in fleeing war. There is no shame in Afghanistan for Pakistan. war.” “Tell him he’s wrong. War doesn’t negate decency. It demands it, even more than in times of peace.” (p. 115) “Her secret was out. Spoken. Soraya’s sharing of her In this passage, Soraya’s strength of Dealt with… I suspected “shameful” secret with character and insistence on honesty over there were many ways in Amir clears the way for silence are revealed. She is portrayed as a which Soraya Taheri was a their marriage. strong woman who has made mistakes but better person than me. is not afraid to admit them. Courage was just one of them.” (p. 165) Evidence of Theme Text Citations Universal Truth: How do these themes relate to other novels you have read, real‐world experiences, and/or your own experiences? Extension: Choose your own theme for an analysis of this novel. Complete a new chart using the theme of your choice. How is the impact on plot/characterization similar and /or different? The Kite Runner Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 6 Theme Analysis Graphic Organizer Impact on Plot How does this situation set events of the plot in motion? What is its significance? Character Evidence of Theme Text Citations Impact on Characterization How does this situation develop or define the character? Universal Truth: How do these themes relate to other novels you have read, real‐world experiences, and/or your own experiences? Extension: Choose your own theme for an analysis of this novel. Complete a new chart using the theme of your choice. How is the impact on plot/characterization similar and /or different? The Kite Runner Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 7 The Kite Runner Essay Questions Directions: Respond to one of the following essay prompts. You may use the novel and your notes as resources. 
In The Kite Runner, shame is a destructive force. Explain why you agree or disagree. Make sure to include citations from the novel in addition to drawing from your own conclusions about the theme you have studied. 
By the end of The Kite Runner, Amir has redeemed himself by demonstrating courage. Explain why you agree or disagree. Make sure to include specific details from the character’s experiences in addition to drawing from your own conclusions about the theme you have studied. ‐or‐ 
In Chapter 25 of The Kite Runner, the author writes: “Your father was a man torn between two halves, Rahim Khan had said in his letter. I had been the entitled half, the society‐approved, legitimate half, the unwitting embodiment of Baba’s guilt. I looked at Hassan, showing those two missing front teeth, sunlight slanting on his face. Baba’s other half. The unentitled, unprivileged half. The half who had inherited what had been pure and noble in Baba. The half that, maybe, in the most secret recesses of his heart, Baba had thought of as his true son.” (p. 359) In the above excerpt, the author suggests that although Amir is Baba’s “legitimate” son, Baba is ashamed of Amir and proud of Hassan. Explain why you agree or disagree. Make sure to include specific details from the characters’ experiences in addition to drawing from your own conclusions about the theme you have studied. The Kite Runner Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 8