UPLANmodel 1

0
Me l i s s a Re i c h a r d
2013

Unit Plan: What does it mean to be free?
1

Table of Contents
Rationale 2-3
Goals 4
Common Core Standards 4-5
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Summative Assessment

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RATIONALE:
Acclaimed author and winner of The New York Times bestselling novels, The Kite
Runner and A Thousand Splendid Suns, Khaled Hosseini writes provocative nonwestern
literature that captures audiences of all cultures. I have heard that some districts have begun to
include The Kite Runner into their curriculums, incorporating it within grades 10
th
or 11
th
, so I
wanted to direct my reading for this UPLAN toward Hosseinis other known text, A Thousand
Splendid Suns. Much like The Kite Runner, A Thousand Splendid Suns offers a culturally rich
description of life in Afghanistan. Hosseinis novel is a gripping text about two females who are
forced to find their way through their culture and society. Joined together through marriage to an
unforgivable man, Mariam and Laila must find a way to discover and fight for freedom for
themselves, as well as their family.
I chose this text because it has a variety of valuable themes that are relevant to readers
when reflecting on the American society, as well as our relationship with other cultures and
countries, and relevant to readers on a personal level. The detailed description of Afghanistan
and the culture of its people is an illuminating and influential experience that offers so much to
Hosseinis readers because members of our own can see the similarities and differences between
the American and Afghanistan cultures, as well as how our relationship has impacted each other.
In addition, A Thousand Splendid Suns offers a phenomenal, inspiring, and empowering journey
centered on two women. Implementing a text with women as the central characters of the plot is
different than the traditional male-centered canonical texts. Im hoping that through this text,
both my male and female students can stir discussion about their positions, opinions, and
thoughts on gender roles and development in Afghanistan as well as America. Aside from
gender and culture, this text also highlights warfare and the affects it has on society. As war
invades both countries, its critical to think about why countries go to war. Whats their
purpose? Are they fighting for freedom and to what degree are they establishing peace if they
only cause destruction while trying to accomplish their task(s)? Are they fighting for the
protection of their people? As students think about the wars that occur within this text, my goal
is to get them thinking about their own freedom and the cost thats attached to freedom. Even on
a smaller, more personal level, the concept of freedom is prevalent within each characters
development and his/her relationship with their society, nature, themselves, and/or another
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character. I would like for my students to think critically about the degree to which they control
their own freedom and the degrees we go to in order to find and/or establish freedom.
Hosseinis story also offers lessons on forgiveness, redemption, family, love, and faith.
Through the development of Mariam and Lailas character, readers are invited to examine and
analyze the ways in which we bend, flex, and break ourselves out of love for another human
being, whether they are family, a lover, or a friend. Connected through a brutal, abusive, and
manipulative marriage, Laila and Mariam grow to love each other and serve as each others
freedom and release from their repulsive husband, Rasheed. As the story unfolds, they realize
that they would do anything for each other, even kill, if it meant that the other would be free.
A Thousand Splendid Suns also relates to the ELA not just through the relevance in
humanities, but also on a linguistic level. A Thousand Splendid Suns is incredibly rich in
language, whether it is Farsi, Pashto, or English. Hosseini provides authentic dialogue through
the use of his vocabulary, syntax, and the emotions of each character that are conveyed through
his expressions. The text offers an opportunity to learn about how various dialects and languages
can be representative of a particular group of people and how they can be discriminated against
by the dominating authority in society. In addition, the text is also a detailed narrative that
provides students an opportunity to foster a closer relationship and/or insight to the experiences
of the characters. Examining Hosseinis use of the narrative offers students a chance to ask why
and how it is more effective when taking readers through the story line.
Because technology and media is so popular in our society today, its worthwhile to
watch the film adaptation of A Thousand Splendid Suns. Students will be able to compare and
contrast the differences between text and visual forms. In addition, they can articulate or
pinpoint what is able to be conveyed through film thats not able to be conveyed through text and
vice versa. Being a different form of learning, the film adaptation can aid visual learners in the
study of our text. Students can also talk about the benefits of having a different genre of
teaching and learning, other than written and spoken form.
Khaled Hosseinis A Thousand Splendid Suns is much more than a tale about two women
finding freedom. It raises so many more issues and questions that are sometimes washed over,
forgotten about, or unaddressed because of their complexity and/or controversial tension. This
narrative provides a way to unify two very different cultures and illuminate how literature can be
used as a tool to communicate and reconcile various cultures, ideals, beliefs, and practices.
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GOALS:
1. Students will examine key passages and themes from the text in order to understand how
factors such as government, family, societal dogma, cultural traditions, warfare, etc.
shape our individual lives and society as a whole.
2. Students will analyze Hosseinis style of writing in order to discuss why taking a more
personal approach to writing is more effective in this story.
3. Students will compare and contrast American and Afghan cultures in order to understand
our relationship with each other.
4. Students will discuss and cite contextual evidence in order to reflect on the ways in which
we control our own lives and freedom.

COMMON CORE:
Below are the following standards derived from the Common Core. Each standard has been
explicitly implied within every lesson and can be seen in relation to the objective for which it
serves.
1. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
3. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
4. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
5. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas
6. CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
7. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
9. CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
5

10. CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
11. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
12. CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a words position or function in a sentence) as a clue to the meaning of
a word or phrase.
well-reasoned exchange of ideas.
14. CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
15. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
16. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared having read and
17. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks.
18. CCSS.ELA-Literacy.SL.11-12.5 c Make strategic use of digital media (e.g., textual,
19. CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
20. CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
21. CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.

