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Holes

Louis Sacher

Fiction Project Scheme of Work


adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk

devised by
Sharron Collins & Walter Barbieri

South Dartmoor Community College

Year 8: Exploring a Novel - Holes by Louis Sachar


FOCUS OF THE UNIT This unit engages pupils in an exploration of a longer text, focusing on characterisation, narrative techniques and the overall structure of a novel. Particular attention will be allocated to some grammatical conventions of the authors style Through shared class demonstration and guided reading sessions focusing on investigating text, it seeks to increase understanding which pupils then draw upon in their own writing.

CONTEXT OF THE CLASS This unit has been designed for a mixed ability Year 8 class, and has therefore taken differentiation into account. Some of the guided reading sessions expect that ability groups be utilised; these would have to be organised by the teacher within the mixed ability class. The lessons have been planned under the assumption that pupils do not have the opportunity to take the novels home.

EXPECTATIONS Most pupils will: understand the main narrative devices and techniques of the author and relate these to the novel as a whole. They will express their ideas in guided groups and whole class situations. They will use some of the techniques investigated and shared in their own writing. They will also contribute to a formal presentation.

Some pupils will not have progressed so far and will: Follow the key narrative devices and overall text structure in shared sessions and will be able to discuss these with support in a guided group situation. They will complete an analytical piece of writing, with support. They will make clear straightforward contributions to class talk.

Some pupils will have progressed further and will: investigate narrative devices and structures in the main text and relate these to their own reading, drawing comparisons. They will express their findings in both formal and informal presentations. They will experiment with narrative techniques and structure in their own writing and be able to comment upon these.

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CORE ASSESSMENT TASKS 1. Speaking and Listening a formal presentation on their ideas for a fair punishment. 2. Reading an essay investigating Stanleys character. 3. Writing a newspaper article or a book review.

OUTLINE OF UNIT Week 1 Reading and writing novel openings (Chapters 1 4) Week 2- Investigating how Sachar develops characters & preparing for a formal presentation (Chapters 5 and 6) Week 3- Formal presentations & exploring the effects of the dual narrative (Chapter 7) Week 4 Exploring character & how tension is created (Chapters 8-14) Week 5 Exploring character & use of dialogue (Chapters 15-20) Week 6 Exploring character & writing a newspaper article (Chapters 21-28) Week 7 Exploring the narrative structure & identifying how incentive is created (Chapters 29-37) Week 8 Exploring character development & writing analytically (Chapters 38-44) Week 9 Identifying the resolution & writing a book review (Chapters 45-50)

Note: page numbers refer to the Collins Cascade Edition.

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Holes Week 1 Reading and writing openings Year 8 R12 record and review the development of their independent reading, and identify ways of increasing its scope and challenge; Week 1

Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; Wr8 develop an imaginative or unusual treatment of familiar material or established conventions, e. g. updating traditional tales; S&L11 recognise and build on other peoples contributions; S1 combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency and clarity; S2 explore the impact of a variety of sentence structures, e. g. recognising when it is effective to use short direct sentences; R3 make notes in different ways, choosing a form which suits the purpose.

Starter Lesso n1
Analysing how L Sachar chose to open the novel and making predictions

Introduction
- Teacher reads C 1-4 straight through to establish the story and engage class interest.

Development
- At the end of Chapter 4, pupils make an entry in their exercise books under the title Predictions. N.B. Some pupils will need support via prompts (see Appendix 1). - Some pupils will be able to draft a paragraph using their predictions.

Plenary
- Pupils write their main prediction onto a sentence strip and pin to wall display, to refer to when reading on. - Class discuss the predictions, including the narrative hooks/ clues that led to them. They begin to classify them using headings such as plot/ character.

Homework
-Pupils search for a novel to use for independent reading during this unit. - In their exercise books, pupils write a paragraph explaining the kind of place C1 makes them think of.

S&L11 Wr3 and R3

- Pupils brainstorm the title Holes on mini whiteboards, using mindmapping techniques. Teacher introduces/ revisits the terms literal and metaphorical. - Teacher captures key ideas on flipchart and links/ develops these using mindmapping concepts/ methods. (Use to start wall display to refer to later.)

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Appendix 1

Now we have read the first four chapters it is time to make some predictions. Here are some questions to help you. Write your predictions in your exercise books.

What do you predict?


What will Camp Green Lake be like? Describe what you imagine, based upon what you have read so far. What will happen to Stanley straight after the section you have just read? Remember, he has just met Mr. Sir. What will the other campers be like? So far, they have been described as some kids dressed in orange and carrying shovels dragging themselves towards the tents. What will individuals be like? Like Stanley? Describe what you imagine and what you think will happen with the characters. How will Stanley be treated? Mr. Sir said, This isnt a Girl Scout camp. What will happen to Stanley on his first day?

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Lesson 2 - Pupils re-read C1 of text on


Identifying and analysing the effects of different sentence structures.

S2, R12 and R3

photocopied sheet. - Pupils write down or textmark powerful words and phrases that interest them as readers.

- Teacher elicits the difference between simple, complex and compound sentences. - Teacher re-reads C1 with class (OHT) and textmarks the first paragraph, revising the sentence types. - Teacher demonstrates how Sachar has used a simple sentence for impact at the start, followed by a complex sentence to add detail/expand. - Teacher revises/introduces the term narrative hooks and discusses how Sachar has used sentence types so far to hook the reader into the story.

Text investigation - Pairs work together on selected sections of C1, involving their starter text as appropriate. They text mark sentence types in different colours, then discuss the effect Sachar intends on the reader. - N.B. Some pupils will be able to consider the chapter as a whole, reviewing sentence patterns. Some pupils will benefit from more direction e.g. being given specific sentences like The Warden owns the shade and its sentence type, to enable them to approach the plenary with confidence. Teacher supports one guided groups.

- Teacher text marks and annotates the OHT, addressing the key question. - Teacher highlights sentence types, using colour codes. S/he adds (if necessary) Sachars use of simple sentences and draws into the discussion the use of Usually. and Always. as devices.

- Pupils read chapter one of their own independent reading books and answer the questions on the Appendix 2.

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Appendix 2

Opening the novel

We have just read the opening of the novel. Before we study it in depth, lets write down our thoughts about the books were currently reading. Heres the key questionHow does the writer of your novel choose to open the story?

