TEL Lesson Plan
The Kite Runner:Perspectives on Fatherhood

Grade Level: 11
Subject: English/Language Arts: AP English Literature & Composition
Time Frame: 2-3 Class Periods

Summary

The assignment focuses on the on-going theme of fathers and father figures in the Kite Runner. Drawing on the myriad situations between fathers and children, students will discuss what it means to be a successful father in the context of the novel. Using this discussion as a jumping-off point, students will then write an essay on fatherhood and its responsibilities in our culture based on research using the TEL databases and other appropriate sources.

Databases/Other Resources

General Onefile, Academic Onefile, Gale PowerSearch

Procedures

The teacher and students will discuss fatherhood as portrayed in the novel Kite Runner. According to the novel, what does it mean to be a father in Afghani culture? The teacher will then steer the discussion closer to home and invite the students’ insights on the qualities of a good father in the context of contemporary culture in the United States. The students will then be given their assignment to write an essay on fatherhood in the United States. They will be given time with a librarian who will instruct them in the use of TEL resources and help them with their research. They will use articles from the TEL databases and other appropriate resources to write their paper and correctly cite the sources used.

Steps

Steps for Teacher

Steps for Librarian

              Fatherhood and responsibilit*

              Fathers and roles

              Fatherhood and analysis

              Father-child relations

              Father-son relations

              Father-daughter relations

 

 

 

Steps for Student

Related Activities

Create a timeline showing the historical backdrop against which the story is set. It must have visual appeal and show creativity (i.e., no photocopies, no computer-generated clip art). Must be on posterboard.   (This assignment was created by Suzanne Wexler at White Station High School)

Suggested Sources:

1.  General Onefile

    Suggested Search Terms:

     a.  Afghanistan History 1970s (Click on the "Books" tab to find results in the Economist Intelligence Unit: 

     Country Profile: Afghanistan OR

     b.  Click the Browse Publication tab and search Economist Intelligence Unit and click on Afghanistan on the results screen 

     Other Sources:

A Country Study: Afghanistan http://lcweb2.loc.gov/frd/cs/aftoc.html

Country Profile: Afghanistan http://lcweb2.loc.gov/frd/cs/profiles/Afghanistan.pdf

 

 

Content Standards

English/Language Arts

AP English Literature & Composition

 

Learning Expectations/Grade Level Expectations

Advanced Placement English Literature and Composition

 

Reading Goals:
[Students] read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of
meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work’s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied.

 

Writing Goals:

writing instruction includes attention to developing and organizing ideas in clear, coherent and persuasive language. It includes study of the elements of style. And it attends to matters of precision and correctness as necessary. Throughout the course, emphasis is placed on helping students develop stylistic maturity, which, for AP English, is characterized by the following:

 

Performance Indicators State

None for AP English Literature & Composition

 

Assessment

ISTE Computer Literacy and Usage Standards

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources andmedia.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results

 

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.