6

Standards Map
Standard 1 2 3 4 5 6 7 8 9 10
CCSS.ELA-Literacy.CCRA.R.1 X
CCSS.ELA-Literacy.RL.11-12.4 X
CCSS.ELA-Literacy.SL.11-12.1a X X X X
CCSS.ELA-Literacy.SL.11-12.1d X
CCSS.ELA-Literacy.SL.11-12.5 X X X
CCSS.ELA-Literacy.SL.11-12.2 X
CCSS.ELA-Literacy.RL.11-12.5 X
CCSS.ELA-Literacy.L.11-12.1a X
CCSS.ELA-Literacy.L.11-12.3 X
CCSS.ELA-Literacy.L.11-12.4a X
CCSS.ELA-Literacy.SL.11-12.1c X X X
CCSS.ELA-Literacy.W.11-12.3a X X
CCSS.ELA-Literacy.W.11-12.4 X X
CCSS.ELA-Literacy.W.11-12.5 X X

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Unit: What is Freedom?
Lesson 1: Reading Strategies
Time: 50 minutes

Common Core Standards:
1. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and ideas.
3. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.

Objectives:
1. Students will learn about various reading strategies in order to help them comprehend,
analyze, define, connect, and interpret their readings as they progress through A
Thousand Splendid Suns.

Materials Needed:
1. 30 copies of Table 6.3 Reading Strategies and Processes from Dimensions of Literacy
The Reading Process (134-135)
2. 30 laptops

Resources:
1. Kucer, Stephen B. Dimensions of Literacy: A Conceptual Base for Teaching Reading and
Writing in School Settings. 2
nd
ed. New Jersey: Lawrence Erlbaum Associates, Inc.,
2005. Print.
2. https://www.teachervision.com/reading/resource/48646.html

Assessment:
1. Students will be assessed according to their ability to present and explain what reading
strategy they chose, why they chose it, how they applied it, and how it helped them in
their reading.

Differentiated Instruction:
Tier I Tier II Tier III
All students will be expected
to participate in reading
strategies activity.
Students in Tier II will be
given a specific short story
along with 2 reading strategies
of their choice.
Students in Tier III will be
assessed and accommodated
according to their IEP and/or
giftedness.

Comment [1]: l've been Lhlnklng of dlfferenL
ways Lo organlze and creaLe Lhls parLlcular lesson,
buL l have been sLruggllng wlLh ldeas and ways Lo
scaffold lL. l was Lhlnklng abouL sLarLlng wlLh maybe
a sLory or someLhlng from llke a falry Lale, or a
slmple shorL sLory and ask Lhem Lo move Lhrough lL
uLlllzlng dlfferenL sLraLegles and Lhen explaln Lo Lhe
class whaL sLraLegles Lhey've used and why Lhey
chose LhaL parLlcular one, how Lhey declded Lo
lmplemenL Lhem, how lL helped Lhem, eLc.

l've also LhoughL abouL dolng a owerolnL LhaL
would explaln each readlng sLraLegy separaLely and
Lhey'd Lake noLes, buL durlng my fleld placemenL,
l've come Lo grlps LhaL presenLlng a owerolnL Lo a
class of hlgh school sLudenLs ls exLremely lneffecLlve
and sLudenLs [usL copy verbaLlm from Lhe slldes, noL
really processlng whaL Lhey're wrlLlng, so l Lhlnk
maybe puLLlng Lhelr skllls lnLo pracLlce would be
more helpful/useful Lo Lhem?
Comment [2]: Agreed-good SCAllCLulnC !
Maybe an Afghan sLory or falry Lale LhaL ls slmllar Lo
one we know ln Lhe WesL?
8

Activities:
1. Introduction
a. Introduce reading strategies to students by handing out the copies of Table 6.3
Reading Strategies and Processes Dimensions of Literacy.
b. Ask students to take 20 minutes to thoroughly read through each strategy and
create their own interpretation of what each means.
2. Independent Practice
a. Instruct students to find a short fairy tale story, or a short story that they enjoyed
reading from our class thus far.
b. Ask students to apply at least five different reading strategies as they read their
short piece.
i. What strategy did you use?
ii. How did you apply it?
iii. Was it helpful to your understanding of the reading? Why/Why not?
iv. Did it hinder your progress or understanding in any way? How?
3. Discussion
a. Ask a few students to present what they read as well as the questions they were
guided with throughout their practice with reading strategies
b. Whatd they think?
i. Helpful?
ii. Hindering?
4. Closure

Closure:
1. Ask students to utilize reading strategies within their reading journal as they venture
throughout A Thousand Splendid Suns. Inform them that their implementation of reading
strategies will be occasionally asked about during readings and discussions, as well as
referenced through activities.
2. Ask students to hand in their classwork for participation and completion. (Check
students understanding of the reading strategies. If its clear theyre struggling with
them, e-mail them and/or conference with them before next class.)

9

Lesson 2: Introduction for A Thousand Splendid Suns
Time: 50 minutes

1. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
well-reasoned exchange of ideas

Objectives:
1. Students will read Saib-e-Tabrizis poem, Kabul, in which Hosseinis novel, A
Thousand Splendid Suns title evolves from, in order to discuss the images of
Afghanistan as a country and culture before warfare occurred.
2. Students will analyze and depict the images in the poem in order to contrast them to
modern-day Afghanistan.
3. Students will make connections between the poem and the title of our text in order to
analyze and question how or if freedom is susceptible to change depending on whos in
power.

Materials Needed:
1. Computers
2. 30 copies of Kabul by Saib-e-Tabrizi
3. A Thousand Splendid Suns

Resources:
1. Saib-e-Tabrizis Kabul

Assessment:
1. Students will be assessed formally through facilitation of groups and each members
ability to actively participate in small and large group discussion.
2. Students will also be assessed on their fulfillment of their roles within their small group.

