THE KITE RUNNER LITERATURE CIRCLES

OVERVIEW:

You and your Literature Circle group will meet twice a week to discuss a section of the
novel
The Kite Runner by Khaled Hosseini.

It will be the responsibility of each group member to complete one of the jobs
described below by the start of the designated Literature Circle session day.

Although class time will be given for you to read and to prepare for literature circle
activities, you will have to do considerable work on your own outside of class.

It is crucial that you complete your job so you can participate in the discussions with
your classmates.

LITERATURE CIRCLE JOBS & PROCEDURES:

For each Literature Circle session, you will be responsible for completing ONE of
the FOUR jobs described below (Captain, Illustrator, Connector, Linguist).

Each job has several components that you must complete.

The tasks are not long, and will only require you to keep up with the reading.

Each job will make you think in different ways about the novel.

You and the other members of your literature circle group will rotate through each
of the jobs. There will be 4 Literature Circle sessions.

It is essential that group members communicate effectively to ensure that each

member has a different job for every session.

If you are absent, your group members will select your next job for you. It is your
responsibility to communicate with group members. Also, when absent, your work
should be emailed to me (kaileigh.mulholland-gobeille@ocdsb.ca).

LITERATURE CIRCLE DATES:

Session 1: Ch. 8-11 ______________________________

Session 2: Ch. 12-17______________________________

Session 3: Ch. 18-22______________________________

Session 4: Ch. 23-end ______________________________

LIT. CIRCLE EVALUATION:

Literature circles will be evaluated using job-specific rubrics.

Your mark will be based on the completion of your task(s), quality of your task(s),
completion of the question sheet, and participation in the literature circle
discussion. This means you must be present, prepared, and participating!

High marks will be awarded for completed, high quality work. Refer to the
individual job rubrics to see the exact mark breakdown.

LIT. CIRCLE JOB DESCRIPTIONS:

Captain (Question Director)

Illustrator
Connector
Linguist

CAPTAIN (QUESTION DIRECTOR)

NOTE: THERE MUST BE A CAPTAIN FOR EACH SESSION! IF THE CAPTAIN IS ABSENT, HE/SHE
MUST SEND
THEIR QUESTIONS TO HIS/HER GROUP MEMBERS WHO MUST DO THE JOB AS A TEAM

The captain has two jobs:

1. Act as the team leader. Direct all discussions and keep the group focused on the
reading section.

2. Develop a list of questions that your group will discuss about in this section of the
book. Dont worry about the smaller details; your task is to help people discuss the big
ideas or issues in the reading and to share responses. Usually, the best questions come
from your own thoughts, feelings, and concerns as you read.

There is no formula as to how you will encourage meaningful discussion about

your chapters of the novel. Rather, the following list contains the minimum
requirements for your discussion. The order, creative approach, tone, etc. of the
discussion are completely up to you.

You will prepare a handout for your classmates including the discussion
questions, significant quotations, etc.

You will prepare an annotated version of the handout for me which will
demonstrate your planning and your own analysis.
Required:

At least 3 questions from Group 1 (Remember) of Blooms Taxonomy of

Questions

3 questions from Group 2 (Understand and Apply)

At least 3 questions from Group 3 (Analyze and Evaluate)

Analysis of at least 3 significant quotations in your chapters (provide quotes on

annotated handout and a quick summary of analysis for each)

Identification of a theme developed in your chapters, with an attempt to

articulate a theme statement (articulation of theme statement to appear on
annotated handout)

In your Literature Circle:

Make copies of your questions ahead of time (or give them to me the day before
and I will photocopy them) for each group member. This saves a lot of time!

Once you have given each group member a copy of the Q sheet, give some time
for group members to jot down their responses. Once most members have
answered the questions, you should discuss each question; do not simply give
the other group members the answers!

Each group member should record answers to the questions and should add to
his or her original responses.

ILLUSTRATOR

Job: To create 2 illustrations related to the reading you have just completed. Try to
reflect on a key moment that is important to theme, character or symbol.

The illustrations should be a full page in length (8.5 x 11).

Try to capture an important scene within the reading selection.

Avoid writing words within the illustration. Try to tell the story through the
drawing.

On a separate sheet of paper, you must write an explanation for each drawing
(2 separate detailed paragraphs). You must state why you chose to draw that
particular picture and explain what your illustration captures. Please include the
chapter number and page number(s) of the scene you have illustrated.

The more effort you put in, the better your mark will be. Use colour and try to
avoid stick figures!
In your Literature Circle:

Show the other members your illustration and ask if they can tell you what it
depicts (shows). Then tell them why you chose this particular scene to illustrate.

CONNECTOR
Job: To find and share connections between the novel and the outside world.

