The document discusses a historical fiction story called "The Kite Fighters" by Linda Sue Park. It provides background information about the story, including that it is set in 15th century Korea and involves characters preparing for a kite-flying competition. It also discusses vocabulary words, reading strategies, and questions to help understand the themes and characters in the story.

1. The KITE FIGHTERS
A Historical Fiction Story
by Linda Sue Park
Done by: Batool Asad

2. The Guiding Question
What can we learn from friends who
are different from us?
What friends can teach each other
about hobbies, interests, and skills, as
well as wider cultural traditions?

3. Key Vocabulary
Reel (n)
impatient (adj)
Desire (n)
Command (nv)
Gesture (n)
Superior (adj)

4. Key Vocabulary
Practice p.6
PRACTICE activity: with your partner, determine
the meaning of an unfamiliar word by looking at
context clues.
Context Clues are words and phrases around the
unfamiliar word.
What are the different types of context clues?

5. Key Vocabulary
Practice p.6
 1- The Key Vocabulary word is reel. From “She wanted to go fishing”
but the reel “broke”, I can infer that a reel is equipment, such as the
line or hook on a fishing pole, used when you’re fishing.
 2- vacation, still a month away, getting (Inference: The word “still” is
a clue that the month feels like a long time. We can infer that
impatient means “not wanting to wait.”)
 3- desires: prime minister, advisers who are honest and reliable
(Inference: We can infer that the prime minister wants advisers who
are honest and reliable.)

6. Key Vocabulary
Practice p.6
 4- commands: boss always gives, difficult to follow
(Inference: We can infer that a boss demands things of
workers.)
 5- gesture: bowed to the queen, of respect (Example:
Bowing is an example of a body movement that shows
respect.)
 6-superior: assistant’s manager (Synonym: “Manager” is
a synonym for superior, both words meaning people who
are higher in rank.)

7. Reading Skill: Determine Theme
WHAT IS THEME?
WHAT IS THEME? (VIDEO)
Read aloud the information at the top of
Student’s Book page 7.
The theme of a work of fiction is the most
important idea being explored in the work

8. Reading Skill: Determine Theme
What stories have “the ability to
overcome challenges” as a theme?
Connecting the skill to the Guiding
Question:
I predict the theme will have to do with
the Guiding Question: What can we learn
from friends who are different from us?

9. Reading Skill: Determine Theme

10. IDENTIFYING THEMES

11. ANALYSING THEMES

12. COMMON THEMES

13. HOW TO?

14. Skill in Action p.7
 The notes show how one student found clues to help determine
the theme.
 • The peach note shows that the student figured out the topic
of the story from reading the first three sentences.
 • The blue note tells who the characters in the story are: a
father and his child (the narrator). The note also explains what
each learned, which is important to identify when you are
inferring the theme.
 • The pink note explains the plot of the story.
 • In the green note, the student used what they learned to
determine the theme of the story

15. REVISION OF ELEMENTS OF SHORT STORY

16. The KITE FIGHTERS
by Linda Sue Park
 Reading Strategies
 • Preview
 • Plan: Set a Purpose
 Reading Skill
 • Determine Theme
 Learning Strategies
 • Use Prereading Supports
 • Build Background
 Knowledge

17. BUILD BACKGROUND
The story takes place during the 15th century
in what is now Seoul, South Korea.
a king ruled the country at the time and was
part of a dynasty that ruled for hundreds of
years.
In Korea, oldest sons were more privileged
than younger sons, Young-sup is the second
son.

18. BUILD BACKGROUND
 Though this story is fiction, the tradition of kite flying is and
always has been important in Korea. Also, there really were
monarchs as young as the king in this story.
 This text is an excerpt from the novel The Kite Fighters and
the title refers to characters in the book who take part in
the long tradition of kite fighting in South Korea.
 For more than a thousand years, people in Korea have built
and flown kites. Sometimes, they even have battles, where
they try to use their kite to cut the string of someone else’s
kite, dropping it to the ground

19. GENRE
Genre: Historical fiction is based in a real
time and place, but many of the characters,
events, and details are created by the author.
The Kite Fighters is a work of historical
fiction. In the novel, Young-sup, his brother,
and the King work together as they prepare for
a kite-flying competition.

20. Set a Purpose
Read and answer
 What are two reasons that the King comes to see Young-
sup? (Discuss with your partner)
 1- Reread lines 1–17. Why is Young-sup “on his knees with
his forehead touching the ground”?
 (He is making a special bow to the King to show his respect.)

