Reminders: Read chapters 5 and 6 for Wednesday.

 Students will understand the basic history and culture of Afghanistan and analyze the friendship between Amir and Hassan in The Kite Runner by: ◦ Writing a journal entry ◦ Taking notes on basic background information on Afghanistan ◦ Creating a timeline of Afghanistan history with events from the lecture and the novel. ◦ Discussing chapters 1-4 in small groups ◦ Exit ticket

 Friendship plays a large role in most of our lives. Write about your strongest friendships and what characteristics you value in your friendships.

 Write down four important characters from The Kite Runner and how they are related.  2 minutes

 Set it up as Cornell Notes  1/3: Questions/Main Ideas  2/3: Notes  Bottom: Summary

Afghanista n

 Based on these maps, what can you say about Afghanistan’s culture?

 Pastimes: Kite Flying, Picnics, Music  Language spoken: Farsi, Arabic, Urdu, Hindi and others  Over 17 different ethnic groups in the country ◦ Pashtun, Hazaras  People are mostly Muslim, with some Christian and Buddhist ◦ Sunni Muslim ◦ Shi’a Muslim

 1700’s: Afghanistan is a modern independent country  1880’s-1920’s: British attempt three unsuccessful invasions of Afghanistan  1920’s-1970’s: Country is ruled by a series of successful kings who modernize the country (build roads, establish women’s rights, reform education)

 Put a line down the middle with the dates  On the top write: Afghanistan and World Events  Below the line, write The Kite Runner

 1973: Daoud Khan overthrows the King and begins a communist government  1979: the communist Soviet Union invades Afghanistan  : Afghan guerrillas known as the Mujahidin fight a long war against the Soviet Union  1994: The Taliban seizes control of Afghanistan  Tomorrow we will look at an article focusing on these events in more detail.

 Very strict view of the Muslim religion  Women’s rights very limited  Used forceful punishment against any lawbreakers (beheading, public stoning, etc.)  Many national pastimes outlawed (music, celebrations, film, etc.)

Buddhas of Bamiyan

In your notes: What does this action say bout the Taliban’s view of non-Muslims?

 No education  Lives in a small village  Very poor  In your notes: What impact did the Taliban have on women?

 Students will understand the historical connections between the novel and historical events analyze the friendship between Amir and Hassan in The Kite Runner by: ◦ Creating a timeline with historical events and events from the novel. ◦ Discussing chapters 1-4 in small groups ◦ Large group discussion of chapters 1-4 ◦ Exit ticket ◦ Homework: Read though chapter 6 for tomorrow. If your project is on the front table and you want it, please take it with you today.

 What is redemption? Is there anything a person can not redeem themselves from?

 Take your comments about the cultural presentations, timeline and The Kite Runner book to your group. (You can take all your stuff, if that is easier.)  Introduce yourselves, and share your comments or questions about the cultural presentations with your group members.

 1. Kawther, Leah, Yuneisi, Zach, Luis  2. John, Dawit, Jennifer, Cooper, EhSo, Joe  3. Sarah, Achaya, Dorsin, Isabella, Sandra  4. Batoul, Grant, Dahlia, Blake, Sasha, Justin  5. Maribi, Brianna, Elena, Prakash, Sam  6. Hugh, Froilan, Maron, Alexia

 Add to your timeline ◦ Historical events that happen in The Kite Runner ◦ Plot events that have dates and when they happen in The Kite Runner

 Why are Hassan and Ali treated poorly?  Describe the relationship between Hassan and Amir.  What experiences have shaped Amir’s life up to this point?  What experiences have shaped Hassan’s life?  Are Amir and Hassan friends?  Do you agree or disagree with Baba’s statement about sin? “There is only one sin, only one. And that is theft. Every other sin is a variation of theft,” (17). Why?  Is Baba a good father? 

 1. Hawa, Jennifer, Mahamud, Genesis, Joseph T.  2. Heven, Siham, Chansae, Joseph M., Kufto, Shawnie  3. Jesus, Giovanni, Deremiah, Dilfuza, Marcus, Miguel  4. Hannah, Carolina, Arta, Max, Nijah, Antonio  5. Lauren, Jocelyn, Majuma, Phouc, Alejandra, Tyler  6. RJ, Dennise, Sarah, Fernando, Juan, Saje

 Are Amir and Hassan friends?  Is Baba a good father?

