Independent Study Project:
The Kite Runner
Grade 10 English: Course-Culminating Task
Table of Contents
1. Study schedule
2. Kite Runner/Afghanistan background information
3. Part 1: Double-Entry Journals
a. Description
b. Sample
c. Rubric
4. Part 2: Mixed-Media Assignment
a. Task sheet
b. Map
c. Rubric
d. Suggested Topics/Themes
Study Schedule
The following is a list of deadlines that have been established to work as a guide to help
students progress through the Independent Study Unit and manage their time effectively.
Students who do not meet the minimum due dates at their teacher conferences will be
placed in Saturday Club. However, students are encouraged to go beyond the minimum.
April 5 – First Teacher Conference: Have completed the first 5 chapters and the
corresponding journal entries (1-10)
April 20 – Second Teacher Conference: Finish chapters 6-14 and the corresponding
journal entries (11-30)
May 4 – Third Teacher Conference: Finish chapters 15-20 and the corresponding
journal entries (31-40)
May 18 – Fourth Teacher Conference: Finish chapters 20-25 and the corresponding
journal entries (41-50). Begin working on Mixed Media Journal.
May 25 – Final Teacher Conference: You should have significant work done on your
Mixed Media Journal.
June 5: Due Date
June 8: Window Date
Historical and Contextual Information for The Kite Runner
Source: Winkler, Lisa K., and Hekmat Sadat. A Study Guide to the Riverhead Edition of
Khaled Hosseini’s The Kite Runner. Ed. Jerry Weiss. New York: Penguin
Group, 2007.
Afghanistan’s main ethnic composition includes the Pashtun, Tajik, Hazara, Uzbek,
Baluchi, and Turkoman people. The Afghan nation is a very heterogeneous population,
comprising at least 22 languages, of which Dari and Pashto are officially recognized in
the constitution. Practically everyone in Afghanistan is Muslim representing both Sunni
and Shia Muslims. The majority of Hazaras and Qizilbash are Shia, while the majority of
Pashtun, Tajik, Uzbek, Turkoman, and Baluchi people are Sunni. Until recent times, other
religions were also represented in Afghanistan. In Kabul and in a few other urban cities,
exclusive communities of Hindus, Sikhs, and Jews coexisted within the Muslim
population. Like similar societies, Afghan traditions have been preserved because of the
prevailing influence of religious customs and tribal culture. In Afghanistan, the Pashtuns
are the last ethnic group still having an operational tribal system, known as Pashtunwali
(Code of the Pashtuns). However, the Pashtuns are divided into hundreds of tribes and
clans. Nonetheless, all Afghan ethnic groups have been able to preserve their kinship,
village, and regional ties.
The country has inherited a rich linguistic and cultural heritage dating back
thousands of years. Afghanistan is a mountainous, arid and landlocked country often
called the ‘heart of Asia’, sharing borders with Pakistan, Iran, Tajikistan, Uzbekistan,
Turkmenistan, and China. Not only has the geographic location of Afghanistan been
important strategically, but it was also a highway for trade, raids, and military marches.
Afghanistan emerged as a nation-state in the 18th century after centuries of
invasions and conquests. The Kite Runner begins in 1973, when the army overthrew the
monarchy led by Zahir Shah. He was forced into exile in Italy by his cousin and son-in
law, Daoud Khan, who declared himself president of the republic. Daoud Khan spoke
about ending corruption and being true to the revolution but it became apparent the
regime change was only a transfer of power. Resistance against the new regime formed
immediately by Islamic guerrilla rebels. By 1975, the regime began purging from the
government all officials with socialist or Marxist ties. After a series of socialist leader
assassinations, Daoud Khan was overthrown by the same military that brought him to
power. The coup brought to power two factions of a socialist organization in what would
be described as the April Revolution. From April 1978 until December 1979, the Khalq
(Masses) faction led by Nur Muhammad Taraki and Hafizullah Amin forced socialist
reforms which incited the tribal and religious institutions to revolt. Various resistance
groups united along one front called the mujahidin (holy strugglers) and declared a jihad
(holy struggle) against the Afghan state.
