Kite Runner - Christopher Raguindin - Home



Unit title:?The Kite Runner?and Cultural Understandings??Grade level: ?12 Subject: ELADesigned by: Christopher Raguindin based on “A Study Guide to the Riverhead Edition of Khaled Hasseini’s?The Kite Runner”Time frame:? Six weeks at three 72 minutes periods a week.Brief summary of unitThis unit was designed to give students the chance to think about bigger issues as they read the novel,?The Kite Runner. I began the unit tackling the ideas of misconceptions and discrimination due to ignorance or misinformation. This led into talking about cultures before going back into the discussion whether education could eliminate misconceptions and bias. The lessons then turn into childhood experiences to see how these experiences shape our perceptions and ethics. The unit turns towards ethics and morality, using the religion and culture basis. The last two weeks of the unit focus on historical background of?The Kite Runner?and these issues as it applies to student life. The unit jumps across content, using journals and sharing to relate the novel and lessons to student experiences while going through the book and its themes. The novel is split into five sections where students are given the chance to find and write reflective “journals” of items or quotes they find interesting, then finishing the section with reading questions as a formative check. The unit wraps up with a final creative group project featuring the novel and themes and a final summative literary analysis essay.ReflectionI found this unit challenging to plan as I wanted to touch upon the major themes of the novel while still presenting the themes as big, real life issues. There was also the problem of having students use these realizations as tools of analysis towards the novel. The unit is challenging for students because it employs higher thinking skills and knowledge transfer in both directions, novel to issue and issue to novel. The most important aspect of the unit is to create the safe and secure learning environment in where students are likely to share personal experiences as analysis towards the lesson and novel. The connections students make in weekly themed lessons scaffold into the creative final performance assessment/project. The understandings students get from cross-content learning helps to bridge student knowledge and gives students the chance to think outside of the box of strict literary analysis.Working with the students through the third quarter has helped me to foster the safe sharing environment. Tackling deeper issues such as discrimination and rape could prove to be sensitive, though some students are more interested because of these serious issues. It will be interesting to see the emotional reactions students have towards the book and its characters.??Understanding by Design Unit Plan – Kite RunnerUnit InformationClassroom teacher (CT): Tracey IdicaGrade (K-12)/Developmental level: 12Dates unit will be taught: 4/31/14 – 5/9/14Unit subject area: English Language ArtsUnit topic: Kite RunnerStudent teacher: Christopher RaguindinStage 1 - Desired ResultsEstablished GoalsStudents will learn and understand the context of the text (Modern Middle East and Afghanistan History)Identify and interpret the importance of standing up against injustice in The Kite Runner and other texts.Evaluate to what extent students have ever felt victimized by the actions of another.Analyze and understand issues from multiple perspectives and better appreciate the viewpoint of the “other.”Identify either a cause of injustice that he or she feels passionate about and explore how he or she can make a differenceExplore advocacy through a variety of mediums (print, film, art, etc.) allowing students to identify the matter in which they best communicate their cause.Big IdeasStudents will understand theme as enduring and universal through a literary work. Themes/universal ideas include human nature and society.Students will apply literary devices and narrative techniques to enhance appreciate of literature.Students will synthesize information from current events, characterization, theme, events, and details to draw conclusions and infer meaning.TransferStudents will be able to independently use their learning to...Identify injustice and explore how he or she can make a differenceResearch and synthesize information from various sources to formulate conclusions and opinions towards current events and issues.Read texts and infer possible historical, social, and political context behind literature.UnderstandingsStudents will understand that...Culture is interpreted through the lens of our culture, religion, and our political viewsAuthors often present a biased perspective, it is our job as readers to identify the bias and infer meaning from the text, always remaining aware of the biasDetermining bias in a text is done by reading critically and comparing our analysis to texts with different viewpoints.Essential QuestionsStudents will keep considering...Do our childhood experiences shape the adults we become?Can a person truly forgive another or themselves?What is a family?How does the understanding of historical context impact cultural nuances in theme?How does one connect/compare historical past with present day situations?Common Core State Standards (CCSS)11-12.RL.