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All students will be expected
to participate in small and
large group discussion and
able to play a role in the
dissection of Tabrizis poem.
Students in Tier II will be
given a specific line to analyze
and a specific question to
answer about that line.
Students in Tier III will be
assessed and accommodated
according to their IEP and/or
giftedness.

Activities:
1. Bell Ringer (10 minutes)
a. Students will be prompted to answer the following questions in a journal entry:
What does it mean to be free? What influences our degrees of freedom? (5
minutes).
b. Students will pass their journal entry to the person behind them (back person will
circle theirs to the front) and have the person behind them respond to their peers
writing (5 minutes).
2. Small group (20 minutes)
a. Students will get into groups and discuss (See attached Group Roles sheet)
Kabul by Saib-e-Tabrizi
i. What images come to mind when you read about Afghanistan?
ii. How do these images make Afghanistan appear before the country entered
a time of war and violence?
iii. Whats Tabrizis purpose in composing this poem? Who do you think his
audience was at the time? How do you think it would have reacted to the
piece? How would it be perceived now?
b. After discussing the contents of the poem, students will search the web and find a
photo of Kabul in the way Tabrizi depicts it and a photo of modern-day Kabul.
c. Students will compose a chart to compare and contrast Afghanistan the way
Tabrizi depicts it and how it is portrayed now.
i. What are the differences between these images?
ii. What do you think are the reasons for the differences between these two?
iii. Does this poem depict freedom in Kabul? If so, what images or lines
suggest that?
iv. Is it possible for someone to still love their country even though its been
upheaved by individuals of authority? Is someone a traitor if they move
away from their home country into another? Let alone, the country they
go to war with?
d. Students will share their charts in a large group discussion
3. Large Group (20 minutes)
a. Students will break off from their small groups and circle into a large group
consisting of the rest of their peers.
b. Students will explain their groups dissection of the poem, demonstrating how the
poem paints Kabul, and then presenting the images they chose to the class.
c. Students will discuss how freedom can be seen in Tabrizis poem and how the
concept of freedom has changed overtime in Afghanistan as well as America.
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4. Closure (10 minutes)

Closure:
1. Students will be asked to make predictions about how Tabrizis poem plays a central role
in the plot development of our text.
a. Why did Hosseini choose to use these two lines?
b. What affect does it have on the title? What does it suggest?
c. How might it play a role in the story?
2. Students will be asked to read chapters 1-6 of A Thousand Splendid Suns

Homework:
1. Read A Thousand Splendid Suns chapters 1-6.
2. Employ reading strategies:
a. Make predictions within text
b. Ask questionswrite them down!
c. Circle vocabulary words throughout their reading that are foreign and/or unknown
i. Keep a vocabulary journal of these termsLook their definitions up
and/or use them within context of the text.

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Kabul by Saib-e-Tabrizi

Oh, the beautiful city of Kabul wears a rugged mountain skirt,
And The rose is jealous of its lash-like thorns.
The dust of Kabul's blowing soil smarts lightly in my eyes,
But I love her, for knowledge and love both come from her dust.

I sing bright praises to her colourful tulips,
The beauty of her trees makes me blush.
How sparkling the water flows from Pul-i-Mastaan!
May Allah protect such beauty from the evil eye of man!

Khizr chose Kabul to Paradise,
For her mountains brought him near to heaven's delights.
The fort's dragon-sprawling walls guard the city well,
Each brick is more precious than the treasure of Shayagan.

Every street in Kabul fascinates the eye.
In the bazaars, Egypt's caravans pass by.
One could not count the moons that shimmer on her roofs,
Or the thousand splendid suns that hide behind her walls.

Her morning's laugh is as gay as flowers,
Her dark nights shine like beautiful hair.
Her tuneful nightingales sing with flame in their notes,
Fiery songs like burning leaves, fall from their throats.

I sing to the gardens, Jahanara and Shahrara.
Even the Tuba of Paradise is Jealous of their greenery.

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Lesson 3: History of Afghanistan
Time: 50 minutes

1. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
3. CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

Objectives:
1. Students will explore the history, geography, and culture of Afghanistan through a
WebQuest in order to gain fundamental background knowledge of the role it plays
through our text (CCSS.ELA-Literacy.SL.11-12).
2. Students will discuss and present their discoveries with their peers, making comparisons
and resolving discrepancies between various sources in order to distinguish reliable
information and sources (CCSS.ELA-Literacy.SL.11-12.5).
3. Students will analyze Part I of the text, pages 1-36, in order to theorize and conclude how
and why Khaled Hosseini may have begun his narrative in Mariams childhood
(CCSS.ELA-Literacy.RL.11-12.5).

Materials Needed:
1. Classroom laptops
2. Internet accessWi-Fi

Resources:
1. A Thousand Splendid Suns WebQuest
http://webquestsplendidsuns.weebly.com/index.html
2. Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print

Assessment:
1. Formal assessment will be conducted through students ability to research, analyze,
question, and discuss WebQuest activity.
2. Summative assessment for lesson will be gathered through completion of the WebQuest
and their ability to relate what they researched to their predictions of the text and how it
ties into the plot as a whole.

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All students will be
given the WebQuest
activity and expected
to complete the
questions
independently and in a
thorough manner.
expected to converse
with their peers after
the activity, making
rationalizations for
their results and/or
discussing and
resolving
discrepancies.
Students within Tier II
will be given the
option to work with a
partner in order to
complete the
WebQuest
Students within Tier
III will be assessed and
accommodated
according to their IEP
and/or giftedness.