Fearing the fall of the pro-Soviet regime in Afghanistan, the Soviet Union invaded
Afghanistan in December 1979. Returned from exile was Babrak Karmal, head of the
Parcham (Banner) faction, who quickly announced general amnesty for political prisoners
which included prominent mujahidin leaders and invited moderates to cooperate in the
reconciliation. However, Karmal’s measures were damaged by the brutal military
operations of the Red Army and misuse of power by certain Afghan bureaucrats. In
addition, the billions of covert military aid provided by the United States, Saudi Arabia and
other countries to the mujahidin escalated the war and reduced any chances for an
Afghan reconciliation.
In 1986, Dr. Muhammad Najibullah, head of the notorious secret service, replaced
Karmal. After a decade, the Soviet army withdrew, leaving the state split among many
ethnic factions. In 1992, the mujahidin takeover of the state ignited into a civil war
between mujahidin warlords, and later between the warlords and the Taliban. In the
1990s the Taliban assumed control and introduced strict adherence to Islamic law.
Between 1992 and 2001, Afghanistan became the site for the worst battles, ethnic
genocide, pillage, famine, and misery since Genghis Khan had swept through the region
centuries earlier.
The terrorist group, Al Qaeda, led by Osama bin Laden, had also built training
camps in Afghanistan. While most of the world condemned the Taliban, they were
officially recognized by three countries: Pakistan, Saudi Arabia, and the United Arab
Emirates. After September 11, 2001, the Taliban refused to hand over Bin Laden, leading
to a U.S. led coalition military campaign. By November, 2001, the Taliban lost control of
Kabul. A new government, the Transitional Islamic State of Afghanistan was established
in December 2001. Assisted by the international community, the Afghan state is trying to
rebuild the war-torn nation, as well as establish economic and political stability.
Despite its efforts, the Afghan government faces the same obstacles as faced by
the government during the Soviet presence in Afghanistan. While President Hamid Karzai
and prominent members of his cabinet and the elected parliament call for reconciliation
and ceasefires with the Taliban; internal discord in the government, misuse of donor aid,
bribery and corruption of state officials, the drug trade, promotion of warlords, the inability
to control the untamed military campaigns of foreign troops such as collateral damage,
the inability to understand the culture and customs of Afghans, and support for the
Taliban resistance across the border in Pakistan has stymied any hopes for
democratization and peaceful reform.
Kite Runner Culminating Assignment
Part 1 – Double-Entry Journals (100 marks)
DOUBLE-ENTRY JOURNALS
Double-Entry journals are “access tools that help you hold your thinking as you read. This metacognitive
practice allows you to slow down and track your thinking as you read.
WHY?
 Good readers don’t remember EVERYTHING they read. They use tools to hold on to their thinking to
access it later.
 Good readers ask questions as they read for deeper understanding of specific aspects of a text. The
reading process does not always need to involve Chapter Questions!
 Good readers reread and return to the text to build and extend their knowledge.
METHOD: 3 STEPS
1. Fold a piece of paper in half lengthwise and label one column Textual Evidence and the second
column Critical Thinking (see the sample template on the back)
2. Every time you read something that makes you think, ask questions, remember something else you
have read or studied, or when you read something that relates to another part of the novel or when
the writer uses a literary device in a way that is so unique or interesting that you would like to
comment on it, copy the exact quote and pg number into column #1 AND identify what type of
entry it is (see the categories below). You must complete a minimum of 2 entries per chapter (50
total). Of these 50 entries, you must have at least 15 of each of the 3 connections listed below.
3. Then compose a response that demonstrates you have thought about what you are reading (you
must write at least 3 sentences). You must complete a minimum of 2 entries per chapter (50
total). Of these 50 entries, you must have at least 15 of each of the 3 connections listed below.
TYPES OF DOUBLE-ENTRY JOURNAL ENTRIES:
Personal Connection
Contemplate how the quotation connects to some aspect of your personal knowledge and experience.
The quotation may remind you of a situation you have been in, seen, or read about.
Intratextual Connection
Reflect on how the quotation connects to another passage (which you also cite) from the same text.
Think about ways in which the connected passages emphasize character, setting, conflict, theme, or
literary devices (make sure to write which one it is…see the sample)
Intertextual Connection
Ponder how the quotation connects to another text (news, history, media, or art).
Consider similarities that the two texts share, and discuss how they relate to one another.