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.11-12.RL.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and e to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence form texts and other research on the topic or issue to stimulate thoughtful, well-reasoned exchange of ideas.Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.11-12.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter claims, reasons, and evidence.Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.Use words, phrases and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Provide a concluding statement or section that follows from and supports the argument presented.11-12.W.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization, and analysis of content.Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.Use precise language. Domain specific-vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.Knowledge Acquisition (Objectives)Students will know...Explain the use of metaphor in setting, tone, and moodAnalyze the use of irony in creating tone and moodAnalyze the function of the flashback structureTrace the development of the dynamic structureAnalyze the significance of the history and politics within the context of the novelTrace the development of complex and intertwining themes including: discrimination fosters hatred, the past cannot be buried, true friends make great sacrifices for each other, guilt is a powerful enemy.Identify literary concepts: theme, flashback, foreshadowing, characterization, tragedy/tragic hero, dynamic/static character, conflict, plot, setting, voice, point of view, metaphor, and simile. Skill Acquisition (Objectives)Students will be skilled at...Annotating historical information and synthesizing the information to draw meaning to literary textUnderstanding the nuances in secular differences in Middle Eastern cultureApplying the historical and secular information to infer discreet meaning to characterization in literary textSynthesizing theme across multiple literary works and evaluating how that theme enhances the work as a wholeAdapting understanding to the framework of the storyteller in response to the first person narratorApply literary devices and thematic concepts to mixed genres to enhance the understanding and appreciation. Lessons/Calendar *Calendar deals with themes found in the particular section of the Kite Runner. Cross-content lessons involving culture, psychology, and history are spread through the week. The Unit fills the rest of the quarter but could be shortened to four weeks.Week 1: Loss of Innocence, Relationships Between Parents and Children, and Loyalty and Friendship. This week also covers misconceptions of other cultures because of cultural bias and misinformation. “Can education erase misconceptions and bias?”Pre-assessment – Anticipation Guide: Themes and Statements regarding the Kite RunnerKWL – What do you know about Afghanistan? (history, culture, etc.)30 minute reading to start the section (CH 1-5). Students read on their own at homeLiterature Circle – from small groups to whole classGeography, History, Ethnicities, Culture LessonJournal: Perceptions and Misconceptions – How do we perceive people unlike us?Homework : Reading Questions Section 1 (CH 1-5) as a take-home quiz, Double Entry JournalWeek 2: Man’s Inhumanity to Man, Loss of Innocence, Guilt, Loyalty and Friendship. This week covers the social psychological phenomenon of “bystander effect” and how that affects guilt. Also covers ethics from different religions and cultures. Discussion on how childhood experiences shape a person’s future. “Can childhood experiences shape a person’s future?” and “How would you deal with an emergency or unethical event happening right in front of you?” 30 minute reading to start the section (CH 1-5). Students read on their own at home.Psychology lesson– “Bystander effect” social phenomenon- plus journal topic and guiltMiddle Eastern Children’s stories lesson – plus journal topicKite Running lessonJournal: Can childhood experiences shape a person’s future?Homework : Reading Questions Section 2 (CH 6-9) as a take-home quiz, Double Entry JournalWeek 3: Relationships Between Parents and Children, Loyalty and Friendship. This week covers cultural and custom differences in Hawaii, America, and Afghanistan. Historical context is covered in depth with regards to the Cold War era and Afghanistan. “Have you experienced culture shock?” and “What difficulties are there in assimilating to a new culture and how can one deal with the shock?”30 minute reading to start the section (CH 6-9). Students read on their own at pare and Contrast: America and Afghanistan – Culture as related to courtship/marriage, careers, education, and adoption. Creation of Double Bubble map with quick research and presentation to class.Journal: What difficulties are there in assimilating to a new culture and how can one deal with the shock?Homework : Reading Questions Section 2 (CH 10-14) as a take-home quiz, Double Entry JournalWeek 4: Relationships Between Parents and Children, Loyalty and Friendship, Guilt and Redemption. Focus