Activities:
1. Introduction (2 minutes)
a. Students will be given an overview on how to complete a WebQuest
b. Students will be assigned to get questin right away to make the most of time.
2. WebQuest (30 minutes)
a. Instruct students to go to the following link:
http://webquestsplendidsuns.weebly.com/index.html
b. Inform them to be sure to write their responses in their own words and not to
copy/paste the answers from the site to their word document
c. Students will work independently on their own computers, except students within
Tier II, or those with IEPs.
d. Monitor and facilitate students by walking around and working with them should
they have questions. It may be helpful for the teacher to do the WebQuest at the
same time so that the students can gauge where they are at/should be in regards to
time.
3. Partners
a. After the WebQuest, students will turn to their partner and share their results with
each other.
b. Students will discuss their reasoning for each answer and justify where they found
it and why it sufficiently answers the question.
c. Students will then turn to their texts and analyze pages 1-36
i. Why do you think Hosseini chose to begin his novel in a time of
innocence?
ii. Why do you think he chose Kabul as the setting of our text?
iii. What is the historical context of this setting?
iv. How does this setting impact what weve read so far and that of Hosseinis
life?
15

4. Closure

Closure:
1. Students will be asked to think about the foundations of Afghanistans history and the
role it plays in the development of our story.
2. Students will be assigned to read from chapter 7-14 (the end of Part I).

Homework:
1. Read chapters 7-14 (the end of Part I)
2. Make predictions about Mariams fate
a. Will she go into Herat?
b. What will happen to Nana?
c. How will Mariams choice influence her relationship with Nana?
d. How will Mariam be received by Baba when she gets to Herat?
e. How is gender portrayed in the text?

16

Lesson 4: Analyzing Gender Roles
Time: 50 minutes

1. CCSS.ELA-Literacy.L.11-12.1a Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
2. CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
3. CCSS.ELA-Literacy.L.11-12.4a Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a words position or function in a sentence) as a clue to the meaning of
a word or phrase.

Objectives:
1. Students will watch YouTube clip on women in Afghanistan in order to discuss their
initial thoughts and reflections on the positions of women in society and how they have
remained dynamic and/or static throughout different cultures and generations
(CCSS.ELA-Literacy.L.11-12.1a).
2. Students will reflect on what they have read for homework in order to explain how the
language and vocabulary play a role in character development and relationships
(CCSS.ELA-Literacy.L.11-12.3, CCSS.ELA-Literacy.L.11-12.4a).
3. Students will form groups and debate on various topics related to women and men in
Afghanistan and America in order to compare and contrast gender roles in multiple
countries and societies (CCSS.ELA-Literacy.L.11-12.1a).

Materials Needed:
1. Computer with Internet access
2. Projection screen

Resources:
1. http://youtu.be/W0Q9n4gmJrY by theifilestv
www.islamswomen.com/extras/quiz/index.php

Assessment:
1. Students will be assessed formally through their ability to actively participate in group
discussion, sharing their opinions, reflections on the YouTube clip, drawing connections
to the text, as well as through their own opinions through journal reflections, and their
role within the debate.

17

expected to participate
in journal entries and
sharing reflections
about the YouTube
video.
will be given a handout
of the vocabulary
words from the text,
rather than having to
pull their own
examples from their
reading.
accommodated
and/or giftedness.

Activities:
a. Begin class by asking one of the students to briefly explain what they read for
homework.
b. Give students a small pretest on women in Afghanistan
i. As student watch YouTube clip, review the pretests
ii. Assess what students need to know and/or what topics to talk about when
engaging in discussion
c. Show students YouTube (10 minutes) clip on women in Afghanistan. Provide
them with the following questions:
i. How is polygamy portrayed in this clip? Are there times in which
polygamy can be beneficial to men and women?
ii. When the woman says, When my father found me, he put me in prison
how does that illustrate the family relationships and priorities of the
family?
iii. What does it mean to commit a moral crime?
iv. Is it a moral crime to rescue yourself from an abusive relationship?
v. How does this relate back to our Big Question about what it means to be
free?
d. After the clip, ask students to spend 10 minutes writing their reflections on the
clip. Ask them to respond to the questions, but also drawing on any other
questions and thoughts they may have had while watching the clip.
e. When students finish writing, ask them to pass their entry to the person behind
them and respond to their peers entry (5 minutes).
f. After theyre finished responding, open the discussion up to large group.
2. Large GroupStudents must provide textual evidence to support their claims
(20minutes)
a. What did these clips make you think about gender roles in the Afghan society?
b. How do these roles relate to other gender roles around the world?
c. Are there instances of gender discrimination in America?
d. How can we be aware of these gender roles and positions?
e. What other biases are present in our text?
3. Closure

18

Closure:
1. As students leave, hand them a slip of paper with instructions for the debate, their group
number, and group topic.
2. Inform them that they will be evaluated based on the information they have prepared for
their debate topic.

Homework:
1. Students will research their topic in preparation for debate in the next class.

19

Lesson 5: Debates
Time: 50 minutes

3. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.

Objectives:
1. Students will have prepared research supporting or rejecting their groups topic in order
to actively participate in group debate (CCSS.ELA-Literacy.SL.11-12.1a).
2. Students will work collaboratively within their groups, presenting the research they did
for homework to their group members, in order to rationalize and agree on one position to
present to the class (CCSS.ELA-Literacy.SL.11-12.1c).
3. Students will present their position on their topic to the class in order to illuminate and
discuss the historical context and relation to our text (CCSS.ELA-Literacy.SL.11-12.3).

Materials Needed:

Resources:
1. http://athousandsplendidsuns403.weebly.com/part-2-religion.html
a. http://www.iwrp.org/pdf/afghan_paper.pdf
b. http://www.islamswomen.com/hijab/hijab_suppression_or_liberation.php
c. http://www.mideasti.org/content/oppressed-women-afghanistan-fact-fiction-
or-distortion

Assessment:
1. Students will be assessed through their preparation for debate
2. Students will be assessed based on their participation and interaction with group members
and debate topics.