Now, choose your level and complete the tasks!


Standard

1. Read the opening of your story again. 2. In your Journal, write down the name of the novel and the author. 3. Write down and answer these questions one by one: What happens at the start of the story? Describe it here! Start like this: My story starts by... What kind of opening was it? Scary? Quiet and descriptive? Start like this: My story had a ____________ opening. I think this because... What was your favourite sentence? Write it down in the Journal. Now, explain why you loved it. Start like this: I thought this line was brilliant because... Add any more thoughts you have about the opening. Tell me some news or ask me a question!
Advanced

Moving up to Advanced? Look at the Standard instructions, to give you ideas! Aim to use quotations and comments in your answer. 1. Read the opening of your story again. 2. Look at the key question again. By the end of the Journal, make sure you have answered it! In your answer, try to discuss: plot what happens and what you think of the authors choice of storyline to start the novel. What narrative hooks does it use? Do they work?

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style- does it use action? Narration? Diary form? Description? Dialogue? Flashback narration? What method or methods does the author use? What is your opinion about these? Do they work? choice of narrator. Does the author choose a first (I) or third (s/he) person narrator? How do you know? Is this the best choice, in your opinion? setting- do you get a picture of this? Explain and discuss the setting. Does the author use metaphors or similes to help you imagine the place?

1. Using the Advanced instructions, compare the openings of two novels that you are reading or have recently read. 2. At the end, do a final comparative paragraph or grid, to point out the strengths and weaknesses of each opening. Say which is the best, in your opinion and why.

Mega-Advanced

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Lesson 3
Writing an opening in the style of Sachar

Wr8, S2, S1 and S&L11

- Teacher elicits the difference between simple, compound and complex sentences. - Pupils complete the worksheets on clauses.

- With a response partner, pupils choose their favourite complex sentence from the opening chapter and write it on a card. - On another card, they attempt to imitate the style of the sentence, using another setting/ situation (e.g. a new school). - Add these to the wall display, under the heading Writing in the Style of Sachar. - Teacher re-reads C1, then models planning and drafting a setting/opening, using the same style/ sentence types as Sachar. - Teacher writes opening paragraph/section on flipchart, pointing out the variety of sentence structures and using the key terms about language, revising these where necessary (e.g. by using a sentence grid).

- Using this Shared opening, lower and middle ability pairs continue the opening, using their textmarked version as a guide. They write on large paper. N.B. Some pupils will benefit from sentence starters/ frames based on the original text to guide them e.g. There once was ____, the _______ in __ . - More able pupils can choose their own location for the setting or one from the handout and write their own opening, imitating Sachars style. Teacher supports one/two guided groups in their composition.

- On the display wall, teacher displays the openings as a Writing Gallery. - The class compare these to the OHT of the original chapter. The focus is on sentence types/text structure.

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Clauses
Clauses are parts of sentences. There are many ways of finding them, but an easy way is to look for a comma. Usually, a comma splits two clauses. BUT NOT ALWAYS! Below is a list of sentences. Your task is to find all the clauses by underlining them in different colours. If you see a bracket, you will find the number of clauses in that sentence.

Even though she was tired, she kept going. (2) She never cries. Tom felt cold a damp, so he chose to put the heating up. (2) Sinking into the quicksand, he suddenly saw his life flash before his eyes. Whenever she lost her temper, even the tables felt like hiding behind the wardrobes. (2) The apple was rotten all the way through. When she got to my door with the present, the bell got stuck and kept ringing. (2)

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NOW look at these sentences: they all have 2 clauses. One of the clauses can stand on its own. In other words, it could be a sentence alone. That is the MAIN CLAUSE. The other one is the SUBORDINATE CLAUSE.

Here is an example: When she was hungry, she called the waiter.
Subordinate clause main clause Label the MAIN and SUBORDINATE clauses in different colours for

the following sentences.

Even though she was tired, she kept going. He didnt give her any change, even though he was rich. If the car stopped, Pete was going to jump out of it. Today we are happy because it is sunny. Being only 4 years old, Emma was missing her mum.

The sentences which INCLUDE a SUBORDINATE clause are called COMPLEX SENTENCES!
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Simple

Compound

Sentences

Complex

Simple sentences have ONLY 1 CLAUSE.


Eg: - I am hungry. -

Compound sentences have MORE THAN 1 CLAUSE. They are joined by and (to more information); but (to provide a constrast); or (to give an alternative) EACH PART IS EQUAL.
Eg: - I am hungry and feel irritable. -

Complex sentences have MORE THAN 1 CLAUSE. THEY INCLUDE A MAIN CLAUSE AND 1 OR MORE SUBORDINATE CLAUSES.
Eg: - Because I am hungry, I feel irritable. Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk) 12

Holes Week 2: Investigating how Louis Sachar develops characters & preparing ideas for a formal presentation Year 8 R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies; Week 2

Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; S&L10 use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas; W7c understand and explain exactly what words mean in particular contexts; W8 understand and use key terms that help to describe and analyse language, e. g. word class, noun phrase, subordinate clause, syntax, conditional.

Starter Lesson 1
How does Sachar develop characters?

Introduction
- Teacher reads C5, focusing upon character development. Teacher discusses how characters are developed through action/ narration/ dialogue/ description. - Teacher text marks examples of the methods on OHT and summarises, using quotations on flipchart. Particular emphasis is placed upon paragraphs and sentence groupings, to reflect this new objective (which is shared with the class). Review key question.

Development
Character investigations - Each guided ability group has a specific character or characters to investigate. They are following the key question for their character, using the differentiated handouts to guide them. Teacher supports two groups in this session (A and B).

Plenary
- Groups share one finding so far, adding if possible whether this was revealed through narration, description, dialogue or action. Any new methods are added to the flipchart outlining Sachars methods. - Teacher summarises the findings so far and reviews the key question.

Homework

W7c, W8, R4, Wr3 and S&L10

- Whats in a name? Pupils (and teacher) contribute nicknames of friends/ family. - Class discuss how the nickname developed/ how it originated. - Teacher relates this to the nicknames of the campers and uses it to introduce the key question, how does Louis Sachar develop characters?