21. Student’s Book,
pages 8–9 After reading lines 1–36
 2- Reread lines 18–36. Who is Kee-sup?
 (He is Young-sup’s brother, who made a kite for the
King).
 3- Why does Young-sup try so hard to use the right
words when speaking to the King?
 (The King has power over him and his brother, and the
King could punish them if he is not happy with Young-
sup’s words or Kee-sup’s kite.)

22. Student’s Book,
pages 8–9 After reading lines 1–36
 4- What does the King tell his courtiers to do?
 (He tells them to go down the hill while he flies the
kite.)
 5- Reread lines 37–46. Why does the King want to
speak with Young-sup the way he has heard Young-sup
talk to his brother?

23. Build Comprehension (continued)
Student’s Book,
pages 10–11 After reading lines 37–75
 (The King wants to play like other young people. He
wants to be able to talk to Young-sup as a peer, so
that they are on an equal level.)
 6- Why can they only speak to each other like this on
the hillside?

24. Build Comprehension (continued)
Student’s Book,
pages 10–11 After reading lines 37–75
 (The King does not want others to hear Young-sup
talking to him without showing proper respect. He also
does not want his courtiers hearing him speak to
Young-sup in such an informal way.)
 7- Reread lines 47–75. Why is Young-sup horrified at
the idea of speaking to the King like he would to his
brother?

25. Character Traits
Student’s Book, pages 10–11
How can we identify character traits?
Character traits are revealed through a character’s
thoughts, words, and actions. A character’s traits
determine how he or she responds to events in a story.
After the King asks Young-sup to speak to him like a
brother, Young-sup is horrified and afraid to take the risk.
Then he comes up with a plan for how the two can make
this work. This tells me Young-sup is quick-thinking and
clever. Quick-thinking and clever are two of Young-sup’s
character traits.

26. Build Comprehension (continued)
Student’s Book,
pages 10–11 After reading lines 37–75
 8- Reread lines 47–75. Why is Young-sup horrified at
the idea of speaking to the King like he would to his
brother?
 (He has been taught that it is important to treat the
King with utmost respect. Treating the King like he
treats his brother means showing disrespect. It could
even be dangerous, since the King has power over
him.)

27. Character Traits
Student’s Book,
pages 10–11
9-What does the King do after Young-sup
proposes his plan?
(He thinks about it, smiles, and agrees to the
plan.)
10- What does this tell you about the King?
(He is open-minded and flexible, even though he
is used to being in command.)

28. Student’s Book,
pages 10–11
After reading lines 76–112
 11- Why do the King’s court ministers tell him not to
address anyone as a superior anymore?
 (When his father died, the King assumed power, so he was
not supposed to defer to anyone else’s authority. They
also said he represented the nation, which ideally would
speak from strength.)

29. Student’s Book,
pages 10–11
After reading lines 76–112
 12- Reread lines 108–112. What does the King mean
when he says, “I have spoken in only one way for as
long as I can remember.”
 (The King does not treat anyone as a superior and he
speaks for the nation, which means he speaks in a
careful and commanding way. He is never informal.)

30. Student’s Book,
pages 10–11
After reading lines 76–112
 13- Determine the Theme: What has each character learned
so far?
 (The King has been taught how to fly a kite. He is still trying
to learn to speak like other boys do to each other. Young-sup
has learned about what the King’s life is like.)

31. Student’s Book,
pages 10–11
After reading lines 76–112
 14- Based on these things, what do you think the theme of
the story is?
 (People from different worlds can learn from each
other—and even become friends.)

32. Build Comprehension (continued)
Student’s Book, pages 12–13
 15- Reread lines 123–130. Why does Young-sup “groan
inwardly” when the King tells him what he says when he gets
angry?
 The King says, “I express my displeasure. If I am angry
enough.” That is not how Young-sup would talk to his brother,
and it shows how controlled the King’s speech is— even when
he is angry. Young-sup realizes that he has a difficult task, and
so he groans.)

33. Build Comprehension (continued)
Student’s Book, pages 12–13
 16- Reread lines 131–141. Why does Young-sup shove the King
and take the reel from him?
 (He wants to provoke the King’s anger, so that they can discuss
how brothers talk when they are angry.)
 17- Reread lines 156–169. Why do the boys start having fun
once the King insults Young-sup?
 The insult shows that the King is learning to speak as if he were
Young-sup’s brother. Young-sup responds in the same way, so
the two can relax.

34. Build Comprehension (continued)
Student’s Book, pages 12–13
 18- Reread lines 170–186. Why does Young-sup have to suppress,
or hold in, a giggle when the King speaks to him “in a regal
voice”?
 (He is stopping himself from giggling because his relationship
with the King has changed. He is amused to hear the King speak
to him with his superior tone after they have been playing and
calling each other names all afternoon.)