on family units in Afghani culture and attitudes regarding adoption. Relation of historical past with present day situations through discussion of current events. “What does it mean to be a family?” and “How can one make amends for a serious mistake?”30 minute reading to start the section (CH 15-20). Students read on their own at home.Afghanistan History involving war and conflictTaliban History and offensesDiscussion – Who decides how to be redeemed? You or the wronged party?Silent “discussion” – CH 17 Issues: The Taliban, Familial Bonds, Culture, and MoralityTaliban. Presentation of findings in whole class discussion.What role did the Taliban play in the chapter? Think about their charter, ways of governing, treatment of women, etc.Familial bondsHassan and Amir are brothers. Does this change the way you viewed the story, their relationships, and the events in the novel? How? CultureWhat role does gossip play in Afghan culture? How does it tear families apart? Is the portrayal of gossip in the chapter similar or different from American /Hawaii culture?Morality How do you feel about the fact that Hassan let his wife get beaten? How does the novel complicate the notion of morality? Journal: What does it mean to be a family?Homework : Reading Questions Section 2 (CH 15-20) as a take-home quiz, Double Entry JournalWeek 5: Guilt and Redemption, Loyalty and Friendship, Relationships Between Parents and Children. Focus on redemption and guilt. Presentation of the themes through the evolution of the main character. “Can one make amends for a selfish choice?” and “How can you foster a better relationship with your parents or younger siblings?”30 minute reading to start the section (CH 21-25). Students read on their own at home.Wrap up of the novel through quotation selections and analysisTime to work on final essay and projectsJournal: How can one make amends for selfish choices? Homework : Reading Questions Section 2 (CH 21-25) as a take-home quiz, Double Entry JournalStage 2 - Assessment EvidenceResultsFormative Assessments – Reading schedule specific study guides, Ongoing Theme Chart, Defining Vocabulary words through context, Literature circle meetingsSummative – Final literary analysis essay, final creative project, final objective examCheck for understanding – Time line, pre-assessment of time period, mini-research activitiesEvaluative CriteriaUse of rubrics for summative assessments (6 traits, modified 6 traits for creative projects)Completion of formative assessments (assessments must be complete, legible, and answers should be more than simplistic in content)Formative assessments can also be used as a diagnostic to check for understanding and gauge student learning. The most important qualities to present through the assessment will be understanding and mastery or themes presented and understanding of cultural and historical details.Performance TasksStudents will show that they really understand by evidence of...Demonstration of understanding will be decided through summative assessment of final projects and essays. Complex performance will be through final projects where students will have to present themes or characters of the text in a creative or complex way.Other EvidenceStudents will show that they have achieved Stage 1 goals by...Students will show through formative and summative assessments and daily discussions.Students will also do self-assessment and reflection through scaffolded journal writing prior to opening of the assigned reading.Stage 3 - Learning PlanThe goal for each learning event is the understanding of one or more of the major themes of the novel. The Kite Runner themes covered will be: Guilt and Redemption, Man’s Inhumanity to Man, Loss of Innocence, Relationships Between Parents and Children, and Loyalty and Friendship. Each of these themes corresponds to one or more Essential Questions for the unit.Student progress is monitored through note-taking/reflection based assignments on each section of the novel. Acquisition of skills are measured through classroom discussion (small group and whole class) with thinking maps and journals. Journals give present day and personal meaning in relevance to the novel. “Journals” also cement thesis ideas in accordance to the themes and the development of the novel. Reading questions are the formative check to monitor student progress through the novel, an extra week is planned for adjustments. The plan is engaging and effective for most students through group and full class discussions, relation of subject to personal life, cross discipline content, and discussion of bigger issues.Included is also a pre-assessment discussion or journal about culture or history of the time period in relation to the book. Students find meaning to the lesson through journals and relation to themselves. Classwork monitoring transfer of knowledge comes through mini-research journals in culture and history. Literature circle walkthroughs of each section will allow students to discuss and gain feedback from the teacher and peers. Students will gain insights from peers and be able to use these insights towards assignments. A final summative essay is assigned with a schedule including brainstorming, draft, and revision which will give students opportunities for one-on-one conferencing if needed as well as prompt feedback from essays. The plan will be effective and engaging to students by talking about the bigger issues and themes in the novel. These themes and issues grasp ideas of ethics and morality, interpersonal relationships, culture and ethnic differences, and guilt versus redemption. Using in-class activities involving interdisciplinary sources (psychology, history, cultural studies), students will be able to engage in higher level thinking.Pre-Assessment (Also Lesson Plan for first day)11-12.