Chapter 20: The New Orphanage in Kabul

Learning objectives: To analyse Chapter 20 of “The Kite Runner” and prepare for a piece of creative response to the novel.

Make notes on these questions about chapter 20:

1. How is the description of Kabul on pages 214-216 contrasted with the reminiscences of Farid and Amir? How does this affect their relationship?
2. On pages 216-217, how does Hosseini use language to allow Amir to communicate his fear of the Taliban?
3. On pages 217-219 how does the tone of Amir’s narrative change when he meets the beggar? How does this fit into his ‘journey’ to find Sohrab?
4. How does the tone of the episode about the entrance to the Orphanage contrast with what they discover about the Orphanage and the director in the rest of the chapter?
5. What does this tell us about the experience of Afghanistan and about how this may have affected the moral outlook of its people?

Amir’s letter to Soraya
Imagine you are Amir and you write a second letter to Soraya just after you have visited the orphanage in Kabul. In your letter you explain:

· How your journey has unfolded since crossing the Khyber Pass
· What happened at Wahid’s house
· Your experience of returning to Kabul
· What you found at the orphanage
· How these experiences have affected you

Try to imitate Amir’s voice by including a combination of description, reported speech and personal responses of an emotional kind. Try also to include Pashtun/Farsi words where you can to reflect this feature of his narration. Use chapters 19 and 20 to help you plan and write your letter. Try to write about 600 words. You could begin:

Soraya jan,
I hope all is well back in America for you, General Taheri and Khala Jamila. I am truly distraught by the devastation I have witnessed here…

Image: Kabul's forgotten children by Massoud Hossaini.

The Kite Runner: Aspects of Narrative

The Kite Runner by Khaled Hosseini.
In this week's lesson we will focus on aspects of narrative. You should also begin to get familiar with the assessment objectives for this AS Level course: 

AO1

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts

AO3

Explore connections and comparisons between different literary texts, informed by interpretations of other readers

AO4

Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and receive

You should hand in your Transition Task today on Amir, Themes and Motifs in the novel "The Kite Runner".

Task 1: Aspects of Narrative
In pairs, make a list of aspects of narrative that you are familiar with such as character and setting. List as many as possible.

Task 2: Chapter 1

1. Gather all the information you can about the narrator
2. What central themes are established in this opening?
3. What are the implications of the phrases "frigid overcast day" and "frozen creek"?
4. What about the sentence "It was my past of unatoned sins"?
5. What is the significance of Rahim Kahn's statement "There is a way to be good again"?
6. How does the chapter end? Why?

Task 3: Chapter 2
What do we learn from this chapter about:

• Amir's house and garden?
• Ali and Hassan's quarters?
• The role of Hazaras in Afghan society?
• The relationships between Ali, Rahim Kahn, Hassan, Amir, Sanaubar and Baba

Homework:
1. Complete the chapter Study Grid about Chapters 1 and 2.
2. Prepare a presentation on on of the following:

• The difference between Sunni and Shi'a Muslims.
• The history of Afghanistan since the 1950s and before.
• Ethnic groups in Afghanistan.
• The geography of the region of Afghanistan.
• Languages used in Afghanistan and by whom.
•  Kite Flying in Afghanistan

 Image: Novel cover.

Coursework and "Great Expectations" by Charles Dickens

Learning objectives
To analyse Shakespeare's use of language in "Much Ado" and in comedy
To draft coursework

Starter: AO 2
Watch and take notes on "The language of comedy" video clip.
FInd 3-4 examples of the uses of language suggested by the video.

Main
The use of prose and poetry: 30% Verse/70% Prose
Find examples of verse and prose in the play.
Find examples of where one changes into the other.

What does Shakespeare use each for?

AO3: Other readers.
Read your critical extracts.
In groups, does the extract:
1. Give you any new knowledge that is helpful for your interpretation of the play?
2. Help crystallise your ideas?
3. Spark off ideas to send you back to the play with?
4. Challenge your ideas about the play?

Highlight 2 or 3 quotations you could use in your coursework.
Share these with the class.

Coursework drafting.

Homework:
1. Complete first draft of coursework (1250-1500 words) word processed and 1.5 or double-spaced.
2. Complete reading "An Importance of Being Earnest"
3. Begin reading "Great Expectations" by Charles Dickens. Read chapters 1-12.

Exploring genre: Dramatic comedy

Learning objectives
1. What is comedy as a dramatic genre?
    -Looking at production photos.
2. Comparing comic extracts as examples of the genre.
3. Understand the script as a playscript.

Please hand in your homework today.
  
Activity 1
We will look at a number of photographs of comedies on stage. You will need:

Comedy stage photos
Notes on comedy as a genre and types of comedy

For each photo, discuss what you can tell about comedy as a dramatic genre

Feedback your ideas to the group.

Activity 2
Comparing extracts from dramatic comedies

1. Read one extract and discuss what it might suggest about the play including elements of comedy as a genre and themes.

2. Read the second extract and compare it to the first. Do you notice any connections?

3.Compare a third extract.

What do you notice about:

-subject matter
-common themes
-Typical plot conventions and structures
-Typical characters
-comic motifs and patterns
-genres and types of comedy

Feedback to the group

Activity 3
Reading the script: Act 2 scene 1
We will read this scene in the light of our discussions today.
What elements of dramatic comedy do you notice in this scene?

