Villages Near Nepal Earthquake’s Epicenter Are Desperate as Death Toll Tops 3,800


AURPANI, Nepal — Five hours by car from Katmandu, then by foot for several miles past the spot where the road is blocked by boulders and mud, people from the villages near the epicenter of Nepal’s powerful earthquake are burying their dead, despairing of help arriving anytime soon.

On Monday afternoon, Parbati Dhakal and several dozen of her neighbors walked two hours down a jungle path, carrying 11 bodies attached to bamboo poles. They stopped at a riverbank where they lowered the dead into holes.

One of the villagers pointed to the people gathered there and identified them, one by one: “Father just buried; mother just buried; sister just buried.”coolestpictureillusion6nc1


NCTE Kite Runner Lesson Plan Session 3


Activity 1: Sami Yusuf’s, “Supplication”


Link to the song:

Link to the lyrics:


Yusuf’s Supplication Worksheet

Supplication Lyrics

NCTE Kite Runner Lesson Plan Session 1


Session 1:

Directions: Under your group, you will find an image of Times Square in New York City.  Your task is to identify the physical characteristics of your setting (The people you see, what they are wearing, the buildings, etc.) as well as some contextual evidence that indicates the time period that the photograph was taken (Color of the image, the way people dress and look, street signs, etc).  Once you are done, each group will have the opportunity present their findings to the class and discuss what makes each image similar and different.

Group 1:


Group 2:


Group 3:


Group 4:


Other Cool Link:

April 2, 2012 lesson – The Kite Runner


Today is the beginning of our new unit for Khaled Hosseini’s novel, “The Kite Runner.” This unit is going to transport us to a new country and region – Kabul, Afghanistan.  For today’s lesson, each Kite Group will be responsible for following the given links and reading and analyzing information pertaining to, “The History of Afghanistan (1978),” “The history of Kite Running” and “The Afghan music and its connection to the novel.”  Each group will then present their findings to the class in a innovative way in order to build context around the novel before we actually begin to read.


Group 1 – The History of Afghanistan (1978)

Target question: What are the major events that shaped current Afghanistan?

Your job is to use the research below to learn about the history of Afghanistan.  Using the piece of the kite given to you, your group needs to select one of the following genres to detail the history of Afghanistan:

There will be mentor texts provided for you to help you perfect your chosen genre
Make sure to answer the target question above!

Options for Presentation:

  • Create a detailed timeline
  • Create a wikipedia page on Afghanistan
  • Create a historical fiction narrative on the history of Afghanistan

*You will also need to come up with a 2 minute presentation to teach your peers what you learned*

General History –

Government Over Time –

Timeline of Important Events –

Group 2 – The History of Kite Running:

Target question: What is kite running and how is it an important part of the culture of Afghanistan?

Your job is to use the research below to learn about the history of kite running.  Using the piece of the kite given to you, your group needs to pick one of the following to detail the history of kite running: create a comic strip, write a historical fiction narrative or create an advertisement.  You will also need to come up with a 2 minute presentation to teach your peers what you learned.


Group 3 – Sami Yusuf’s, “Supplication”:

Target Question: What information can we extract from Yusuf’s song, “Supplication” that would help us  better understand some of the central topics and themes that we might encounter when reading “The Kite Runner?”

Your group is responsible for clicking on the following links and listening to Sami Yusef’s song, “Supplication,” which is the final song on “The Kite Runner” soundtrack.  After you listen to the song and read the lyrics I want you to answer the following questions:

  1. What is the tone of the song? How does the tone affect your mood as the listener?
  2. What topics and themes are presented in the lyrics? What is the message conveyed in this song?
  3. Why do you think this is the final song of the soundtrack?
Using the 3 questions as inspiration, I want you to present your findings to the class (1-2 minutes long) through a short poem, song, or  an interpretive dance that captures the essence and message that the song was conveying while playing Yusuf’s song in the background.

Link to the song:

Link to the lyrics:

Here is my last post.


Finally, I am done with this lesson plan. I forgot to switch my google doc to allow ya to put comments on it. Despite that, jmspaned  was still
able to provide feedback so special thanks to him because his feedback allowed me to  update my lesson plan. So here it is my updated lesson plan with rubric hope you enjoy. It was a pleasure to learn with and from ya best wishes on the rest of ya semesters.