SAMPLE Double Entry Journal based on the first chapter of THE KITE RUNNER
Entry
#
TEXTUAL
EVIDENCE (with
page #) AND TYPE
OF CONNECTION
CRITICAL THINKING
 QUESTIONS
 REFLECTIONS on LITERARY DEVICES
 CONNECTIONS: PERSONAL,
INTERTEXTUAL AND INTRATEXTUAL
1
Personal Connection
I became what I am today
at the age of 12. (pg 1,
first line)
I chose this quote because not only is it the first line of the
novel, it also raises some questions. Is it possible that an
event at that young an age can determine who you will be
when you get older? Aren’t we always evolving? Or are
we stuck with certain behaviours that are now are habit
patterns repeating themselves. I wonder what happened
to the narrator and why it had such a dramatic effect?
2
Intertextual: Theme?
I remember the precise
moment, crouching
behind a crumbling mud
wall, peeking into the
alley near the frozen
creek (pg 1)
This description matches the image on the front cover of
the novel. What happened in the alley? Maybe he
witnessed a death or someone close to him. Or he saw
something terrible that made him lose his innocence? But
how does it stay with you for 26 years? Maybe the
narrator was the one who did something wrong and he
still feels guilty? This sounds like a possible theme in the
novel.
3
Intratextual: Exposition
Called from
Pakistan…walk on the
edge of Golden Gate
Park (pg 1)
So we’ve been introduced to a narrator who is 48 (12 +
26) years old and lived in Pakistan but now lives in San
Francisco, California. I wonder why he left Pakistan?
4
Intertextual: Lord of the
Flies
For you a thousand times
over (in italics). Hassan
the hare-lipped kite
runner. (p 2)
These two sentences on page 2 sound important in
terms of plot. What does “for you a thousand times over”
mean? The author, Hosseini, is introducing a new
character Hassan who the novel may be named after. Is
he the kite runner? And what is the hare-lip a symbol of?
It makes me think of other novels I’ve read where a
character has some kind of physical limitation that causes
others to bully them. Like Piggy from Lord of the Flies.
Even though he was intelligent, his size and glasses
prevented others from listening to him.
5
Intratextual: Exposition
There is a way to be good
again. (italics again)…I
thought about Hassan.
Thought about Baba. Ali.
Kabul.
This confirms my earlier suspicions that the narrator did
something wrong. He needed to do something bad to be
good again. How can he make it right after 26 years? Is
he going back to Pakistan? To Kabul, Afghanistan? Who
are Baba and Ali?
Double Entry Journal Rubric
Name:
Level 1
(50-59%)
- limited
presentation of
quotes from the
novel
- too much
explanation
Level 2
(60-69%)
- some variety in
choice of quotes
from the novel
- few interesting
and insightful
ideas
Thinking/ Inquiry
- connections are
identified and
explored in detail
- limited
evidence of a
variety of
detailed
connections
- some evidence
of a variety of
detailed
connections
- questioning,
interpretation and
analysis of
significance
- limited ability to
ask questions,
interpret, and
determine
significance
- some ability to
ask questions,
interpret, and
determine
significance
- demonstrates
limited
understanding of
relationships
among author,
text, and reader
- demonstrates
some
understanding of
relationships
among author,
text, and reader
Communication
- writing
conventions and
style
- frequent
problems with
sentence
structure,
grammar and
diction
- minor problems
with sentence
structure,
grammar and
diction
- sentence
structure and
grammar are
strong with a few
minor spelling
errors
- excellent
sentence
structure and
grammar
Application
- ability to relate
passages to
themes and
analyze writing
style and structure
- demonstrates
limited ability to
relate passages
to themes and
analyze writing
style and
structure
- demonstrates
some ability to
relate passages
to themes and
analyze writing
style and
structure
- demonstrates
excellent ability to
relate text to
themes and
analyze writing
style and
structure
- demonstrates
exceptional
ability to relate
passages to
themes and
analyze writing
style/structure
Categories
Knowledge/
Understanding
- variety of quotes
and connections
and interesting,
insightful ideas
- relationships
among authors text
and readers
Level 3
(70-79%)
- considerable
variety in choice
of interesting