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Investigating Character in Holes


(Stanley Chapters 1-5)
Physical Description
Quotation Comment Quotation

Action/Behaviour
Comment

Dialogue/Speech
Quotation Comment Quotation

Narration
Comment

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Investigating Character in Holes


(Armpit and X-Ray)
Physical Description
Quotation Comment Quotation

Action/Behaviour
Comment

X-Ray: He wore glasses but they were so dirty that Stanley wondered how he could see out of them. (p. 18)

X-Ray: said X-ray, kicking at one of the beds. (p.18) Armpit: Theodore spit a thin line of saliva between his teeth (p.19) Armpit: Theodore whirled and grabbed Stanley by his collar. (p20) Armpit: He threw Stanley to the ground. (p 20)

Dialogue/Speech
Quotation X-Ray: It aint jus a nickname (p 19) X-Ray: I can see inside you, Mom. Youve got a big fat heart. (p 19) Armpit: Theres a water spigot on the wall of the shower stall. (p 20) Comment Quotation

Narration
Comment

X-ray: Both Mr Pendanski and X-Ray called him Zero. (p 20)

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Investigating Character in Holes


(MR PEDANSKI)
Physical Description
Quotation 1) P 16 Comment Quotation 1) P 16

Action/Behaviour
Comment

Dialogue/Speech
Quotation 1) 2) 3) 4) P P P P 16 17 18-19 19 Comment Quotation 1) P 19

Narration
Comment

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Investigating Character in Holes


(Mr Sir)
Physical Description
Quotation 2) P 12 Comment Quotation 2) P 12

Action/Behaviour
Comment

Dialogue/Speech
Quotation 5) P 6) P 7) P 8) P 9) P 10) P 13 13 14 15 15 15 Comment Quotation 2) P 12

Narration
Comment

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Lesson 2 - Teacher reminds the pupils


Writing analytically about the development of characters

W7c, R4 and Wr3

of how Sachar develops his characters by referring the pupils to the ideas listed during the previous lesson.

- Teacher introduces the essay writing style (SEA Statement, Evidence, Analysis or PEE Point Evidence Explanation) to the pupils. - Teacher models how to use the essay writing style.

Character investigations - Using their findings from the previous lesson and the handout Holes writing style paragraph, pupils write essay paragraphs for their character. Teacher supports two groups in this session (A and B).

- In their exercise books pupils brainstorm more formal alternatives to use for this shows. - Teacher explains that these vocabulary words should be used in the essay.

Pupils complete their paragraphs.

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Holes writing style paragraph


To write an essay paragraph, you should follow the S-E-A pattern. S = Statement You should explain in 1 sentence what the rest of the paragraph is going to be about. E = Evidence You should provide a quotation to back your statement up. A = Analysis You should tell us why the quote backs your statement up AND why you picked that particular quote. Here are examples of how you could start your statement: Throughout the novel Holes, Sachar uses Sachar, author of Holes, writes about The characters in Holes are presented in a way Upon reading Holes, our attention is drawn to Here are some examples of how you could start you analysis: This quotation shows how You can see from this quotation that The way Sachar presents in this quotation demonstrates The word . in the above quotation clearly shows NOW WRITE YOUR PARAGRAPH ABOUT YOUR CHARACTER, FOLLOWING YOUR ESSAY FRAME.

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Lesson 3 - In pairs, pupils list


Preparing ideas for formal presentations

- Teacher reads chapter 6.

Wr3 and S&L10

punishments for the various crimes listed on the OHT. - Pupils share their ideas with the rest of the class.

- In small groups pupils complete the Fair Punishment handout.

- Pupils allocate each question on the handout to a member of the group.

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Crimes List
Allocate a fair punishment to the following crimes.
Homework is not handed in on time. A lesson is repeatedly disrupted by a pupil. A member of staff in a school is seriously offended by a pupil. A car is stolen. A person is beaten and is considerably hurt. A person is murdered.

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A Fair Punishment
In chapters 1-6 of the novel, we are introduced to Camp Green Lake, and we learn certain things about what life is like for the campers. As readers we begin to form our own ideas about Camp Green Lake and perhaps begin to question whether it is fair punishment for the boys.

Task:
In groups of 4, discuss the following questions to create a plan for your own youth detention centre. Write your answers down, preparing for a presentation which will involve everyone in the group. You will have to work together, but also be able to allocate and carry out your own work independently. 1. What is the detention centre called? Why? 2. Where would your detention centre be? Why would this be a good location? What would the building be like? Why would the building be like this? 3. Draw a labelled diagram of the detention centre. 4. Who would be sent to your groups detention centre? What sort of crimes might they have committed? Why would you accept people who have committed these crimes and not others? 5. What sort of sentence would they serve at the detention centre (several years, a few months, a few hours every day). Why? 6. What tasks, if any, would the inmates have to carry out? Why? 7. What facilities would the inmates have at the detention centre (TV room, shower, sports hall, library)? How would this help to improve behaviour?
8. How would you control the detention centre? Would you have fences and

alarms? Would you have guards? How should they treat the inmates? What would be the punishment for misbehaviour in the centre?

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Holes Week 3: Formal presentations & exploring the effects of dual narrative R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies; Year 8 Week 3

R10 analyse the overall structure of a text to identify how key ideas are developed eg. Through the organisation of the content Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; S&L3 make a formal presentation in Standard English, using appropriate rhetorical devices; S&L10 use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas.

Starter Lesson 1 - Teacher elicits the success


Formal Presentations

Introduction
- Pupils complete the questions of the Fair Punishment handout.

Development
Formal Presentation - Pupils rehearse presentations, taking into consideration the success criteria.

Plenary
- Teacher reminds pupils of the National Curriculum level descriptors.

Homework
- Finalise preparations for the presentation.

Wr3 S&L3 and S&L10

criteria for their formal presentations. - Teacher displays OHT with the success criteria for the remainder of the lesson.

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SUCCESS CRITERIA FOR A FORMAL PRESENTATION


Speak confidently and clearly in a way that is appropriate to the purpose of your talk. Make your talk interesting for you audience by varying your vocabulary and expression. Use Standard English. Have a clear order for your talk, introducing your subject and your aims at the beginning. Use a visual aid (e.g. an OHT, poster, handout) to list your main points. This will allow your audience to follow easily. Dont wander off the subject - stick to the point! Have a clear conclusion. Remind your audience of the purpose of your talk and end with a strong statement. Be prepared to answer questions, about the topic, at the end of your talk. TEACHER COMMENT/LEVEL:

PUPIL COMMENT:

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Lesson 2 - Teacher reminds the pupils


Formal Presentations

S&L3 and S&L10

of the success criteria for formal presentations.