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.The Kite Runner unit will include an anticipation guide/assignment to expose students to themes and statements related to the lesson. Students will be given ten minutes to read through ten statements about the Kite Runner and chose whether they agree or disagree on the statements as well as state why they feel that way. Students will share their opinions on each statement with peers before whole class discussion. The homework assignment will be an essay presenting a theme of The Kite Runner: Man’s Inhumanity to Man, Loss of Innocence, Relationships Between Parents and Children, Loyalty and Friendship, and Guilt and Redemption. In-class students will use a bubble map to describe and the theme, then use this brainstorming activity to define the theme and predict how it may be presented in the novel, just by reading the back-of-book description and cover. The next class will be started with a sharing of the essay.The rationale behind the assignment is to prime students with several themes about the novel before reading, to show them what to look for while reading. The essay also helps students to start learning the writing process with brainstorming and gives them an idea of what to expect with the final literary analysis essay.Formative Assessments 11-12.RL.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.11-12.RL.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 11-12.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Formative assessments consist of verbal discussions (small group and whole class) about the content of the book versus the topic of the week (journal topics). Formal formative assessments take the form of journal writing and sharing, reading questions (5), and double entry journals (5).The first part of the journal starts with the question, “What would I do if I saw someone getting beat up or bullied?” which they are given ten minutes to write. The students share their opinions and then listen and react to a lecture on “bystander effect.” Two video clips involving bullying are shown as part of the lecture. Students are invited to discuss and debate the two sides of the argument: Getting involved versus keeping out of trouble.Students will be asked to relate the lesson to parts of the novel. Characters are involved in the same situations. Student-led discussions about novel content will measure readiness to move on towards other issues of the novel.Other formative assessments include the Double Entry Journal assignment where students find five items or themes within the assigned reading, describe, and react and reflect. Thus students may find meaning and interest within the novel.Post Assessment11-12.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.11-12.W.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization, and analysis of content.The unit post-assessments will be a final literary analysis essay and a final creative project. Students will be required to research and define themes found within the novel and discuss the issues in relation to pertinent lessons given through the weeks. Writing workshops and conferencing will be scheduled in the weeks before the draft is due for the essay. The writing workshops will include lessons on thesis writing and a review on MLA formatting and citations. Students will have to use learned skills from the workshops as well as information gained from cross-content lessons in order to have a successful literary analysis essay. Rubric attached follows six traits standard.Students will also have time in class to work together on creative projects. The creative project is performance assessment in the same vein as the literary analysis. This performance assessment gives students the chance to present their understandings of the novel themes in a realm outside of a written academic essay. Student peers will be given a chance to turn in a peer review which is based on the rubric to “grade” each presentation. Two rubrics attached to acknowledge differences in student creative projects, based on six traits rubric.At the conclusion of the creative project, students will be given the chance to review their own presentations by watching their own recordings. Students will write a reflection on what can be improved through presentation and speech as well as content changes they would change. The reflection will also included what they thought of the assignment and what students believe they would receive as a grade if they graded themselves using the rubric. ................
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