This means connecting the reading to your own life (home, family, friends,
school, community, memories, stories, witnessed events) and to other people or
problems of which you are reminded.
You might also see connections between this book and other stories or movies
you have read or seen.

While some connections are more thoughtful than others, there are no right
answers here-whatever connects you to the reading is worth sharing!

You must find 4 connections in the reading selection. The connections can be
linked to very specific references in the story or to the larger idea or atmosphere
in that selection.

Provide a short quotation from the story (record the page number) for each
connection and explain how the quotation connects to your own life, or
something beyond the novel.

In your Literature Circle:

Ask students if they made any connections with the reading. Then share the
quotations you selected and your connections.

Example:

Connection: In chapter one, Brian realizes that the pilot is having a heart attack.

Quote: Brian knew now that the pilot was having a heart attack. Brian had been
in the shopping mall with his mother when a man in front of Paisleys store had
suffered a heart attack. He had crumpled to the ground and was screaming about
his chest (ch.1, p. 11).

Explanation: This quotation reminds me of a time when I was a kid. Just like Brian,
I once witnessed someone having a heart attack. It wasnt at a shopping mall, but
it was outside in the neighborhood I grew up in. A man was shoveling snow and
collapsed. My father and I rushed over to see if he was okay. When we got there, he
was lying speechless on the cold ground clutching his chest. It was really
frightening! My father knew immediately what was wrong, so he called 911, and
the ambulance arrived within a few minutes. In the end, the man was okay, but
 wow! What a scary experience. I couldnt imagine that happening to the pilot of the
airplane I was flying in.

LINGUIST
Job: To be on the lookout for especially important words, poetic descriptions/effective
imagery and symbols in the reading selection.

When you find words and expressions that are puzzling, or unfamiliar, make a
note of them while you are reading. After reading, record what you think the
word might mean (use context clues), a proper definition, and more familiar
synonyms. You should provide seven-ten words for this session.

Also, record at least 4 examples of figurative language including metaphor,

simile, personification and symbol. Then, explain how they are effective in
revealing the meaning of the passage.

Example Format:

1. a) Word: Write down the word (include the chapter and page number).
b) Context: Write down the sentence in which the word appears.
c) Inference: Write down what you think the word means.
d) Definition: Provide a proper definition of the word (include the part of speech i.e.
verb (v.), noun (n.),
adjective (adj.), adverb (adv.), preposition (prep.)
e) Synonyms: Write down a few synonyms for the word.

2. Simile: [The kites] were floating side by side like a pair of eyes looking down on
San Fransisco (p. 1-2).
This is comparison is effective because hes feeling guilt after Rahims phone call, and
often when we are guilty, it seems as though we are being watched. Therefore, it
helps develop the theme of guilt and how it connects to redemption.

In your Literature Circle:

Present 7-10 vocabulary words, 4 poetic devices (metaphor, simile,

personification), and 1 symbol.

There are many ways you can present your new words; here are a few
suggestions:
 1) Write the new words/expressions in large letters on a cue card (or small
piece of paper) and ask students if they know what it means. Then, tell all the
students what the word means. You could easily make a simple game using
your new vocabulary.

2) Read the sentence from the text that contains the word. Have students
guess the meaning.

3) Read the synonyms and have students guess your word.

4) For the poetic devices, read the passage from the text, have students
guess the meaning or show students the expression and discuss the meaning.

Other group members must write down the new words with their definitions
and a synonym for each. They must also record the poetic devices used.

LITERATURE CIRCLE PROCEDURES

On the days you meet in the Literature Circles, follow the steps listed below.

1. Meet in your Literature Circle group.

2. Ask for your groups folder from the teacher.

3. Captain gives out his/her photocopied questions sheets. If the Captain is absent,
he/she will ensure that the group has copies of the questions. If not, the team will
have to come up with the questions and then will continue as normal.

4. Group members read through the questions (quietly and independently) and
quickly record answers.
(5-10 minutes)

5. Captain leads a discussion based on the questions. Everyone should participate in

the discussion as each person is awarded a mark for participation.

6. Each group member should add to his/her answers as you discuss the questions as
everyone is awarded a mark for completing the question sheet. Do not copy answers
from other group members!

