The Kite Runner Khaled graduated from high school in 1984 and enrolled at Santa Clara University where he earned a Bachelor of Science degree in Biology in 1988. The following year, he entered the University of California at San Diegos School of Medicine While practicing medicine, Khaled began writing his first novel, The KiteRunner, in March of 2001. In 2003, The Kite Runner, was published and has since become an international bestseller, published in 70 countries http://www.achievement.org/autodoc/page/hos0int-1
Novel• The setting takes place in Kabul, Afghanistan and California, USA• The setting of time is from 1975 until 2001• http://www.nobelprize.org/educational/peace/conflictmap/c onflictmap.html
Key terms, chapter 1-3Point of viewProtagonist; themain characterTone; the speaker’sattitudeMood; emotionaleffect that the textcreates for theaudienceTense; past orpresent tenseSetting; time &place of thenarrativeTitle;definition/symbol
Task 1. Discuss (in pairs) the key terms of the Kite Runner- key words on whiteboard 2. Read the quotation on p.1, line 4;”That was a long time ago,…”(4 lines). What does this quotation reveal to the reader? Class discussion3. Pick out three sentences from chapter 1. Discuss how these sentences set the mood of the narrative?
Personal connectionsExercise:Students are told that the room is split up into three categories - Yes, No, andMaybe. A question will be asked, and they will respond by moving to one sideof the room if the answer is “Yes,” the other side if the answer is “No” and themiddle part of the room if the answer is “Maybe, or I’m not Sure.” The studentscan also stand anywhere on the spectrogram between “Yes” and “No.”Questions start off general and then advance to those thematically relevant tothe novel The Kite Runner:• Do you know much about Afghanistan?• Do you think that you have much in common with a student of your age livingin Afghanistan? (*They may say “no” before seeing the play, but may changetheir minds after getting to know the main characters.)• Do you have a close childhood friend from whom you’ve grown apart?• Do you have a close childhood friend with whom you still keep in touch?• Have you ever had a friend who was in a different economic class than you?• Have you ever had a good friend who was in a different social group than you?• Have you ever had a secret that you didn’t share with anyone?• Have you ever regretted a choice that you made?• Have you ever felt like a “bad person”?• Do you have a relative whom you admire?• Do you think all people have flaws?• Do you think it is ever okay to lie? For this last question, groups may be splitup and asked to debate their answer. They may even be asked to defend aposition different from their own.
Exercise:Participants are broken up into two groups–Group A and Group B. Group A isasked to stand in the middle of the room, forming a circle. Group B is then askedto form a circle around them. Group A turns around and finds a partner in GroupB. After both members have responded, one of the groups is asked to movea specific amount of spaces or people to the right or left. A new question is askedby the teacher. After each question is answered, one of the groups is again askedto move a number of spaces to their right or left so as to have a new partner eachturn. Once again, questions are related to the themes of The Kite Runner.Examples include:• Tell your partner whether you think you will enjoy the reading The KiteRunner based on its title and what you know about it so far, and why?• Tell your partner what images or words come to mind when you think of“Afghanistan”? Would you consider these images or words as stereotypical,or true to reality?• Tell your partner about a childhood friend that you no longer speak to.How and why did you grow apart?• Tell your partner about a choice that you made that you now regret.• Tell your partner about a relative that you admire and why?• Tell your partner about a time that you lied. Do you regret the lie or do youbelieve it had to be done?*When the students view the performance of The Kite Runner, they will bereminded of their own personal connections to the themes and the stories thatthey shared.
Analyse the following:1. Key terms2. Characters – Amir-Hassan- Baba- AliFirst: Individual work: key words about one characterSecond: In pairs; discuss and write down keywords about one of the characters(teacher decides)Third: Go in groups of four and compare your analysisForth: Discussion groups of 8. Compare similarities/differences/social status/cultural background3. Themes /motifs(a dominant theme or central idea)/symbols - family relations, social and cultural differences, ethnic differences, immigrants• Conflict• Climax• foreshadowing
Timeline March California June Hazarajat1975 2001 1981 1980’s 2001 1986
http://www.nobelprize.org/educational/peace/conflictmap/conflictmap.htmlNegative tone words
Today’s aims• Understand words and concepts and their importance in The Kite Runner.• Characterization of central characters and the relations between them.
What do these words mean to you?Dear Friends,Many readers see my novel, The Kite Runner, as a book about Afghanistan, a story of its violentrecent past, its tragedies and upheavals, its rich culture and resilient people. They tell me that thisbook opened for them an intimate window into my troubled homeland, and that news storiesabout Afghanistan suddenly registered with them on a deep and personal level. They ask me ifthis was my intent in writing this book. And I tell them it was. But not that first day, in March of2001, when I sat to write the opening words of this book. For me, writing has always been, firstand foremost, about storytelling. The Kite Runner came about simply because I was bewitched bya story. A story of guilt and redemption, brutality and kindness, sin and forgiveness, a story ofthe doomed friendship between two boys, one rich, one poor, one flawed, the other pure, withAfghanistan and her own tale of brutality and kindness as the backdrop. It was always, first andlast, about story. And stage has always been a unique and powerful medium for storytelling,direct and intimate, organic and spontaneous. And so I thank The American Place Theatre forselecting the story of Amir and Hassan, two boys who lived in my mind and are dear to my heart.I am grateful and thrilled. Thank you for honoring me with this performance tonight.Khaled HosseiniLetter written to The American Place Theatre - April 12, 2005
Rapid writing• Pick one of the characters and pretend to be him. Write a text and describe yourself using as many adjectives as you can think of. «I am…..»• 3 minutes• Join the group that has the same letter as you (on the back of your picture). Read to each other and compare what you’ve written. Together, write down all your adjectives on the A3-sheet.• Which group has the most words?
Relations• Join up with your new group (number on the back) and present/describe yourself to the others («I am…).• Now make 4 questions for each person (character): Two yes/no questions Two questions about something you want to know concerning this person (why/why not, how, etc) . One hypothetical question: Ex: «What would you have done if………….?»Two groups introduce themselves to the class.
Preparations for Monday• Read until p.144 (Chapter 11 and 12) IN AMERICAWrite down at least 3-4 sentences in answer to thesequestions:1. How do Baba and Amir adjust to their new life? Are there differences between the two?2. What metaphor does Amir use to describe America? What do you think it means?