- Pupils present their talks whilst the teacher assesses.

Formal Presentation - Pupils present their talks whilst the teacher assesses.

- Teacher discusses the importance of just punishments (citizenship).

Lesson 3 - In pairs, pupils list 5


Exploring the dual narrative

R4, R10 and S&L10

superstitions that they know. - Pupils share their ideas with the rest of the class.

-Teacher elicits the conventions of drawing a storyboard.

- The top group will read chapter 7 and complete the guided reading tasks on the Teacher Resource. - The remaining pupils will read chapter 7 independently and complete the storyboard handout.

- The guided reading group explain the dual narrative to the rest of the class.

- Complete the storyboard.

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Chapter 7 storyboard

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TEACHER RESOURCE Guided Reading: Chapter 7 (approx 45 minutes) During this time, the rest of the class will be simply reading Chapter 7 and completing the story-board handout. With able pupils, in a guided reading group, explain how you will be reading 2 sections of chapter 7, but also referring back to chapters 3 and 6. (Pages 8-9, 23-25) Ask pupils to focus on this question as you read from the beginning of Chapter 7 to: you will get a little stronger on page 31 What links are there between Stanleys digging and Elyas actions? Once you have read this, ask pupils to answer the question by pointing out quotations. Once discussed, they can write the question and the quotations down in their books. Read from the bottom of page 36: It wasnt until the ship to page 38: in the wrong place at the wrong time. The key question here is: how does Madame Zeronis curse affect the Yelnats family? Pupils are to answer this question referring to chapter 7 AND pages 8-9, 23-25. After discussion, they are to copy the question and the quotations down in their books. Finally, ask pupils if they have noticed anything about Sachars structure which encourages comparisons between Stanley and Elya. Aim for an understanding of `dual narrative`. Ask pupils to write a couple of sentences explaining how this structure encourages comparison.

The pupils must now prepare a presentation explaining dual narrative for the rest of the class, which is to be the lessons PLENARY.

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Holes Week 4: Exploring character & how tension is created in a text R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies; Year 8 Week 4

W7c understand and explain exactly what words mean in particular contexts; S&L10 use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas; Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving.

Starter Lesson 1 -Teacher explains that they


Exploring Stanleys character

Introduction
-Teacher reads chapter 8 and elicits connections with the curse in chapter 7. - Teacher reads chapter 9.

Development
- Teacher conducts a guided reading session with the middle ability group. - The remaining pupils complete the classroom worksheet.

Plenary
-Pupils share their findings about Stanleys character.

Homework
- Pupils write Stanleys honest letter to his mum.

R4, W7c, S&L10

will carry out some actions and the pupils need to observe them closely in order to comment on the teachers attitude to his/her job and surroundings. - Teacher then puts feet on desk, chews gum, puts walkman on etc. - Pupils share their opinions. - Teacher links this with Group Ds attitude to the wreck room.

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TEACHER RESOURCE Guided Reading: Chapter 9 (approx 20 minutes) During this time, the rest of the class will be simply completing the classroom worksheet. With a middle ability group, in a guided reading session, explain how you will be working on Chapter 9. Ask pupils to focus on this question throughout chapter 9 What do we learn about Stanleys character through his action, dialogue and thoughts? Focus on the following passages and ask the pupils to describe Stanleys personality for each passage. Ask them to write the quotes down and the matching specific word, which describes Stanley, on their Guided Reading Worksheet: Even the people looked broken p43 perceptive The last thing he wantedcalled Caveman p45 fearful I was going to write a letter to my mother p45 nave Stanley looked roundEverything leaned p46 insightful He waited to writepool p46 shy Dear Momwater-ski. I p46 selfless Stanley slipped it back intobox p46 embarrassed Stanley poked his finger throughdoing p47 nervous The Lump wasntBarf Bag p46 shows acceptance Allocate one quote+word per pupil and ask them to write a couple of sentences explaining WHY Stanley behaves/feels this way. Eg: Stanley is perceptive because he has been brought up by his family to be a moral person. Unlike the other boys in the camp, he feels uncomfortable when he sees such destruction.

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CHAPTER 9 Guided Reading Worksheet


What do we learn about Stanleys character through his action, dialogue and thoughts?

QUOTES Even the people looked broken p43 The last thing he wantedcalled Caveman p45 I was going to write a letter to my mother p45 Stanley looked roundEverything leaned p46 He waited to writepool p46 Dear Momwater-ski. I p46 Stanley slipped it back intobox p46 Stanley poked his finger throughdoing p47

STANLEY IS

Fearful

Example of essay-style paragraph


(In bold are words you could use for your own paragraph but only if you really need to)

During chapter 9, Sachar shows Stanley as a perceptive and sensitive character. This is clear in the quote: Even the people looked broken. In this sentence, Stanley is sensitive because he dislikes the other boys destruction.

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CHAPTER 9

Classroom Worksheet
What do we learn about Stanleys character through his action, dialogue and thoughts? Find these quotes in the book and write down in the right column what the quotes TELL us about Stanley. Write in full sentences. The first one has been done for you as an example.

QUOTES
Even the people looked broken p43 The last thing he wantedcalled Caveman p45 I was going to write a letter to my mother p45 Stanley looked roundEverything leaned p46 He waited to writepool p46 Dear Momwater-ski. I p46 Stanley slipped it back intobox p46 Stanley poked his finger throughdoing p47

STANLEY IS
This quotation shows Stanley as a fearful character.

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Lesson 2 - In pairs, pupils list the


Exploring character and plot development

R4 and S&L10

reasons for bullying and the effects of bullying on the victim. - Pupils share their thoughts with the rest of the class (citizenship).

-Teacher reads chapters 1014 inclusive, taking opportunities to explore character and plot development.

- Teacher reads chapters 1014 inclusive, taking opportunities to explore character and plot development. - Pupils make predictions on what it is that Stanley has found and how it could be significant to the plot.