7. The next group member presents his/her task. Do not simply show the other
group members your work. Present it or teach it! (5-10 minutes per member)

8. Once all group members have presented, your teacher may give your group an
additional short task to complete.
 9. When your group has finished, all work must be placed in the group folder for
marking. Make sure your name is on the front, top right-hand corner with the date and
job title listed (i.e. Illustrator). Also, please staple your work in the following order:

Evaluation rubric (including the completed Reflection rubric)

Your task for the session
Your responses to the questions

11. Put all work neatly in the folder and return to the teacher.

Kite Runner Literature Circle Groups

Group 1 Circle One Circle Two Circle Three Circle Four

Justin Captain Illustrator Illustrator Connector
Cadence Captain Linguist Illustrator Illustrator
Gareth Connector Captain Linguist Linguist
Sara S. Illustrator Connector Captain Linguist
Sarah H. Linguist Connector Connector Captain

Group 2 Circle One Circle Two Circle Three Circle Four

Kelly Captain Linguist Illustrator Connector
Phoebe Connector Captain Linguist Illustrator
Jaime Illustrator Connector Captain Linguist
Alex Linguist Illustrator Connector Captain

Group 3 Circle One Circle Two Circle Three Circle Four

David Captain Linguist Illustrator Connector
Emily Connector Captain Linguist Illustrator
Josh Illustrator Connector Captain Linguist
Mia Linguist Illustrator Connector Captain

Group 4 Circle One Circle Two Circle Three Circle Four

Evan Captain Linguist Illustrator Connector
Kurt Connector Captain Linguist Illustrator
Naznin Illustrator Connector Captain Linguist
Abby M. Linguist Illustrator Connector Captain

Group 5 Circle One Circle Two Circle Three Circle Four

Bray Captain Linguist Illustrator Connector
Callum Connector Captain Linguist Illustrator
Jess Illustrator Connector Captain Linguist
Abby L. Linguist Illustrator Connector Captain

Group 6 Circle One Circle Two Circle Three Circle Four

Mohsin Captain Linguist Illustrator Connector
Ryan Connector Captain Linguist Illustrator
Prabneet Illustrator Connector Captain Linguist
Kaylee Linguist Illustrator Connector Captain

LITERATURE CIRCLES: ORAL COMMUNICATION EVALUATION

R Level 1 Level 2 Level 3 Level 4
(<50%) (50-58%) (60-68%) (70-78%) (80-100%)
Listening to Insufficient Student does not listen Student listens Student listens well; is Student listens very O1
(Absent, ill- well; is not engaged sometimes; is mostly engaged when well; is thoroughly
Understand (O1)
prepared) when others are somewhat engaged others are speaking; engaged when others
1.2 Active speaking; when others are are speaking;
Listening Strategies speaking;

Student is unprepared Student is somewhat Student is completely

1.4 Demonstrating Student is mostly
to discuss text and prepared to discuss prepared to discuss
Understanding of respond to others text and respond to prepared to discuss text and respond to
Content text and respond to
ideas. others ideas. others ideas in a
others ideas. respectful manner.
CAPTAIN

CONNECTOR

ILLUSTRATOR

LINGUIST

Speaking to Insufficient Student demonstrates Student demonstrates Student demonstrates Student demonstrates O2
I.S.S. with limited I.S.S. with some I.S.S. with a great deal I.S.S. with a high level
Communicate
competence competence of competence (mostly of competence (always
(O2) (rarely/never leads or (sometimes leads or leads or contributes to leads or contributes to
2.2 Interpersonal contributes to contributes to productive productive
Speaking Strategies productive productive discussions). discussions)
discussions). discussions).
(I.S.S.)
Communication is Communication is
Communication is Communication is clear and coherent and very clear and
2.3 Clarity and often unclear and it is somewhat clear and student is mostly coherent and student is
Coherence obvious that student is coherent and student is prepared very well-prepared
unprepared somewhat prepared
CAPTAIN

CONNECTOR

ILLUSTRATOR

LINGUIST
 Reflecting on Insufficient I listened poorly and I listened somewhat I listened well and was I listened very well O3
was not engaged when and was somewhat mostly engaged when and was thoroughly
Skills and
others were speaking. engaged when others others were speaking. engaged when others
Strategies (O3) were speaking. were speaking.
I was not a very
effective leader. I did I guided and/or I guided and/or I guided and/or
little to guide and/or contributed to the contributed to the contributed to the
STUDENT contribute to the group group somewhat group effectively group very effectively
MUST FILL session. effectively throughout throughout the throughout the
THIS SECTION the session. I session. I mostly kept session. Our group
sometimes kept the the conversation on was always on track
OUT conversation on track track and inspired and had very
HIM/HERSELF and inspired insightful insightful discussions. insightful discussions.
discussions.

CAPTAIN
CONNECTOR
ILLUSTRATOR
LINGUIST

LITERATURE CIRCLES: READING EVALUATION

R Level 1 Level 2 Level 3 Level 4
(<50%) (50-58%) (60-68%) (70-78%) (80-100%)
Reading For Insufficient Student identifies the Student identifies the Student identifies the Student identifies the R1
(Absent, ill- most important ideas most important ideas most important ideas most important ideas
Meaning (R1)
prepared) and details in text with and details in text with and details in text with and details in text with
1.3 Demonstrating limited competence some competence competence a high degree of
Understanding of (not well-prepared) (somewhat prepared) (mostly prepared) competence
Content (very well-prepared!)