20

expected to present
their research on their
debate topic to their
group members
All students are
expected to play a role
in the group work by
will be given some
handouts (see
resources) on their
group topic
They will be asked to
read through their
handout and take a
position based off what
theyve concluded
from their readings.
accommodated
and/or giftedness.

Activities:
1. Debate
a. Split students into their four groups.
i. Assign group roles: Researcher 1, Researcher 2, Picture Manager,
Recorder, Team Captain, and Resource Manager)
b. Remind each group of their topic:
i. The Hijab is a symbol of oppression
ii. The Hijab is a symbol of modesty.
iii. Marriage under Islam is patriarchal and demeaning toward women.
iv. Marriage under Islam is based on love and equality.
c. Students will present the research their prepared for todays class to their group
members, explaining whether or not they agreed or disagreed with the topic based
on their inner thoughts and opinions, as well as their research.
d. As a group, students will extend their research their topic and choose to either
defend or reject it based on their research and group opinions
i. Students must come up with a group consensus on whether or not they
agree or disagree with their groups topic.
ii. Should students not agree on the group consensus, they must present each
other with research that supports their claim.
e. Students will present their case to their peers
i. The class must choose to take a stand on the topic and discuss/debate their
reasoning
ii. Students must propel and support their claims, thoughts, and opinions with
research and textual evidence.
2. Closure

Closure:
1. After all groups have presented their case and thoroughly discussed each groups topic,
summarize the importance of these concepts in relation to our plot and character
developments and relationships.
2. Assign students a journal or blog entry
21

Homework:
1. Students will write a two page journal entry or blog reflecting on todays classroom
debate, their thoughts on how it relates to the text, and how literature is used as a tool to
illuminate and navigate through historical and social issues.

22

Name: _______________ Date: _______________ Class: ________________

What Do You Know About Islams Women?
(www.islamswomen.com/extras/quiz/index.php)

1. What is the relationship of a wife to her husband?
a. His personal property and servant
b. His housekeeper and child care-giver
c. His companion and partner in lifes journey
2. When were Muslim women allowed to be witnesses in courts?
a. More than 1,400 years ago
b. Womens testimony is not accepted in Islam
c. After mass women protests in 1953
3. In Islam the most perfect believers are the best in conduct and the best of them are:
a. Those who are soft and gentle in nature
b. Those who acquire scholarly knowledge
c. Those who are best to their wives
4. What is the status of ownership for a woman?
a. Women do not ever own anything in Islam
b. Everything she owns belongs to her husband
c. She keeps all of her property and money, while the husband pays all the
expenses
5. Who commands the women to cover themselves in public?
a. The husbands
b. God Almighty (Allah)
c. The fathers
6. Women cover in Islam because:
a. Men force them to do so
b. Deficiency with women
c. A commandment from God to protect believing women from harm
7. Why cant Muslim women be educated?
a. Islam allowed women many rights they lacked before, including the right to
education
b. Because Islam orders men to control women
c. Muslim women are afraid
8. What is a shortcut for a woman to enter Paradise?
a. Establishing a successful business
b. Being a just ruler
c. Obedience to Allah, His messenger, and her husband
9. A husband must get his wifes permission to marry another wife.
a. False, however he should be considerate of his wife
b. True and if he doesnt she can divorce him
c. False, unless it was written in the marriage contract

23

10. How often did Prophet Muhammad beat his wives to discipline them?
a. On a regular basis
b. Couple times a month
c. Never
11. Do women have to pray behind men?
a. Yes, Islam recognizes womens need for dignity, comfort, and privacy
b. No, they can pray anywhere they want
c. Yes, women are subservient to men and must pray wherever they are told
12. What does Islam say about wife abuse?
a. Nothing, family issues should be kept in the home
b. It is strictly forbidden at all times. There can be no oppression of anyone in
Islam
c. Men will be rewarded for keeping their wives in line and will have plenty of
virgins in Paradise too
13. What times must women have a relative guard to travel with her?
a. Only in ancient times when people rode donkeys and camels
b. At all times, with limited exceptions
c. Only when she wants to or if there is danger
14. Did Eve cause Adam to sin (according to Islam)?
a. No, Adam and Eve both disobeyed Almighty God, both repented and both
were forgiven by Allah
b. The Bible and preachers say, Yes
c. Eve and all women after her are cursed with monthly cycles and pains of
pregnancy and child birth because of it

24

Lesson 6: Discussing Part I
Time: 50 minutes

1. CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared having read and
2. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience,
and a range of formal and informal tasks.

Objectives:
1. Students will watch a YouTube clip in order to enhance their understanding of the
context within the text and relate it to their reading of Part I (CCSS.ELA-
Literacy.SL.11-12.5).
2. Students will discuss Part I of the text in order to understand how Afghanistan has
changed and developed with political power (CCSS.ELA-Literacy.SL.11-12.1a).
3. Students will discuss Part I of the text in order to make comparisons between American
and Afghanistan society (CCSS.ELA-Literacy.SL.11-12.4).

Materials Needed:
2. Projection screen

Resources:
1. http://youtu.be/OJOf993Hf0M
2. http://www.teachervision.fen.com/tv/printables/penguin/thousandsplendidsuns_tg.p
df

Assessment:
1. Students will be evaluated based on their participation in group discussion
2. Students will be assessed on their journal entries and how well they responded to
prompts, asked questions, and showed their critical thinking in their writing.

25

in discussion and
actively support their
thoughts and responses
will be asked to write
or type up a response
to at least one of their
peers comments
accommodated
and/or giftedness.