- Pupils speculate on why Xray does not immediately give the find to the warden and why the warden is so nice to Group D. - Teacher introduces dramatic irony and elicits how it is used in chapter 14 (we know what X-ray is up to, but Stanley doesnt).
Groups feed back their findings and teacher recaps the methods Sachar uses to build tension, recording key methods using the paragraph on the OHT.

Lesson 3 - Pupils identify whether the


How does Sachar build tension?

W7c, R4, Wr3

quotes on the OHT are description, dialogue or action.

- Teacher recaps/ re-reads, and then reads the rest of the chapter focusing upon the words/ phrases that signal the tension/build-up to the find e.g. precise use of adjectives like had/ metallic and use of descriptions like precious water. - Teacher text marks narrative hooks/ tension points, relating these to the classs predictions.

Pupils study C14 focusing on how Sachar builds up to the find and the introduction of the Warden. They also consider Sachars use of description, action, dialogue and narration to achieve this. They record findings on the differentiated worksheets.

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Description, dialogue or action?


I think the Warden is going to like this. He didnt mention the tube. Stanley asks X-Ray where the tube is and X-Ray snaps at him. Does X-Ray get the day off? Asked Squid. Just keep digging until someone says otherwise, Mr. Pendanski said. Then he smiled. But if I were you, Rex, I wouldnt dig too hard. He couldnt figure out why X-Ray snapped at him. If he wasnt going to produce the tube, why did he make Stanley give it to him? X-Ray lies to Stanley about not having the tube. You got it? I dont know what youre talking about. X-Ray doesnt show Mr. Pendanski the tube right away, and hides it in the dirt by the shovel. Stanley could see the gold tube sticking out of some dirt on the end of X-Rays shovel. Wait! Mr. Pendanski! I think I might have found something!

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The Warden
How does Sachar build tension/suspense before we are introduced to the Warden? Page 65
Action

This builds suspense/tension because

Stanley asks X-Ray where the tube is and X-Ray snaps at him.

66

X-Ray lies to Stanley about not having the tube.

66

X-Ray doesnt show Mr. Pendanski the tube right away, and hides it in the dirt by the shovel.

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The Warden
How does Sachar build tension/suspense before we are introduced to the Warden? Page 65
Description

This builds suspense/tension because

He couldnt figure out why X-Ray snapped at him. If he wasnt going to produce the tube, why did he make Stanley give it to him?

65

He didnt mention the tube.

65

Stanley could see the gold tube sticking out of some dirt on the end of X-Rays shovel.

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The Warden
How does Sachar build tension/suspense before we are introduced to the Warden? Page 64
Dialogue

This builds suspense/tension because

You got it? I dont know what youre talking about.

65

Wait! Mr. Pendanski! I think I might have found something!

65

I think the Warden is going to like this.

66

Does X-Ray get the day off? Asked Squid. Just keep digging until someone says otherwise, Mr. Pendanski said. Then he smiled. But if I were you, Rex, I wouldnt dig too hard.

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HOW DOES SACHAR USE DIALOGUE, DESCRIPTION AND ACTION TO CREATE TENSION?
Louis Sachars description They (yellow spotted lizards) eat small animals, insects, certain cactus thorns, and the shells of sunflower seeds creates tension. It makes the reader feel tense because we know that Mr Sir eats sunflower seeds and often drops them in the boys holes. Therefore we worry that a yellow-spotted lizard may bite one of the boys.

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Holes Week 5: Exploring character & use of dialogue R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies; Year 8 Week 5

R5 trace the development of themes, values or ideas in texts; Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; S&L10 use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas; W7c understand and use key terms that help to describe and analyse language, e. g. word class, noun phrase, subordinate clause, syntax, conditional; S2 explore the impact of a variety of sentence structures; Wr7 experiment with different language choices to imply meaning and to establish the tone of the piece.

Starter Lesson 1 - In pairs, pupils list what


Exploring character and plot development

Introduction
- Teacher reads chapters 1520 inclusive, taking opportunities to explore character and plot development.

Development
- Teacher reads chapters 1520 inclusive, taking opportunities to explore character and plot development.

Plenary
- Teacher elicits how the Wardens final comment at the end of chapter 20 creates an incentive to read on. - With the information from the chapters read in this lesson, pupils make the necessary amendments to their hierarchy from the lesson starter. - Teacher begins to summarise Sachars methods on the flipchart, focusing upon findings from the shared session. - Teacher asks groups to summarise their findings about dialogue in their exercise books.

Homework
- Pupils continue to read their own independent reading books.

R5and S&L10

they believe is the hierarchy at Camp Green Lake (including both adults and children) - Pupils share their thoughts with the rest of the class.

Lesson 2 - Teacher displays OHT


Identifying how Sachar uses dialogue

R4, S2 and Wr3

Match the term with the quotation and asks the pupils to identify the rhetorical question, the interruption, the imperative, the question and the exclamation. - Teacher elicits what emotions these sentence types suggest.

- Teacher text marks the Wardens speech on an OHT of page 66 (from It didnt take long for the pickup to return) end of C14, pointing out the position and use of speech paragraphs and noting different sentence structures and types e.g. use of rhetorical questions/ command structure of sentences.

- Groups complete a differentiated handout on analysing dialogue. Their task is to identify how Sachar uses dialogue? How does he use it to drive the narrative forward/ develop characters (e.g. Stanley/ Mr. Pendanski). - Teacher should remind pupils about the methods used in the shared session. Teacher to support one group (D).

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Match the term with the quotation


TERMS Rhetorical question Interruption Imperative (command) Question - Exclamation. Hey, watch it!

Do you know why his names Zero? Wait!

Do you think this place looks like fun?

Sir, Im tired of digging, could I- Youll dig until youre told to stop

What emotions do these sentences suggest?

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Analysing Dialogue Instructions:


Look at Page 76 and copy the rhetorical questions below (there are 3). 1. 2. 3. Why do you think Stanley use rhetorical questions in this way?

Look at Page 69 and copy 3 imperatives below. 1. 2. 3. Why does The Warden use imperatives in this way?

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Analysing Dialogue Instructions:


Look at Page 91 and copy the interruption used.

Why do you think Sachar makes The Warden use the interruption in this way?

Why do you think Sachar makes The Warden end the chapter in the way she does?

Look at Page 82 and copy 3 short sentences used by Zero below. 1. 2. 3. Why do you think Sachar makes Zero speak in only short sentences?

