Transcript The Kite Runner Close Reading

The Kite Runner Close Reading
Day 2
Please have your art connection homework on your desk.
Please have your art connection homework on your desk.
Warm-Up and Journal Reflection
(Please write this on a sheet of paper.)
 The Kite Runner
 Early in Amir and Hassan’s friendship, they often visit a pomegranate tree where
they spend hours reading and playing. “One summer day, I used one of Ali’s
kitchen knives to car our names on it: ‘Amir and Hassan, the sultans of Kabul.’
Those words made it formal: the tree was ours.” In a letter to Amir later in the story,
Hassan mentions that “the tree hasn’t borne fruit in years.” Discuss the
significance of this tree.
 A Thousand Splendid Suns
 At several points in the story, Mariam and Laila pass themselves off as mother and
daughter. What is the symbolic importance of this deception? In what ways is
Mariam’s and Laila’s relationship with each other informed by their relationships
with their own mothers?
Art Connection
In your groups, please present your art connection. You
must show your art piece and read your explanation.
Theme Mini-Lesson!
A thematic statement is a single sentence that describes
a specific interpretation of the overall meaning of a work
of literature. It must be brief, focused and insightful.
Step 1
 What is Title of Your Summer Reading about?
 Answer the questions using two of the abstract topics on the back of the page.
 For example: What is To Kill a Mockingbird about?
 Answer: discrimination, acceptance
Step 2
 Using the abstract topic from step 1, explain in one complete sentence what the
author believes the work is about.
 For example: Author believes that _____________.
 Example: Lee believes that discrimination is wrong.
Step 3
 Cross out the first three words in your last sentence.
 (You are eliminating “Author believes that”)
 Lee believes that discrimination is wrong.
Step 4
 Check for first and second person pronouns.
 Your thematic statement should not say “I,” “you,” or “your.”
 Our example doesn’t have any first or second person pronouns.
Ta-DA!
 Now you have a thematic statement!
 Example: Discrimination is wrong.
How we interact with a text
(to find deeper meaning & theme)
*
!
?
Use a star for significant
information, devices, and
strategies you notice.
Use an exclamation point
to indicate what you feel
strongly about in the
article.
Use a question
mark next for
parts that are
confusing or next
to any information
that you’d like to
explore further.
 This year, we’re going to use two main
methods of interacting with a text or close
reading.
 First, we’ll use shared inquiry.
 During this process, we’ll be annotating using
FIDDS.
 Both of these methods will help us find out how
these elements contribute to theme, tone,
purpose and meaning.
Shared inquiry: Step one
*
!
?
 For this process we’ll read through the piece twice. On the first
reading, mark your story like this:
Use a star for
significant
information,
devices, and
strategies you
notice.
Use an exclamation Use a question mark
point to indicate
next for parts that
what you feel
are confusing or
strongly about in the
next to any
article.
information that
you’d like to
explore further.
Shared inquiry step two: FIDDS
 On the second reading, we’ll look for specific elements in the story. Often, we will look for
literary devices. For this, we use the FIDDS method.
 Figurative language (literary devices including similes, metaphors, allusions, personification)
 Imagery (words or phrases that evoke the sensations of sight, hearing, touch, smell or taste)
 Details (bits of specific information, especially characterization, setting and action)
 Diction (word choice) Repetition, connotation, denotation; Levels of diction (formal, colloquial,
archaic, slang, erudite, etc.)
 Syntax (the way words and phrases are arranged to form phrases and sentences)
Page 91-93 in Kite Runner
Page 6-7 in A Thousand Splendid Suns
While I’m read the passage aloud, please use step one of
the annotation guide to mark your passage.
Now, let’s share.
 First, let’s talk about questions… pair share and then we’ll share out to the class.
 Okay, now “noticings…” pair share and then we’ll share out to the class.
 Finally, what do you feel strongly about and why? Pair share and then we’ll share
out to the class.
Let’s mark the passage again using step 2
from the annotation guide.
 Please use FIDDS
 Figurative language (literary devices including similes, metaphors, allusions,
personification)
 Imagery (words or phrases that evoke the sensations of sight, hearing, touch, smell
or taste)
 Details (bits of specific information, especially characterization, setting and action)
 Diction (word choice) Repetition, connotation, denotation; Levels of diction
(formal, colloquial, archaic, slang, erudite, etc.)
 Syntax (the way words and phrases are arranged to form phrases and sentences)
Second Reading: How do these
devices elaborate on the characters’
conflict?
F
I
D
D
S
Figurative
Language
Imagery
Details
Diction
Syntax
(descriptions
that evoke the
senses)
(specific
information,
especially
characterizatio
n, setting, etc.)
(word choice,
connotative
meaning)
(sentence
structure and
phrasing, e.g.
repetition)
(simile,
metaphor)
Now, let’s share.
 In your groups, share your findings. Compare what you each found.
 Then decide one of each device to share with the class. Choose the
best examples.
 Remember, our goal is to decide the deeper message or theme of the
story, so pick elements that you think hint at theme.
What possible themes can you
think of for this passage?
Page 288-289 in Kite Runner
Page 370-371 in A Thousand Splendid Suns
Please read this passage on your own. Annotate your
book using FIDDS.
Second Reading: How do these
devices elaborate on the characters’
conflict?
F
I
D
D
S
Figurative
Language
Imagery
Details
Diction
Syntax
(descriptions
that evoke the
senses)
(specific
information,
especially
characterizatio
n, setting, etc.)
(word choice,
connotative
meaning)
(sentence
structure and
phrasing, e.g.
repetition)
(simile,
metaphor)
Theme
• IN YOUR GROUPS, DISCUSS POSSIBLE THEMES FOR YOUR
SUMMER READING NOVEL. THINK ABOUT THESE PASSAGES IN
PARTICULAR. MAKE SURE YOUR THEMATIC STATEMENT
INVOLVES A CHARACTER’S EXTERNAL OR INTERNAL CONFLICT.
• THEN, DECIDE ON ONE AND WRITE A THEMATIC STATEMENT
THAT YOU WILL SHARE WITH THE CLASS.
AP Prompt Practice
 In many works of literature, past events can affect, positively or negatively, the present
activities, attitudes, or values of a character. Choose a novel or play in which a character
must contend with some aspect of the past, either personal or societal. Then write an
essay in which you show how the character’s relationship to the past contributes to the
meaning of the work as a whole.