Student is unprepared Student is somewhat Student is mostly Student is completely

1.4,1.5,1.6 Making to discuss text; does prepared to discuss prepared to discuss prepared to discuss
Inferences, not infer meaning, text; somewhat infers text; infers meaning, text; infers meaning,
Extending extend understanding, meaning, extends extends understanding, extends understanding,
or analyze text well understanding, and and analyzes text well and analyzes text very
Understanding, and
analyzes text well
Analyzing Texts

CAPTAIN

CONNECTOR

ILLUSTRATOR

LINGUIST

Understanding Insufficient Student identifies Student identifies Student identifies Student identifies R2
elements of style and elements of style and elements of style and elements of style and
Form and Style
explains how they explains how they explains how they explains how they
(R2) communicate meaning communicate meaning communicate meaning communicate meaning
2.3 Elements of with limited with some with competence with a high degree of
Style competence competence competence

LINGUIST

Reflecting on Insufficient I have not kept up with I have somewhat kept I have mostly kept up I have kept up with R3
my reading and was up with my reading with my reading and my reading and was
Skills and
not prepared to discuss and was somewhat was mostly prepared thoroughly prepared to
Strategies (R3) the novel prepared to discuss the to discuss the novel in discuss the novel in
novel detail detail

I did not make an I made an effort to I made a consistent I made an excellent

STUDENT effort to infer somewhat infer effort to infer effort to infer
meaning, extend meaning, extend meaning, extend meaning, extend
MUST FILL understanding and understanding and understanding and understanding and
THIS SECTION analyze the text analyze the text analyze the text analyze the text
OUT
HIM/HERSELF
CAPTAIN
CONNECTOR
ILLUSTRATOR
LINGUIST

LITERATURE CIRCLES: WRITING AND MEDIA EVALUATION

R Level 1 Level 2 Level 3 Level 4
(<50%) (50-58%) (60-68%) (70-78%) (80-100%)
WRITING: Insufficient Student generates, Student generates, Student generates, Student generates, W1
(Absent, ill- expands, explores and expands, explores and expands, explores and expands, explores and
Developing and
prepared) focuses ideas in focuses ideas in focuses ideas in focuses ideas in
Organizing writing with limited writing with some writing with writing with a high
Content (W1) competence competence competence degree of competence
1.3 Generating and (not well-prepared) (somewhat prepared) (well-prepared) (very well-prepared!)
Developing Ideas
CAPTAIN

CONNECTOR

ILLUSTRATOR

LINGUIST

WRITING: Insufficient I have not put much I have put some effort I have put a great deal I have put excellent W4
effort into my written into my written work; of effort into my effort into my written
Reflecting on
work; I have not I have generated some written work; I have work; I have generated
Skills and generated many relevant ideas; my generated many many relevant ideas
Strategies (W4) relevant ideas; my work is somewhat relevant ideas; my that often go above
work is not thorough, complete, neat, work is thorough, neat, and beyond what was
and is lacking in organized and organized and well- asked; my work is
STUDENT MUST
neatness, organization prepared prepared very thorough, neat,
FILL THIS and preparation organized and very
SECTION OUT well-prepared
HIM/HERSELF

CAPTAIN

CONNECTOR

ILLUSTRATOR

LINGUIST
MEDIA: Insufficient Student creates a
media piece of poor
Creating Media
quality which does not
Texts (M2) suit topic, purpose and
audience; it lacks in
detail and effort
Student creates a Student creates a Student creates a M2
media piece of some media piece of good media piece of
quality which quality which suits exceptional quality
somewhat suits topic, topic, purpose and which effectively suits
purpose and audience; audience; it is mostly topic, purpose and
it is somewhat well- well-crafted and audience; it is well-
crafted and detailed; detailed; effort is crafted and detailed;
some effort is obvious obvious effort is very obvious

ILLUSTRATOR
MEDIA: My media piece is My media piece is My media piece is My media piece is M4
limited and basic with somewhat complex mostly complex and thorough, complex
Reflecting on
little detail. I put little and includes some detailed. I put a and very detailed. I
Skills and effort into creating this detail. I put some reasonable amount of put much effort into
Strategies (W4) piece. effort into creating this effort into creating this creating this piece.
piece. piece.
STUDENT MUST
FILL THIS
SECTION OUT
HIM/HERSELF

ILLUSTRATOR