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Analysing Dialogue
Instructions:
Look at Pages 86-87 and think about the dialogue between the boys and Mr. Sir. What does this dialogue tell us about Stanleys character and his relationship with the other boys? Use the S E A system to write a short paragraph.

Look at Page 78 and copy the use of sarcasm below. (If you are unsure as to what sarcasm is, check in a dictionary).

Why do you think Sachar makes The Warden use sarcasm in this way?

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Lesson 3 - Teacher displays OHT of


Writing a dialogue

Wr7 and W7c

direct speech with no punctuation. - Teacher elicits the correct punctuation and adds it to the OHT, then shows OHT with punctuation.

- Teacher displays OHT with the rules for direct speech and pupils copy them into their exercise books.

- Teacher elicits the events at the end of chapter 20 and some possible ideas for a dialogue between Mr Sir and Stanley at their next meeting. - Teacher should remind pupils to use different sentence types, like those identified in the previous sentence. Individual writing Pupils work individually to draft a short dialogue in their exercise books (the more able could be encouraged to use Sachars methods). - Teacher provides support to 3 individuals/pairs/groups depending on need.

- Pupils share their dialogues in guided groups/ pairs or in the whole class teachers choice. Guided groups/pairs are preferable, since then all pupils have a chance to share and comment upon others writing.

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Direct Speech
This extract from page 91 has been copied without any punctuation. Replace the missing punctuation.

The Warden spoke softly I dont especially care about your sunflower seeds Mr Sir moaned If you must know said the Warden I liked it better when you smoked For a second, Mr Sirs pain seemed to recede He took several long deep breaths Then his head jerked violently and he let out a shrill scream worse than the one before The Warden turned to Stanley I suggest you go back to your hole now Stanley stepped carefully Is he Excuse me said the Warden Stanley was too frightened to speak Hes not going to die the Warden said Unfortunately for you

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Direct Speech
This extract from page 91 has been copied with correct punctuation.

The Warden spoke softly. I dont especially care about your sunflower seeds. Mr Sir moaned. If you must know, said the Warden, I liked it better when you smoked. For a second, Mr Sirs pain seemed to recede. He took several long deep breaths. Then his head jerked violently, and he let out a shrill scream, worse than the one before. The Warden turned to Stanley. I suggest you go back to your hole now. Stanley stepped carefully. Is he-? Excuse me? said the Warden. Stanley was too frightened to speak. Hes not going to die, the Warden said. Unfortunately for you.

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Direct Speech
Here are the rules for punctuation with direct speech:
1. Every time there is a new speaker, you need to place them in a new paragraph. 2. Every time a speaker starts and stops speaking, you need to use speech marks. Excuse me? 3. Any punctuation at the end of someones speech needs to go inside the speech mark. If you must know, said the Warden, I liked it better when you smoked. 4. Every time speech begins, you will need a capital letter. Hes not going to die, the Warden said, Unfortunately for you. 5. Separate description and speech with a comma. The Warden said, I think you should go back to you hole now.

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Holes Week 6: Exploring character & writing a newspaper article R10 analyse the overall structure of a text to identify how key ideas are developed; Year 8 Week 6

R5 trace the development of themes, values or ideas in texts; Wr12 describe an event, process or situation, using language with an appropriate degree of formality; S&L10 use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas; S1, combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency and clarity, e. g. using non-finite clauses; S9adapt the stylistic conventions of the main non-fiction text types.

Starter Lesson 1 - In pairs, pupils list the


Exploring character and plot development

Introduction
- Teacher reads chapters 2126 inclusive, taking opportunities to explore character and plot development.

Development
Teacher reads chapters 2126 inclusive, taking opportunities to explore character and plot development.

Plenary
- Teacher asks whether Kate Barlows actions are justified and whether she should be punished like any other criminal.

Homework

R5 and S&L10

difficulties a person would face if they could not read. - Pupils share their thoughts with the rest of the class.

Lesson 2 - Teacher displays OHT with


Writing a newspaper article on the events surrounding Sams death.

S9, R10 and Wr12

headlines and asks the pupils to identify the different techniques used to make the headlines catchy. - Teacher asks the pupils if they know of any other techniques used to make headlines catchy.

- Teacher displays the opening paragraph of an article and reads it to the pupils. - Teacher underlines the 4 Ws (who, what, where and when) in the article and asks the pupils to identify the 4 Ws. - Teacher reads the remainder of the article and draws pupils attention to the layout and structure.

- In pairs, pupils brainstorm the events surrounding Sams death. - Pupils share their ideas with the class. - Teacher elicits an order for the article. - Pupils write the newspaper article on the death of Sam. Teacher to support one group (D).

- Pupils read their opening paragraphs for their articles.

- Pupils to complete the final copy of the article on A4 paper.

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Newspaper Headlines

TOM CRUISES TO THE OSCARS

TOUGH TARLETON TERRIFIES TRUANTS


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TOUGH TARLETON TERRIFIES TRUANTS


Yesterday, Headmaster claim that Office and again. at 10:10, known at South Dartmoor Community College as Period 2, Ray Tarleton started a shocking teaching initiative. Reports 10 terrified pupils were asked to meet Tarleton at the Pastoral were then handcuffed to desks to ensure they couldnt truant

MASSIVE STAFF SUPPORT Teachers at South Dartmoor wholeheartedly support this radical discplinarian decision, explaining it has reduced truancy by 100%. Judith Morgan passionately exclaimed: Those little toe-rags need to be disciplined before they end up as useless members of society. Some teachers are debating whether these children should be fed. PE teacher, Jason Trevarthen, was heard saying: These monsters dont deserve the luxury food or drink. They certainly dont deserve the privilege of being taught by me.

PARENTAL OUTRAGE Shocked, parents of the children involved have set up PANTS (Parents Against New Truancy System), whose aim is to abolish this uncivilised and torturous initiative.

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Lesson 3 - Teacher explains that in


Exploring character and plot development

R5 and S&L10

chapter 28 Kate Barlow returns to Camp Green Lake. - Teacher asks pupils to make predictions on what will happen when Kate returns.

- Teacher reads chapters 2728 inclusive, taking opportunities to explore character and plot development.

- Teacher reads chapters 2728 inclusive, taking opportunities to explore character and plot development.