Plenary
What have you learned about dramatic comedy as a genre?

Homework
Research types of comedy such as 'Burlesque'.

Image: Scene from A Midsummer Night's Dream by William Shakespeare.

A merry war: Benedick and Beatrice in Act 1 Scene 1

We will focus on AO1 and AO2.

In today's lesson we will be considering what we mean by 'drama' and by 'comedy'. We will also be studying the opening of "Much Ado About Nothing" to try to understand how Shakespeare presents Benedick and Beatrice to us.

The meaning of comedy as drama
In small groups, brainstorm what you understand by the words 'drama' and 'comedy'. Think about:

Drama

• What distinguishes drama from, for example prose?
• What resources does a dramatist have at his or her disposal to tell their story that a prose writer does not have (e.g. costume)
• What are some of the ingredients we should expect to find in a successful drama?
• What drama is popular today on television/in film?
• What features of Shakespeare's drama are you familiar with?
• How many of Shakespeare's plays can you name?

 Comedy

• What ingredients might we expect in a comedy?
• What kinds of comedy can you think of?
• What is the appeal of comedy over tragedy?
• What kinds of comedy are popular today on television?
• Can you name any?
• Can you think of any special features of Shakespeare's comedies?
•  How many of Shakespeare's comedies can you name?

Be prepared to share your ideas.

The presentation of Benedick and Beatrice in Act 1 Scene 1 of "Much Ado About Nothing"

In pairs:
What famous couples or lovers from films or literature can you think of?
What characterises their relationships?

 We will be reading scene 1.

The "merry war": In two groups, collect ideas from the scene about Benedick and Beatrice.

What are each like?
What kinds of things do they say to each other when they meet?
What kind of relationship do they seem to have at the start of the play?
How does Shakespeare want us to see them here?
How evenly matched are they in fact in terms of verbal wit?

Select at least 5 quotations by each that you think are interesting and reveal something about their characters. Use A4 paper to collect your ideas.

Now feedback to the class.

We meet Beatrice first and are told about Benedick by her before he enters.
What difference does this make?

Shakespeare's Language

Make notes on Shakespeare's Language:

• The use of animal imagery
• Images of friendship and love

Homework

Summarise what we learn about Beatrice and Benedick in Act 1 Scene 1 in about 500 words using quotations from the script.

Research Shakespeare's Theatre and make notes on what you find out.

Image: Beatrice and Benedick argue in Branagh's production.

Unit 2 Drama: The Game of Love

You will be writing two pieces of coursework (2400-3000 words combined) about two plays:

“Much Ado About Nothing” by William Shakespeare and “The Importance of Being Earnest” by Oscar Wilde.

You must complete this coursework by Christmas.

“Much Ado About Nothing”: The game of love

Today we will work on introductory ideas about one of the key themes you will focus on: Love.
Much of the play “Much Ado About Nothing” is about ‘the game of love’ between men and women.
What are your views about the following statements? Discuss them with a partner/small group.

1. Men and women should marry persons of a similar social and economic status as themselves.
2. People choose with whom they will fall in love.
3. It is better not to marry than to marry and risk being cheated on by your spouse.
4. Most people can be trusted to be faithful in marriage.
5. Men are attracted to women who are assertive and bold.
6. Jealousy in a romantic relationship is usually a sign the relationship has problems.
7. Because parents usually know what is best for their children when it comes to choosing a mate, children should go along with their parents' wishes in this regard

Sayings about love
There are many sayings about love such as “love is blind”. Brainstorm as many as you can think of. Be prepared to share with the group.

What is the basis for these?
What is special about love that cause people to be “blind” or “fall”?

Love in popular songs

Now list as many popular songs about love that you can think of.
What kinds of love are they about?
Can you list different aspects of love from them – jealousy, breaking up, falling in love, missing a partner etc.

Songs about love in “Much Ado”: “Sigh no more” (2.3.)

After reading one of Balthasar’s song from the play, work in pairs to make notes on/annotate the song about these questions:

1. To whom is the song addressed?
2. What does it say about men?
3. What about women?
4. What advice does the song give to women?
5. Why do you think Shakespeare chose this song for this moment in the play?

There are several other songs in this play – in Act 5 scene 2 and Act 5 scene 3.
Can you find them?
Discuss what they are about together.

What aspects of love might we come across in this Shakespeare comedy?

Homework

Research customs for courtship and marriage in Shakespeare’s time in England (around 1600).
Make notes on at least one side of A4 paper to hand in on Wednesday 12th September.
DO NOT JUST PLAGIARISE from the INTERNET.

Image: Benedick and Beatrice in Kenneth Brannagh's production

University Academy Holbeach AS Level English Literature

I am currently working on setting up new elements of this blog for students at the Academy. This will include links for your texts on the AQA GCE English Literature Syllabus B:

• Much Ado About Nothing by William Shakespeare
• The Importance of Being Earnest by Oscar Wilde
• Great Expectations by Charles Dickens

You can come to this site for your weekly assignments and I will post the work set for our lessons here too. Look out for help with coursework, the exam board as well as with each text and author.

See you next term!

Image: Lady Bracknell discusses Mr Bunbury with Algernon Moncrieff in Oscar Wilde's The Importance of Being Earnest.