A Thousand Splendid Suns 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 A Thousand Splendid Suns. 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 A Thousand Splendid Suns, and that students have clear expectations (e.g. rubrics or exemplars) for both oral and written response, namely group presentations and expository, essay‐
prompt‐based writing; b) this lesson can be taught in isolation of World Studies and Civics. However, student learning may be enhanced by a basic knowledge of Afghanistan and its recent history, as well as the current situation of Afghan refugees. See TKHF Additional Resources for additional lesson suggestions. If time does not allow for additional lessons, there is a helpful PowerPoint™ overview of Afghanistan that can be accessed from this lesson link: Outcomes Students will be able to: 
Complete a focused re‐reading of A Thousand Splendid Suns (ATSS) 
Participate in active learning, taking responsibility for making meaning of text 
Identify elements of theme in ATSS 
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 http://www.pbs.org/newshour/extra/teachers/lessonplan
s/world/afghanistan_overview_10‐06.html Anticipatory Set Journal Activity (5min) ‐ Have students write a journal response to the following prompt: 
How did you respond to A Thousand Splendid Suns emotionally or intellectually? Did you feel involved with the reading or distant from it? Explain. Partner share & compare (15min) ‐ Ask volunteers to contribute responses to the class. Students may respond that they felt distant or involved from the novel for a variety of reasons. Discuss. Guide conversation towards the importance of analyzing fiction through themes. Themes are a fundamental element of fiction and connect the reader to a universal and/or personal 
Address vocabulary as needed. Ensure students have an understanding of key Farsi / Dari words from the novel, such as kolba, harami, etc., as well as familiarity with fictional elements that will be discussed, such as theme, plot and characterization. Address geography as needed. Students should know the location and conditions of cities and towns named in the novel such as Herat, Kabul and Kandahar, Afghanistan and Murree, Pakistan. Information as well as photos can be accessed easily through Google maps: http://maps.google.com/. truth. (The goal here is to increase students’ connection to the novel through the theme analysis.) Student Responses captured on video ‐ For engaging peer responses, view these TKHF videos regarding characters, themes, lessons learned and character connections, respectively: (Note: Gul of Daman is a fictional place.) http://www.youtube.com/watch?v=aDN9OETGiz0 Materials & Resources http://www.youtube.com/watch?v=KChgd8vR1e0 http://www.youtube.com/watch?v=‐zaWdpAx‐cM 
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) http://www.youtube.com/watch?v=q51mwVwY3EQ Guided Instruction Intro to Graphic Organizer activity (25 min) ‐ Tell students that they will examine and discuss the theme of shelter within ATSS. Take a few minutes to brainstorm meanings of the word shelter. What are some literal and figurative meanings of shelter? What are some reasons one might not have shelter? Can one have a physical shelter and still be exposed? Can one be without a physical shelter and yet be sheltered? Web Resources: 
http://www.unhcr.org/pages/49e486eb6.html 
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Explore its significance 
Determine its impact on plot & characterization 
Present findings to class 
Provide a written response to an essay prompt about this theme Ethnic Map of Afghanistan: http://www.pbs.org/newshour/indepth_coverage/asia/af
ghanistan/map_flash.html Tell students that they will work in pairs or in groups to: Find evidence in the text of the shelter theme CIA Fact book on Afghanistan: https://www.cia.gov/library/publications/the‐world‐
factbook/geos/af.html Record student responses on chart or butcher paper, or online in a class wiki page. Post responses where students can refer to them throughout the lesson sessions. 
UNHCR fact page on Afghanistan: 
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 
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. Print interview with Khaled about service to UNHCR: http://www.unhcr.org/45d574692.html?gclid=CKjQ5ZSvlZ
4CFdA65QodFhf6pg 
USA for UNHCR homepage: www.UNrefugees.org See TKHF Additional Resources Guide for additional links. Collaborative Learning Focused Re‐Reading (90+min) ‐ Divide class into pairs or groups. Assign A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 2 Standards 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 shelter, symbols of shelter, home, homeland, etc. Students do not need to list every reference to shelter. Rather, students should first find references about shelter in the novel and then as a group determine what is important and meaningful to them, in relation to overall theme, plot and characterization. 
Group 1 Assignment: Part 1, pp 1‐104 
Group 2 Assignment: Part 2, pp 107‐195 
Group 3 (optional 3b) Assignment: Part 3, pp 200‐371 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… (This is the longest section & can be split between 2 groups.) 
6.3 Analyzes the use of complex elements of plot in specific literary works …. Group 4 Assignment: Part 4, pp 376 – 415 Note: Throughout the novel, Hosseini makes references to the importance of shelter, and employs symbols of shelter ‐‐ from the kolba, Mariam’s cabin‐like home, referred to as a “rathole” (p9) contrasted with Jalil’s home as a symbol of happiness (p24), or the womb defined as shelter (p26), to Afghanistan as a landmine‐infested homeland. The need for shelter and/or the issues that arise from the existing shelter, profoundly affect the characters that inhabit them. In turn, the impact on the character plays a role in the ensuing events of the plot. 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. Mariam Evidence of Theme Text citations “She understood then what Nana meant, that a harami … 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 … 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. Impact on Characterization How does this situation develop or define the character? 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 The kolba is symbolic of a defining attribute of Mariam’s character – that she is a harami, an illegitimate child. As a harami, she will forever be denied a life inside her father’s home, … Natl Service Learning standards: Lesson Use complete text and exemplar responses listed sample graphic organizer at end of lessons. A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 Link to Curriculum 
Reflection 
Diversity 
Youth Voice Outreach Implementation: 
See exemplar at end of this lesson. 
