Postreading the Kite Runner

In this weeks reading, I found so many useful tools that will be beneficial to students in post reading exercises. In the past, I felt I had adequately addressed post reading, but after the reading, I found that my strategies were a bit boring and un-engaging! The fourth chapter of The Kite Runner (Hosseini, 2003) is one that gives the background relationship of Baba and Ali; this parallels the relationship that Hassan and Amir have, a generation later. The Hazara and Pashto tribe and differences are also gone into in more depth. This chapter is one in which many relationships are introduced and it is imperative that the students understand the intricacies of these in their reading. I chose two methods, the small group discussion and Hot Seat for the post reading strategies.
The small discussion will be beneficial in the post reading of chapter four because it deals with several inferences. Our text stated small group discussions ???Provide chance for students to help each other clarify understandings of content.??? (Reading in the content areas, 2004). The students will be placed by numbers in groups of four. The students will then have directed questions in which they will discuss.
1. When Amir changes the text in Shahnamah what do you think his purpose was
2. Both Baba and Amir grew up and were playmates to their ???servants???. What differences do you see in how they were treated both in public and in private
3. Why do you think Amir would deliberately trick Hassan in reading and his vocabulary
4. What so you think Amir meant when he said ???Afghanistan changed forever.”(Hosseini, 2003)
5. How was Rahim reaction to Amir??™s short story different from Baba??™s Why
By discussing these questions as a group, the students will see various opinions and theories.
The second strategy I will use is ???Hot Seat??? (Laureate, 2008). I was particularly intrigued by this strategy and think it is the ideal way for students to truly have a grasp on what they have read. What better way, as well as fun, way to ???grasp and understand??? a novel than to have the students play the character. I will use this throughout the novel and have the roles change by chapter. I also think this will promote the reading level of the students, as they are reading to be ???experts??? on a character. This strategy will work well in my classroom because it is new and will be perceived as ???fun??? instead of work! Anytime you are in front of the class, you tend to be prepared, so I think that will also help the motivation to read the novel thourghly.
By providing guidance and modeling, I know my students will benefit from listening to their peers, sharing information as well as developing their higher level learning through interaction and participation within the class.

Alvermann, D.E., Phelps, S.F., & Ridgeway, V.G. (2007). Content area reading and
literacy: succeeding in today??™s diverse classrooms. Boston, MA:
Allyn and Bacon.
Hosseini, Khalid. (2003). The kite runner. Riverhead Books, New York, NY

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Laureate Education, Inc. (Producer). (2007). Programs 4-7: During-Reading Strategies, Part 1. Reading in the content areas, Grades 6??“12 [Video recording]. Baltimore: Author.

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