quotes from the
novel
- many ideas are
insightful
Level 4
(80-100%)
- thorough
variety in choice
of unique quotes
from the novel
- most ideas are
interesting and
insightful
- considerable
evidence of a
variety of detailed
connections
- thorough
evidence of a
variety of
detailed
connections
- ability to ask
questions,
interpret, and
determine
significance
- demonstrates
understanding of
relationships
among author,
text, and reader
- excellent ability
to ask questions,
interpret, and
determine
significance
- demonstrates
thorough
understanding of
relationships
among author,
text, and reader
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Kite Runner Culminating Assignment
Part 2 – Mixed Media Journal (100 Marks)
You will create a journal reflecting themes, characters, plot and/or setting from Kite Runner. The journal
has four (4) separate elements:
1. Cover: (20 marks)
 Your journal must have a creative, visually relevant cover that reflects what you think is the main
theme(s) of the novel. It must include:
 visuals (drawings, graphics, pictures, textiles) that illustrate a significant theme explored in the
novel (a collage is appropriate for this)
 your name, name of the novel and the author
 (1 page)
2. Setting: Afghanistan (20 marks)
 using a map of Afghanistan, outline Amir’s journey (leaving and returning to Afghanistan)
indicating significant settings/locations. You may use the map provided in this package, or find
your own map of Afghanistan online or in an atlas.
 Find a quote from the text that connects/relates to the Geography, Politics, History, and Religion
of Afghanistan (4 quotes). For each category, find an article/story or visual from the media
(newspaper, magazine, brochure, internet) that relates to the category. Write a 2-3 sentence
summary of each media selection. The closer the connection between the quote you choose and
the media selection, the higher your score.
 (1 page for map, approximately 1 page for each quote with article)
3. Characters (20 marks):
Create a visual representation of one of the following characters:
 Amir, Hassan, Baba, Ali, Rahim Khan, Sohrab, Soraya, Sanaubar, Assef
 You may relate the character with a metaphor, with a fictional character (from another novel,
movie) or a real person (famous, living or dead).
 You must write a detailed paragraph (approx.10 sentences) for your visual representation,
explaining why you chose the images and how they represent the Kite Runner character.
 (1-2 pages, depending on size of visual)
4. Reflection (40 marks):
 Write a letter to the author, Khaled Hosseini, telling him what you thought of the novel. Make
connections between the novel and your own life, the real world, or other media (books, movies,
etc) that you have encountered. Also explain why you chose the theme (you used for your journal
cover) and how the images/visuals reflect that theme. Discuss whether the characters and
situations in the novel were believable, what you learned from the novel and/or what you would
have changed in the story and why.
 (2-3 paragraphs, approximately 400 words)
Notes:
 for visual collages or representations, use a variety of images from different media (magazines,
internet images, newspapers, original artwork)
Amir’s Journey
Media Rubric (for Cover, Setting, and Character)
Title/Topic: ______________________________________
Name: ________________
Criteria
Knowledge/
Understanding
Key terms (theme &
content)
Level 1
Limited
understanding
and extension of
themes and
content
Level 2
Some
understanding
and extension of
themes and
content
Thinking/ Inquiry
Creative thinking
skills and planning
(craftsmanship,
neatness, balance)
Communication
Visuals, colour,
symbols used;
depiction of theme
(visual material)
Limited creativity
and neatness in
planning of
layout
Some creativity
and neatness in
planning of
layout
Visuals used
with minimal
effectiveness;
inaccurate
depiction of
theme/character
Limited ability in
transferring
concepts to
media
Visuals used with
some
effectiveness;
some accuracy
in depiction of
theme/character
Some ability in
transferring
concepts to
media
Application
Connection of visuals
to theme
(transfer of concepts
to media)
Level 3
Considerable
understanding
and insightful
extension of
themes and
content
Considerable
creativity and
neatness in
planning of