 Read through chapter 6 (chapters 5 and 6 for Wednesday)  Be prepared for a Socratic Seminar on the following questions:  Are Amir and Hassan friends?  Is Baba a good father?

 Through writing and discussion, students will analyze the characters of Amir and Baba in The Kite Runner by writing an analytical piece and having a Socratic Seminar.  Agenda: Analytical essay  Socratic Seminar  Important quotations--culture  Exit Ticket  Homework: Read through chapter 8 for Friday

 Analyze one of the following questions: ◦ Are Amir and Hassan friends? ◦ Is Baba a good father?  You may use your book, and make sure you have a clear argument and support.

 Discussion, Socrates,  Sharing ideas, expressing opinions, supporting what you say (quotes, evidence from the text)  Respectfully disagree with explanations  Why you agree, if you do.

 Discussion, sharing opinions, not yelling, calm,  Give your opinion and back it up with evidence (quotes, specific examples)  Know what is going on

 1. Speak so that all can hear you.  2. Listen closely.  3. Speak without raising hands.  4. Refer to the text.  5. Talk to each other, not just to the leader.  6. Ask for clarification. Don’t stay confused.  7. Invite and allow others to speak.  8. Consider all viewpoints and ideas.  9. Know that you are responsible  for the quality of the seminar.

 10: Participate thoughtfully in discussion and use supporting evidence to back your arguments.  8: Participate thoughtfully in discussion, but don’t use supporting evidence.  7: Actively listen, but don’t speak in the discussion.  5: Here, but distracted or “checked out”.

 Antisocial personality disorder is characterized by a lack of regard for the moral or legal standards in the local culture. There is a marked inability to get along with others or abide by societal rules. Individuals with this disorder are sometimes called psychopaths or sociopaths.

 Diagnostic Criteria - Mental Health made easy.  1. Since the age of fifteen there has been a disregard for and violation of the right's of others, those right's considered normal by the local culture, as indicated by at least three of the following:  A. Repeated acts that could lead to arrest.  B. Conning for pleasure or profit, repeated lying, or the use of aliases.  C. Failure to plan ahead or being impulsive.  D. Repeated assaults on others.  E. Reckless when it comes to their or others safety.  F. Poor work behavior or failure to honor financial obligations.  G. Rationalizing the pain they inflict on others.

 Did your thoughts on either of these questions change? What new thoughts do you have?

 Find three important quotes from chapters 1- 6 that illuminate elements of culture in the novel so far.  Generate three discussion questions from your group.

 Discuss elements of culture found so far.  What other questions do you have?

 Through writing and discussion, students will analyze and evaluate Amir’s actions through a close reading of the literary devices and analysis of chapter 7. ◦ Written analysis questions ◦ Discussion of written analysis questions ◦ Philosophical chairs ◦ Exit ticket ◦ Homework: Read through chapter 10 for Monday

 1. What is the significance of the memories Amir recalls as he witnesses Hassan’s rape? What do they suggest about his feelings or thoughts?  2. What is the significance of the dream Amir recalls as he witnesses the rape? What does it suggest about his feelings or thoughts?  3. How does the sheep serve as a symbol in the chapter? Why does Amir recall the sheep’s slaughter during the rape?  4. What is the significance of all the gifts Amir receives for his birthday?

 Are you listening or are you waiting to talk?

 Philosophical Chairs is a strategy for exploring a controversial topic through student discussion. It is not a debate, but rather an opportunity for students to defend, deepen, and fine-tune their ideas through discussion.

 10: Participate thoughtfully in discussion and use supporting evidence to back your arguments.  8: Participate thoughtfully in discussion, but don’t use supporting evidence.  7: Actively listen, but don’t speak in the discussion.  5: Here, but distracted or “checked out”.

1.Amir fears Assef’s violence will be turned against himself if he intervenes. 2.Amir thinks that as a servant and a Hazara, Hassan is less worthy than himself. 3.Amir wants the kite to please Baba and win his affection. If he intervenes, Assef will take the kite.

 Three rules guide the discussion  1. One person speaks at a time  2. Everyone must have a turn before someone speaks twice.  3. You must repeat what the person on the opposing side said before you share your opinion.

 What are your feelings toward Amir as a character?