Meaningful Service © The Khaled Hosseini Foundation 3 Note: Each section of the novel deals with shelter in a different way. As groups work collaboratively, monitor their analysis and guide them towards key differentiators (if necessary.) 
Partnerships 
Duration http://www.servicelearning.org/instant_info/fact_sheets/k‐
12_facts/standards In Part 2 of the novel, Laila, her mother’s illness notwithstanding, lives life in a happy home. Home takes on a broader meaning in this section –i.e. Afghanistan as a homeland. For example, Tariq & Laila visit the two Buddhas (p147) that ultimately end up destroyed. Much of this section is about occupation by the Soviets, and the possibility of leaving Afghanistan (becoming a refugee) (p151). This section of the novel also deals with civil unrest (178‐9) – characters have literal shelter (a home) but no safety: “Only three blocks from Giti’s house, a stray rocket struck the girls.” (p178); and finally as Part 2 of the novel progresses, Laila’s shelter is literally blown to pieces.(p193‐195) Teacher Reflection 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? In Part 3 of the novel, there are references to shelter or lack thereof as it relates to war, e.g. the camps. (p215) Part 3 also introduces the element of domestic violence – physical shelter without emotional /personal safety. (pp267‐272) Other notable references include: Afghanistan becomes “our watan …now known as the Islamic Emirate of Afghanistan”(p277); Aziza placed in an orphanage (p315‐319); Tajik goes to Pakistan and recalls the color brown at the camps at Nasir Bagh (p334); “they would leave this despondent country altogether, Mariam said, running her hands through Laila’s hair, and go someplace remote and safe where no one would find them, where they could disown their past and find shelter.” (p353) In Part 4 of the novel, Laila and Tariq find shelter in a hotel in Murree, Pakistan, but “Kabul is waiting. Needing. [The] journey home is the right thing to do.” (p392) 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. 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 ATSS: A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 4 Self‐Assessment (5 min) ‐ How does your response at the end of this session compare to your response from the beginning of the first session? Why do you think this is so? Anticipatory Set 2 Journal or discussion prompt (5min) ‐ How can literature serve as a tool for or against injustice? Guided Discovery Group Presentations (40 min) ‐ Give each group 5‐10 minutes to present their findings from their theme analysis. Compare and contrast group findings. Collectively highlight the most important selections & interpretations, addressing questions such as: 
How does the theme of shelter evolve throughout the novel? 
How does it set events of the plot in motion? 
How does it shape the characters in the novel? 
What do you think the author is trying to say about this theme? Exit Ticket 2 Peer Reflection (during presentations) ‐ Rank the group presentations. To which group did you give the highest rating? Why? Where did your presentation rank? Why? What would you add to the other presentations to increase their rank? What was your favorite part of the assignment? Self Reflection – What did you do well? What would you change or do differently if you had more time to work on the project? 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 A Thousand Splendid Suns Essay Questions handout. A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 5 Character Mariam Mariam 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 character? motion? What is its significance? “She understood then what The kolba is symbolic of a defining attribute Nana meant, that a harami of Mariam’s character – that she is a harami, was an unwanted thing; that an illegitimate child. As a harami, she will she, Mariam, was an forever be denied a life inside her father’s illegitimate person who home, and instead must reside at the kolba. would never have legitimate claim to the things other people had, things such as love, family, home, acceptance.” p4 “Farhad and Muhsin built the small kolba where Mariam would live the first fifteen years of her life.” p10 “At night, Mariam lay in her Mariam’s desire to share a Absence of shelter – she doesn’t live with cot and wondered what his home with her father her father, when they meet, they always house in Herat was like. She causes her to visit him at meet outside of Mariam’s kolba; Mariam wondered what it would be his home in Herat, longs to go to her father’s home where she like to live with him, to see unsolicited, which causes a is not welcome him every day.” p24 chain reaction of unfortunate events beginning with her mother’s suicide. Evidence of Theme Text Citations Universal Truth: How does this theme 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? A Thousand Splendid Suns 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 does this theme 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? A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 7 Essay Questions ‐ A Thousand Splendid Suns Directions: Respond to one of the following essay prompts. You may use the novel and your notes as resources.  By the end of the novel A Thousand Splendid Suns, Mariam finds shelter. 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.  In the novel A Thousand Splendid Suns, emotional shelter is more important than physical shelter. 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.  In part 4 of the novel A Thousand Splendid Suns, the author writes: “Laila has her own dreams. In them, she’s always back at the house in Kabul, walking the hall, climbing the stairs. She is alone, but behind the doors she hears the rhythmic hiss of an iron, bed sheets snapped, then folded. Sometimes she hears a woman’s low‐pitched humming of an old Herati song. But when she walks in, the room is empty. There is no one there. The dreams leave Laila shaken. She wakes from them coated in sweat, her eyes prickling with tears. It is devastating. Every time, it is devastating.” In the above excerpt, the author is using Laila’s dream about her house in Kabul to symbolize a universal truth. 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. A Thousand Splendid Suns Theme Analysis Lesson Mar‐11 © The Khaled Hosseini Foundation 8