Activities:
1. Introduction
a. Begin class with a bell ringer http://youtu.be/OJOf993Hf0M
b. After clip, discuss how the clip relates to A Thousand Splendid Suns
3. Large Group Discussion
a. Open up discussion by asking students to take some time to reflect and write
about some themes, quotes, character relationships, and issues they would like to
talk about within the group discussion.
b. If students are reluctant to participate in the text discussion, prompt them with
attached questions.
4. Closure

Closure:
1. Emphasize the importance of the topics discussed in class today and ask students to
continue to think of these things as they read, continuing to reflect and ask questions
within their reading journal.

Homework:
1. Assign the next section of ATSSChapters 16-20 (pages 107-144)

26

Discussion Questions for Part One Chapters 1-15

1. The novel opens with a curse word, uttered in frustration by Mariams mother, when
Mariam breaks a treasured heirloom. What does Mariams memory of this suggest about
her sense of herself and her relationship with her mother? How does this opening set the
tone for the novel?

2. Based on Nanas and Mariams experiences, what can you infer about the lives of women
in Afghanistan in the sixties? Why does Nana forbid Mariam to go to school? What
does Nana want for her and Mariam? Is Nanas goal realistic?

3. Jalil, Mariams father, is a complex character. Does he love his daughter? How does he
show his love? How does he show that he does not fully recognize her as his daughter?
Why does he treat her as he does?

4. Why does Mariam ask her father to take her to the cinema for her fifteenth birthday
present? What does she want?

5. Is Mariam right to feel guilt about the suicide death of her mother?

6. What is the motive of Jalils wives in finding a suitor for Mariam? Why does Jalil go
along with them in this plan?

7. Why does Mariam finally say yes in the marriage ceremony to Rasheed? What does
Mariam realize about her father? How does that make her feel? Does this explain why
she goes along with the marriage to Rasheed?

8. The beginning of Mariams marriage to Rasheed seems to promise happiness. What are
signs that this may be short lived?

9. How does Rasheed feel about the westernization of Afghanistan? What shows his
ambivalence?

10. What are Rasheeds reasons for making Mariam wear a burqa and what do they tell us
about his ideas about his role as a husband and man and his expectations for Mariam?

11. Mariam learns some of her husbands history when she looks inside the drawers in his
room. Why does she rationalize about what she sees?

12. Why does Rasheed want a boy? How might life have been different for the family if
Mariam could have had a baby?

13. Why does Rasheed become abusive?

14. In what ways is Laila like her mother, and in what ways is she like her father?
15. How does the relationship of Laila and Tariq change?
27

16. What is the impact of the Soviet withdrawal on the citizens of Kabul?

17. What finally convinces Lailas mother to leave Kabul?

18. How do Lailas feelings about leaving Kabul contrast with her parents feelings?

28

Lesson 7: Writing Instruction
Time: 50 minutes

1. CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.

Objectives:
1. Students will begin the class by doing a short writing warm-up in order to experience the
essence of a narrative: Personal, story development, dialogue, series of events, etc.
(CCS.ELA-Literacy.W.11-12.3a).
2. Student will discuss the elements of a narrative in order to understand why Hosseini
might have chosen to utilize this style within his writing (CCSS.ELA-LiteracyW.11-
12.4).
3. Students will write their own composition (academic, narrative, poem) in order to
illustrate their feelings/position on what they think freedom is and whether or not they
have control over it (CCSS.ELA-Literacy.W.11-12.5).

Materials Needed:
2. Computers/Classroom Laptops
3. Pens/Pencils, paper

Assessment:
1. Students will be assessed through their implementation of skills necessary for their genre
of composition. If its clear that they are struggling on some aspect of their writing
(example: Academic writing/making some type of argument, they may need to
understand how to do citations), I will point them to where they can find answers
(example: Purdue OWL website).

29

expected to write
during both parts of the
lesson.
will be given the
option to express
themselves in whatever
works best for them:
Words, pictures, art,
media, and with
whatever tools they
may need at their
disposal.
accommodated
according to their
IEP/giftedness.

Activities:
a. Students will begin by doing a writing warm-up (Let them know theyre going to
share their work with a partner.)
i. The topic can be anything they would like to talk about.
ii. Inform students that its very informal and will not be assessed other than
for simple completion.
b. Ask students to share what theyve written with a partner.
2. Discussion (20 minutes)
a. What would you say is the genre of your writing? Formal? Informal?
Academic? Narrative? Poetry?
b. Lets refresh ourselves on what makes up a narrative.
c. Why is a narrative a beneficial style to write in when trying to express a detailed
span of events?
d. What does Hosseini accomplish through this particular type of prose?
e. How can we implement this style in our own writing?
3. Independent Writing Exercise (15 minutes)
a. Students will write their own compositional piece in any form theyd like.
b. Students must write about:
i. What do you think freedom is all about?
ii. How much control do we have over freedom?
iii. Why is it such an important value to us and on a holistic level?
iv. How does this concept relate to our text?
c. Ask students to make references depending on which genre approach they take.

Closure:
1. Ask students to continue thinking about the concept of freedom, especially as were
reaching the heart of our text.
a. Take it to the text! (Think of Laila, Rasheed, Mariam, Aziza, Tariq, and even
their parentshow has freedom transformed in their lives?)

30

Homework:
1. Assign Chapters 21-26 (pages 145-195)
2. Students will finish their writing assignment for peer review and discussion for
tomorrow.

31

Lesson 8: Writing Instruction Part II
Time: 50 minutes

1. CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.

Objectives:
1. Students will read and present their compositional piece to their peers through
GoogleDocs, Microsoft, or paper documentation in order to practice revision and
feedback (CCSS.ELA-Literacy.W.11-12.6).
2. Students will continue their compositional piece based on the feedback they have
received from their peers in order to create new problems, ask new questions, and dive
deeper into their writing and understanding of their topic in relation to the text
(CCSS.ELA-Literacy.W.11-12.5 & CCSS.ELA-Litercy.W.11-12.4)

Materials Needed:
1. 30 Laptops
3. Students work from previous day

Assessment:
1. Students will be assessed according to their ability and effort in giving feedback as well
as their revisions based on the feedback they received from their peers.

expected to work
collaboratively on their
compositional piece as
well as able to give
and take constructive
criticism, praise, and
overall feedback on
their work.
will be given one-on-
one time with another
peer in a private space
in the room in order to
better concentrate and
obtain more comfort
through feedback from
one individual.
accommodated
and/or giftedness.

