1. This wordle would be displayed on the board and used as a Hook while students enter the classroom. When beginning the class, I would draw their attention to it and ask questions:
What they notice about the words?
What type of words are included? (verb, noun, proper noun, adjective, etc.)
What do the words make them think of?
If there are any they do not recognize?
If there are some they might group together?
I would ask them to create and write down three sentences with the words, each containing two or more of the words above. This is something they would turn in at the end of the period, along with their exit slip statement.

2. Afghanistan is:
We would note that Afghanistan is close to Iran, Pakistan, borders China and is close to the Indian Ocean. It is part of Asia, not the Middle East.

3. In Anticipation…
What three facts do you know (or think you know) about Afghanistan? Your best friend is being bullied by much bigger kids. You are outnumbered. Do you jump in and try to help? Run for help? Stand by? You must leave your home tonight. You do not know when you will return. You only have minutes to pack. What do you take with you? Where do you find the strength to persevere when life is most challenging?

4. "It is better to be in chains with friends, than to be in a garden with strangers." -Persian Proverb
Quote displayed on the board introduces a thought for the day about friendship and the value of friends. We will reflect on the quote later in the unit when Amir and Baba move to the U.S. and also when their beloved servants leave their home.

5. THE KITE RUNNER Khaled Hosseini
How can we be good again?
What is loyalty?
Is it easier to forgive yourself or to forgive someone else?
Next, I would introduce the unit and the essential question that will be the focus of our studies: How can a flawed hero seek redemption? We would briefly disuss what we consider a hero, and then a flawed hero. We would also discuss why someone might seek redemption. I would remind students that we will be dealing with this topic throughout the unit and that they will understand what this question references as they begin to read the book.

6. Inspiration…
“Writing fiction is the act of weaving a series of lies to arrive at a greater truth.”
Relationship: Khaled taught Hossein Khan, the family’s racial Hazara cook to read and write despite the social injustice and racial bias imposed by their society.
Memories: Fond recollections of pre-Soviet era childhood in Afghanistan.
Considering Khaled Hossseini’s inspirations for writing the novel will be very important. They include relationships, memories and literature in addition to historical context and a desire to share his country with the world.
Hosseini about his relationship with Khan:
Khan was an ethnic Hazara — a minority that had, at best, been neglected by Afghanistan's Pashtun government, and, at worst, persecuted, for more than 200 years. Khan was about thirty years old — a short, stocky man with black hair. He was very soft-spoken, very gentle. He and I became fairly friendly. I don't know if he had a family, or whether he'd been married, but I do remember he never wrote any letters to, or received any letters from, home. I asked him why that was. He said it was because he couldn't read or write. When I asked why not he said it was because no one had ever taught him. Naturally I said, I'll teach you. I guess I was in the third grade at the time. Within a year he could read and write, albeit with a childlike handwriting. (I used that incident in the novel for the character Soraya.) I was pretty proud of him and myself. He called me 'Professor Khaled' . I don't remember the exact circumstances of how it happened but Kahn ended up moving away. I don't know what became of him. It wasn't until much later that I fully appreciated that my time with Hussein Khan had been my first personal exposure to the unfairness and injustices that permeate society. Here was a man who grew up illiterate, and who was denied the opportunities I was offered as a third grader, simply because of his race.
About The Grapes of Wrath:
The book’s oppressed migrant laborers in the 1930s are reminiscent of Hosseini’s countrymen as is the theme of selfless sacrifice.

7. Khaled Hosseini
Born in Kabul, Afghanistan, in 1965, the son of a diplomat and a teacher.
Lived in Tehran, Iran, and Paris, France, as a child. Suppose to return to Afghanistan in 1980, but family granted political asylum and moved to California.
Graduated from high school, college and medical school in California.
Practiced medicine and now a writer. The Kite Runner was his first novel, published 2003.
Works with the United Nations Refugee Agency, as a goodwill envoy.
In order to understand The Kite Runner, it will be important for students to have knowledge of the author, his background, experiences and inspirations. I would take time to present some detail about Khaled Hosseini. I would also use a video clip of Khaled speaking about his background, from his website.
Here is additional detail I might include:
His father’s job meant the family moved often when Khaled was young.
They were to return home to Afghanistan from France in 1980, when the Russians invaded their native country. His father requested political asylum despite being called back to the country and it was granted.
They moved to San Jose, CA.
Now lives in Northern California with his wife, son and daughter.
He has written one other novel: A Thousand Splendid Suns, published in 2008.
He works with the UNRA as a goodwill envoy and holds the issue of refugees close to his heart and hopes to serve as a public advocate for refugees around the world and give voice to victims of humanitarian crises and raise public awareness about matters relating to refugees.
Has been to Chad to support refugees from Darfur and hopes to travel to Pakistan to represent refugees from his native country.

8. Before The Kite Runner
s: Buffer state in rivalry between British Indian Empire and Russia.
1919, 1924: Declared full independence and first constitution is established.
Through 1970s: Ruled by monarchy then constitutional monarchy.
Since we don’t know a lot about the history of Afghanistan, it will be important to take a quick look at some important milestones. What happened in Afghanistan leading up to the time of The Kite Runner?

9. Afghanistan during The Kite Runner
1973: King’s brother-in-law waged a coup and declared a republic.
1978: People's Democratic Party of Afghanistan organized a coup d’état, promoted freedom of religion and women’s rights.
1979: USSR invaded, killed the president and up to 2 million civilians. Over 5 million fled the country.
1989: U.S. sent aid to stop communist expansion, Soviets withdrew.
1994: Taliban took over Kandahar
1996: Taliban took over Kabul (backed by Pakistan)
At the end/Since The Kite Runner
2001: United States begins military campaign against Afghanistan
2004: First Presidential elections are held in Afghanistan
The book’s protagonist was born in 1963 and the book begins when he is a young boy, in the early 1970s. Within the very first pages of the book, these historical milestones are referenced and they set an important stage for the action throughout the book. Students will receive handouts with timelines and take notes.

10. Historical perspective:
Since 1979, Afghanistan has been in a continuous state of open warfare.
There are various ethnic groups: Pashtuns, Tajiks, Hazaras and others. Pashtu and Dari are considered the official languages.
Approximately 99% of the population is Muslim; of those 84% are of the Sunni sect.
There has been a long history of an ethnic hierarchy. Traditionally, Pashtuns have dominated the country.
An overview of how historical perspective can inform writing is given. Warfare, ethnic groups, religious differences and hierarchies are among the elements that have an influence in this book.

11. Let’s begin the book with Chapter One!
What is the setting and time frame of the opening of he novel? What history is referenced?
How are we introduced to friendship?
When are kites mentioned and how?
To start students off strongly and pique their interest in the story, we would listen to the author read chapter one aloud. While listening and in a five minute period after listening, students would write on the following questions. The questions are the emphases for lessons 1, 2 and 3 of the unit. All three can be examined via chapter one. We would discuss chapter one and I would answer questions.

12. Write on one topic HOMEWORK:
Do all writers include some of their own relationships in their books?
Can our memories persuade us to tell our stories?
What do we take from literature and incorporate into our own writing?
How does historical context effect the perspective we have?
HOMEWORK:
Read chapters 2 and 3 for tomorrow.
Read through page 109 and prep for SOCRATIC CIRCLES for the following class
Students reflect on the conversations of the day and the influence of relationships, memories, literature and historical contexts may have to stories we tell.