layout
Visuals used with
reasonably good
effectiveness;
accurate
depiction of
theme/character
Considerable
ability in
transferring
concepts to
media
Level 4
Thorough
understanding and
highly insightful
extension of
themes and content
High degree of
creativity and
meticulous
planning of layout
Visuals used with
excellent
effectiveness;
thoroughly accurate
depiction of
theme/character
Great degree of
ability in
transferring
concepts to media
TOTAL
Criteria
Knowledge/
Understanding
Information and
Ideas
Thinking/ Inquiry
Analyzing and
Explaining
Communication
Language, form and
style
Audience/tone and
purpose
Application
Language
conventions
(grammar, spelling)
Making connections
Level 1
Presents
incomplete or
inaccurate
information and
ideas
Expresses few
ideas, with limited
support by
relevant evidence
or rationales
Meaning and
intent are
frequently
unclear; form
does not follow
letter style
Frequent, major
mechanical
errors
Makes few
personal (or
other)
connections with
topic/theme
Reflection/Letter Rubric
Level 2
Level 3
Presents some
Presents
accurate
accurate
information and
information and
some ideas
complete ideas
5
5
5
5
/20
Level 4
Presents accurate
information and
insightful ideas
5
Expresses some
ideas, supported
by evidence or
rationales
Meaning and
intent are
sometimes
unclear; form
somewhat follows
letter style
Some major
mechanical
errors
Makes some
personal (or
other)
connections with
topic/theme
Expresses ideas,
supported clearly
by relevant
evidence or
rationales
Meaning and
intent are clear;
form follows letter
style
Expresses many
ideas, supported
effectively by
relevant evidence
or rationales
Meaning and intent
are clear and
engaging; form
follows letter style
Some minor
mechanical
errors
Few minor
mechanical errors
Makes
considerable
personal (or
other)
connections with
topic/theme
Makes many
personal (or other)
connections with
topic/theme
5
5
5
TOTAL
/20
List of Possible Kite Runner Themes to Explore
The following are a list of general themes you might think about exploring in your
title page. Please note that any of these general themes selected must be narrowed
to a specific theme by acknowledging the author’s moral or philosophical stance on
the general theme.
1. Bullying
2. Role of books, literacy
3. Friendship, guilty & redemption
4. Fathers & sons
5. Coming of Age
6. Resilience of the human spirit
7. Man's inhumanity to man
8. Discrimination, prejudice, bigotry, class structure
9. Master/slave relationships: loyalty & devotion vs. duty
Letter Writing Template
Date
Name
4321 First Street
Anytown, State ZIP
Dear Mr. Khaled Hosseini,
Lorem ipsum dolor sit amet, consectetur adipiscing elit, set eiusmod tempor incidunt et
labore et dolore magna aliquam. Ut enim ad minim veniam, quis nostrud exerc. Irure
dolor in reprehend incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam,
quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis
aute irure dolor in reprehenderit in voluptate velit esse molestaie cillum. Tia non ob ea
soluad incom dereud facilis est er expedit distinct. Nam liber te conscient to factor tum
poen legum odioque civiuda et tam. Neque pecun modut est neque nonor et imper ned
libidig met, consectetur adipiscing elit, sed ut labore et dolore magna aliquam is nostrud
exercitation ullam mmodo consequet. Duis aute in voluptate velit esse cillum dolore eu
fugiat nulla pariatur.
At vver eos et accusam dignissum qui blandit est praesent. Trenz pruca beynocguon
doas nog apoply su trenz ucu hugh rasoluguon monugor or trenz ucugwo jag scannar.
Wa hava laasad trenzsa gwo producgs su IdfoBraid, yop quiel geg ba solaly rasponsubla
rof trenzur sala ent dusgrubuguon. Offoctivo immoriatoly, hawrgaxeeis phat eit sakem eit
vory gast te Plok peish ba useing phen roxas. Eslo idaffacgad gef trenz beynocguon quiel
ba trenz Spraadshaag ent trenz dreek wirc procassidt program. Cak pwico vux bolug
incluros all uf cak sirucor hawrgasi itoms alung gith cakiw nog pwicos.
Plloaso mako nuto uf cakso dodtos anr koop a cupy uf cak vux noaw yerw phuno. Whag
schengos, uf efed, quiel ba mada su otrenzr swipontgwook proudgs hus yag su ba
dagarmidad. Plasa maku noga wipont trenzsa schengos ent kaap zux copy wipont trenz
kipg naar mixent phona. Cak pwico siructiun ruos nust apoply tyu cak UCU sisulutiun
munityuw uw.
Sincerely yours,
Your Name