32

Activities:
a. Begin the class by asking students to take out what theyve worked on so far for
their compositional piece.
b. If students have already finished their work, place them with two other students
in order to begin the peer revision process.
c. If students havent yet finished their piece, ask them to continue working on it
and monitor their progress/guide them in the direction theyre trying to go and
the goal theyre trying to achieve.
2. Peer Revision (25 minutes)
a. Once students are with their two other peers, instruct them to exchange
papers/work through Microsoft or GoogleDocs in order to give feedback on their
peers writing.
b. Instruct students to use the Peer Revision guidelines and handout when reading
through their peers work.
3. As students finish reading through each others work, ask them to begin making
revisions to their own compositional piece based on the feedback they have received
from their peers (15 minutes).

Closure:
1. Remind students about the relevance of this writing
a. Helps them to:
i. Think about the concept of freedom
ii. Think about the concept of freedom and/or their particular
concentration/theme in relation to the text
iii. Progress their writing skills and creativity

Homework:
1. Assign Chapters 27-39 (pages 199-284)
2. Hand out Literature Circle role sheets attached to tomorrows lesson
a. Inform students to be prepared to fulfill their role within the reading assignment
and discuss with their peers tomorrow.

33

Lesson 9: Literature Circles
Time: 50 minutes

3. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.

Objectives:
1. Students will work in literature circles in order to discuss, respond, and critically analyze
what they have read throughout the text thus far with their peers (CCSS.ELA-
Literacy.SL.11-12.1a, CCSS.ELA-Literacy.SL.11-12.1c, & CCSS.ELA-
Literacy.SL.11-12.1d).

Materials Needed:
1. Literature Circle Roles for six groups of five students
2. 30 copies of Laura Candlers Literature circle sheets.
3. 6 classroom laptops if needed
4. Classroom Computer
5. Projector

Resources:
1. RheadBooks http://youtu.be/S4kyalTT_wY
2. NCTE/IRA. ReadWriteThink. 2006.
http://www.readwritethink.org/files/resources/lesson_images/lesson19/lit-circle-roles.pdf
3. Candler, Laura. (http://home.att.net/~candlers/resources.htm) Based on roles found in
Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey
Daniels.

Assessment:
1. Students will be assessed according to how well they were prepared for discussion, how
well they participated in the discussion, how well they responded and interacted with
their peers, and how well they critically thought about and analyzed the text.

34

within the literature
circle.
will be given the role
of the Checker so that
they may be expected
to fulfill a role, but at
the same time, not feel
pressured to speak and
explain in front of their
peers. If students in
Tier II would rather a
different role, or
appear to be
comfortable speaking
in front of peers, they
will be assigned a
different role.
accommodated
and/or giftedness.

Activities:
a. Show students interview with Khaled Hosseini http://youtu.be/S4kyalTT_wY
b. Why was Hosseini inspired to write about the women of Afghanistan?
c. What does he mean when he says, Perhaps after reading the novel, people may
have a little more empathy for what happened in Afghanistanparticularly
Afghan women who really, really, I think, suffered the most out of everybody in
Afghanistan.?
d. How does this link to our Big Question regarding freedom?
2. Literature Circles (20 minutes)
a. Ask students to form their groups according to the numbers on the top of their
literature circle papers
b. Students will spend 20 minutes discussing the novel in their groups
c. Facilitate group discussions and offer students different ways to think more
critically about their points of interest, as well as encourage them to use multi-
media (if appropriate) to draw on certain parts of the text
3. Large Group (15 minutes)
a. After literature circles, ask students to open the floor for large group discussion
b. Students will share one concept they discussed within their group
c. Invite students to respond and engage in what each group talked about

Closure:
1. As students prepare to read to the end of the text, ask them to recall the Big Question and
think about certain passages that have really impacted them

35

Homework:
1. Inform students to read until they finish the text.
2. Ask students to
a. Be prepared to discuss their overall reflections and points of interest throughout
the text.
b. Recall the Big Question and apply it to their reflections and the text as a whole.

36

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"#$%&$$#'( "#)*%+')
- creaLes quesLlons Lo lncrease comprehenslon
- asks who, whaL, why, when, where, how, and
whaL lf
,'%-.&/-)0 1()#%2*)
- clarlfles word meanlngs and pronunclaLlons
- uses research resources
3#+*)-)0 3&4#(-)0
- guldes oral readlng for a purpose
- examlnes flguraLlve language, parLs of speech, and
vlvld descrlpLlons
52*%6*)
- checks for compleLlon of asslgnmenLs
- evaluaLes parLlclpaLlon
- helps monlLor dlscusslon for equal parLlclpaLlon

37

Lesson 10: What is Freedom? Discussing the End of A Thousand Splendid Suns
Time: 50 minutes

3. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.

Objectives:
1. Students will watch YouTube clips in order to compare in contrast the degrees of
freedom in America and Afghanistan (CCSS.ELA-Literacy.SL.11-12.1d).
2. Students will examine key passages and themes from the text in order to understand how
factors such as government, family, societal dogma, cultural traditions, warfare, etc.
shape our individual lives and society as a whole (CCSS.ELA-Literacy.SL.11-12.1c &
CCSS.ELA-Literacy.SL.11-12.1a).
4. Students will discuss and cite contextual evidence in order to reflect on the ways in which
we control our own lives and freedom (CCSS.ELA-Literacy.SL.11-12.1d &
CCSS.ELA-Literacy.SL.11-12.1a).