- Teacher asks pupils to look back at page 111 (the final line of chapter 25) where Hattie Parker says to Kate Barlow God will punish you. - In their exercise books, pupils should write 2-3 sentences about who has really been punished.

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Holes Week 7: Exploring the narrative structure & identifying how an incentive is created R5 trace the development of themes, values or ideas in texts; Year 8 Week 7

R10 analyse the overall structure of a text to identify how key ideas are developed, e. g. through the organisation of the content and the patterns of language used; S4 explore the effects of changes in tense; Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; W7c understand and explain exactly what words mean in particular contexts.

Starter Lesson 1
Identifying the links between the narratives

Introduction
- Teacher elicits how we can quickly identify whether the chapter is about past events surrounding Kate Barlow or present events surrounding Stanley. Changes in tense should be highlighted.

Development
- In ability pairs/groups, pupils complete the differentiated handouts on narrative times. Teacher can use teacher resource to find the answers.

Plenary
- Teacher elicits possible links between the different sections of the story. - Teacher adds these ideas/predictions to the display.

Homework
- Pupils continue to read their own independent reading books.

R5, S4 and R10

- Under competition conditions, pairs are to identify the chapter where the following events took place: a) Stanley dug his first hole (chpt.7) b) The warden slaps Mr Sir (chpt 20) c) We find out that Stanley was bullied at school (chpt 6) d) We learn about Elya (chpt 7) e) Stanley finds the fossil (chpt 10) f) Stanley finds the gold tube (chpt 13) g) Stanley helps Zero to learn to read (chpt 22) h) Stanley lies about the sunflower seeds (chpat 19) - Teacher elicits and records on the flipchart the reading strategies used by the pupils (skimming, scanning, accessing prior knowledge and reading back). - Teacher elicits other ways these reading strategies would be helpful.

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Teacher Resource

Narrative Links
Between chapters 34 and 40, there are several NARRATIVE LINKS which link the past to Stanleys present narrative. Four past narratives: - 1 Kate Barlow - 2 Madame Zeroni - 3 Great grand father - 4 Stanleys own past

1. Links between the Kate Barlow narrative and Stanleys present narrative: - The boat (Mary Lou) which Stanley finds was Sams old boat - The peaches Stanley finds under the boat were Kate Barlows famous spiced peaches. - The onions which Stanley finds at the top of the mountain are the same onions which Sam used in his medicinal remedies. - God is punishing Green Lake (it never rains) for what happened to Kate Barlow. 2. Links between the Madame Zeroni narrative and Stanleys present narrative: - (Page 144) Zeros name is Hector Zeroni, he is therefore related to Madame Zeroni - Under instruction from Madame Zeroni, Elya Yelnats had to take the pig up the mountain. - Zeros health deteriorates just as Madame Zeroni is dying when she meets Elya. - Just like the pig had to drink water on the mountain, Zero has to drink the water on the mountain to improve his health. 3. Links between the Great grand father narrative and Stanleys present narrative: - Stanleys great grand father escapes to Gods thumb after Kate Barlow robs him, and Stanley actively looks for Gods thumb as a safe haven. 4. Links between Stanleys own past and Stanleys present narrative: - Zero had actually stolen the shoes that Stanley was accused of stealing.

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Year 8 Holes analysis Narrative times


Focus on chapters 21 to 28

Chapter Narrative Number time: past or present?


21

Name the narrative. Kissing Kate Barlow or Stanley?

What happens to that character in the chapter? Answer in 2 sentences.

22

23

24

25

26

27

28

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Year 8 Holes analysis

Narrative times
Instructions:
Draw a timeline showing the sequence of events in the Kate Barlow narrative from chapter 21 to 28. Every time you write an event down, add the page number it takes place on. Start with: Miss Katherine Barlow was a schoolteacher and won a prize for her spiced peaches. P.102 After you have finished Kate Barlow, do the same for Stanleys narrative.

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Year 8 Holes analysis


Instructions:
Draw a timeline showing the sequence of events in the Kate Barlow narrative from chapter 21 to 28. Every time you write an event down, add the page number it takes place on. Start with: Miss Katherine Barlow was a schoolteacher and won a prize for her spiced peaches. P.102 After you have finished Kate Barlow, do the same for Stanleys narrative. Then, answer this question in a paragraph, giving at least 2 reasons. - Why does Sachar jump from narrative to narrative so frequently?

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Lesson 2 - Reviewing predictions


Identifying how an incentive to read is created

R5, Wr3 W7c and R10

which have come true so far? - Making predictions what will happen to Zero and Stanley?

- Teacher defines the word incentive. - Teacher reads C29 34.

- Teacher should focus in on the following key action sections a) the fight p.134/35 b) Zeros escape p. 139 c) Stanleys escape p. 14648. - Teacher should elicit how each section creates an incentive to read on.

- Pupils write 1-2 sentences in their exercise books explaining how Sachar creates an incentive to read on in chapters 29-34.

Lesson 3 - In ability groups, pupils list


Identifying narrative links

R5, Wr3 W7c and R10

in their exercise books what we know about the following characters: a) Kate Barlow (top ability) b) Stanleys great-great grandfather (middle ability) c) Stanleys past (lower ability) - Pupils share their findings with the rest of the class.

- Teacher reads C35-37, focusing upon creating reader interest in the twist and turns of this exciting part of the story, where Stanley repays the debt. - Teacher makes clear the links between this section of the story and the Madame Zeroni story, using the enlarged copy of C7 to refer to the details. - Teacher points out at least 6 links between the 2 narratives. - Teacher demonstrates one link.

Text Investigation - Each guided group completes a differentiated handout to look at one of the narrative links in detail. Teacher works with two groups (E & F).

- Groups present their findings.

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Holes Week 8: Exploring character development & writing analytically R5 trace the development of themes, values or ideas in texts; Year 8 Week 8

R10 analyse the overall structure of a text to identify how key ideas are developed, e. g. through the organisation of the content and the patterns of language used; R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies; Wr17 integrate evidence into writing to support analysis or conclusions; Wr11 explain complex ideas and information clearly Wr13 present a case persuasively making selective use of evidence S7 develop different ways of linking paragraphs, using a range of strategies to improve cohesion and coherence, e. g. choice of connectives, reference back, linking phrases.