Materials Needed:
2. Classroom computer
3. Projector

Resources:
1. David Hoffman http://youtu.be/-wJlao3vJNY
2. RipDemUp TV http://youtu.be/_tQDYvPrE6k
3. NHBZJ http://youtu.be/cxboRdXBwck
4. http://www.us.penguingroup.com/static/pdf/teachersguides/ThousandSplendidSunsTG.pd
f

Assessment:
1. Students will be assessed according to how well they prepared and participated within the
large group discussion, as well as how well they supported their claims and analytical
comments.

38

in group discussion.
will be given the
accommodated
and/or giftedness.

Activities:
a. Begin by showing students the YouTube clips:
i. http://youtu.be/-wJlao3vJNY
ii. http://youtu.be/_tQDYvPrE6k
b. Ask students to take five minutes to write down their reflections about each video
2. Think-Pair-Share (5 minutes)
a. Ask students to discuss their reflections with their neighbor
b. Open up for large group discussion
3. Large Group Discussion (10 minutes)
a. How do these two clips portray freedom in America?
b. If one clip is from the past, and one is from now, what does that say about our
country and its degree of freedom?
c. Although Afghanistan is still struggling for its people to be free, it is clear that our
country is also struggling for its people to be free (examples below)
i. Slavery
ii. Womens rights
iii. Wall Street
iv. Government shutdown
d. But to what degree can we control our own freedom?
e. How can we progress as a nation and make progress in the areas in which we are
weak?
4. Discussion on the end of A Thousand Splendid Suns (20 minutes) (**Guide the
discussion with the studentsdont make them feel like these are the questions in which
they need to answer and stick to. If they arent having trouble discussing the text and the
role of freedom in the text/relating it to our Big Question, dont worry about following so
closely with these questions**)
a. How does Lailas life in Murree contrast with her life in Kabul?
b. Is Lailas expectation that Zalmai will learn to accept his fathers absence
realistic?
c. Will Lailas nightmares about her life in Kabul ever cease? What is the worst
thing that happened to her there?
39

d. Why is Laila afraid to hope for peace in Afghanistan, after the U.S. war on the
Taliban is over?
e. What was the price for Mariams freedom? Was she truly free? What were the
similarities between she and her mother?
f. Although Laila was able to escape her chained marriage to Rasheed, are her and
Tariq truly free to be in love?
g. How has the Taliban imposed upon the freedom of Afghanistans people?
h. How has the freedom of the people of Afghanistan changed throughout the years?
i. Were Lailas parents free from the oppression of the government?
j. Why is the right to education so central to the well-being of an individual and of a
nation?
5. Closure:
a. Hand out final assessment for them to look overexplanation will follow in class
tomorrow.

Homework:
1. Review final assessment sheet.

40

SUMMATIVE ASSESSMENT:

Directions: Your task is to choose one of the following quotes from A Thousand Splendid Suns
and design a model based off of what you feel the quote is trying to convey. The model can be
any form of genre: essay, collage, 3-D image, painting, shadow box, or poster. In addition to
your model, I would like you to provide a write-up, briefly explaining why you chose that
particular quote, how it relates to our discussion on freedom, and what it means to you.

1. When they first came back to Kabul, it distressed Laila that she didnt know where the
Taliban had buried Mariam. She wished she could visit Mariams grave, to sit with her
awhile, leave a flower or two. But Laila sees now that it doesnt matter. Mariam is never
very far. She is here, in these walls theyve repainted, in the trees theyve planted, in the
blankets that keep the children warm, in these pillows and books and pencils. She is in the
childrens laughter. She is in the versus Aziza recites and in the prayers she mutters when
she bows westward. But, mostly, Mariam is in Lailas own heart, where she shines with the
bursting radiance of a thousand suns (414).

2. Mariams final thoughts were a few words from the Koran, which she muttered under
her breath.
He has created the heavens and the earth with the truth; He makes the night cover the
day and makes the day overtake the night, and He has made the sun and moon subservient; each
one runs on to an assigned term; now surely He is the Mighty, the Great Forgiver.
Kneel, the Talib said.
O my Lord! Forgive and have mercy, for you are the best of the merciful ones.
Kneel here, hamshira. And look down.
One last time, Mariam did what she was told (371).

3. She remembered Nana saying once that each snowflake was a sigh heaved by an
aggrieved woman somewhere in the world. That all the sighs drifted up the sky, gathered
into clouds, then broke into tiny pieces that fell silently on the people below.
As a reminder of how women like us suffer, shed said. How quietly we endure all that
falls upon us (91).

4. Mm. He smiled sadly. I cant believe Im leaving Kabul. I went to school here, got
my first job here, became a father in this town. Its strange to think Ill be sleeping beneath
another citys skies soon.
Its strange for me too.
All day, this poem about Kabul has been bouncing around in my head. Saib-e-Tabrizi
wrote it back in the seventeenth century, I think. I used to know the whole poem, but all I
can remember now is two lines:

One could not count the moons that shimmer on her roofs,
Or the thousand splendid suns that hide behind her walls.

41

Laila looked up, saw he was weeping. She put an arm around his waist. Oh, Babi.
Well come back. When this war is over. Well come back to Kabul, inshallah. Youll see
(191-192).

You will be graded according to . . .

Comment [3]: l couldn'L flnd where l puL Lhe
Lhlnk for Lhe rubrlc on Lhe MulLlgenre asslgnmenL
Comment [4]: Scroll down ln Lhe asslgnmenL
sheeL for rubrlc:
hLLp://comp13a.wlklspaces.com/MulLlgenre+Asslgn
menL

UPLANmodel 1

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