Starter Lesson 1
Exploring character development and identifying narrative links

Introduction
- Teacher reads chapters 3843 inclusive, taking opportunities to explore character and plot development.

Development
- Teacher reads chapters 3843 inclusive, taking opportunities to explore character and plot development.

Plenary
- Teacher elicits additional links between the narratives.

Homework

- Pupils recap on the narrative links in the novel.

R10 and R5

Lesson 2 - Teacher writes the last line


Annotating Chapter 44

R5 and R4

of C43 on the whiteboard They climbed down adjacent holes, and waited for the camp to fall asleep. - In pairs, make a list of predictions about what will happen next in their exercise books. - Pupils share their ideas with the rest of the class.

- Teacher reads C44 all through and then textmarks one paragraph, showing how Stanleys emotions are conveyed through narration, action, description or dialogue.

- In pairs, pupils use a differentiated handout to help them annotate C44 for Stanleys emotions through narration, action, description and dialogue.

- The class then discuss the range of Stanleys emotions in this chapter and Sachars intention in sharing these. The discussion should recap the different methods he uses.

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Annotating Holes
From Chapter 44, work on pages 198 and 199 ONLY. Whilst you are reading, look for anything that tells us what Stanley is feeling and underline it. Next to each underline, write a few words to explain what you think Stanley is feeling.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Annotating Holes
From Chapter 44, work on pages 198, 199, 200 and 201 ONLY. Whilst you are reading, look for anything that tells us what Stanley is feeling and underline it. Next to each underline, write a few words to explain what you think Stanley is feeling.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Annotating Holes
Work on the whole of Chapter 44. Whilst you are reading, look for anything that tells us what Stanley is feeling and underline it. Next to each underline, write a few words to explain what you think Stanley is feeling.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Lesson 3 - Teacher elicits the essay


Writing an analytical essay on Chapter 44

Wr17, Wr11, Wr13 and S7

writing style (SEA Statement, Evidence, Analysis or PEE Point, Evidence, Explanation) to the pupils.

- Teacher models how to transfer the annotations about Stanleys feelings into an essay, using the textmarked paragraph from the previous lesson.

Character investigations - Using their findings from the previous lesson and the differentiated essay writing frames, pupils write essay on Stanleys emotions in chapter 44. Teacher supports two groups in this session.

- In pairs, pupils brainstorm more formal alternatives for I think which can be used in their essays.

- Pupils complete their essays.

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Holes Essay Plan


Follow this essay plan to write your essay on Chapter 44. This essay will give you a National Curriculum Level. Remember to use the S E A model for each of your paragraphs, using quotes from chapter 44. You can use the sentence starters provided to help you (you will have to complete the sentences) Essay Question: How is Stanley feeling in Chapter 44? Paragraph 1: Throughout Chapter 44, Stanley feels several emotions. One of these feelings is A quote to support this statement is: This shows that Paragraph 2: Another feeling Stanley experiences in Chapter 44 is I can tell this because of the following quote: This quotation indicates that Paragraph 3: Furthermore, in Chapter 44 Stanley feels This is demonstrated by the following words: The above quote explains how Paragraph 4: Overall, Sachar makes us readers feel for Stanley. He does this in the following sentence: This shows that

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Essay Plan


Follow this essay plan to write your essay on Chapter 44. This essay will give you a National Curriculum Level. Remember to use the S E A model for each of your paragraphs, using quotes from chapter 44. Essay Question: What different feelings does Stanley demonstrate in Chapter 44? Paragraph 1: Write an S E A paragraph explaining one feeling Stanley experiences. Paragraph 2: Do the same for another feeling. Paragraph 3: Do the same for another feeling. Paragraph 4:
You can use the sentence starters below: just complete the sentences.

Overall, Sachar makes us readers feel for Stanley. He does this in the following sentence: This shows that

TIPS: Avoid I think use an alternative (a thesaurus will help). Dont repeat This shows more than once use an alternative (a thesaurus will help). Keep you writing formal.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Essay Plan


Follow this essay plan to write your essay on Chapter 44. This essay will give you a National Curriculum Level. Remember to use the S E A model for each of your paragraphs, using quotes from chapter 44 APART from the introduction and the conclusion, which will not need a quote. Take note, you sheet should be doublesided! Essay Question: How does Sachar convey Stanleys feelings in Chapter 44? Introduction: Write a few sentences explaining how Stanley is perhaps Sachars most important character AND explaining what you will be looking at throughout this essay. Paragraph 1: Write an S E A paragraph explaining one feeling that Sachar is making Stanley experience. As part of your analysis, answer this question: What effect is Sachar trying to achieve on the reader? Paragraph 2: Do the same for another feeling. Paragraph 3: Do the same for another feeling. Paragraph 4: Write an S E A paragraph explaining how Sachar is making us empathise with Stanley. As part of your analysis, answer this question: What effect is Sachar trying to achieve on the reader? Conclusion: Explain whether you believe Sachars aim to make his readers empathise with Stanley is successful, and why. TIPS: Avoid I think use an alternative (a thesaurus will help). Dont repeat This shows more than once use an alternative (a thesaurus will help). Keep you writing formal.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Week 9: Identifying the resolution & writing a book review R5 trace the development of themes, values or ideas in texts; Year 8 Week 9
language used ;

R10 analyse the overall structure of a text to identify how key ideas are developed, e. g. through the organisation of the content and the patterns of R13 read a substantial text (novel, play or work of one poet) revising and refining interpretations of subject matter, style and technique; Wr2 re- read work to anticipate the effect on the reader and revise style and structure, as well as accuracy, with this in mind; Wr3 use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving; R4 review their developing skills as active, critical readers who search for meaning using a range of reading strategies;

Wr18 write a critical review of a substantial text, taking account of the context in which it was written and the likely impact on its readers;

W7c understand and explain exactly what words mean in particular contexts.

Starter Lesson 1 - Pairs re-read C1 or C8 on


Identifying how the novel reaches its resolution

Introduction
- Teacher explains the link to this section the lizards reappear. - Teacher reads C45-47, pausing briefly to highlight the presence of the lizards and how they are described, relating this to the starter activity. The main emphasis here is to carry the excitement of the story forward.

Development
-Teacher introduces the term resolution and elicits its purpose in a novel. - In pairs, pupils re-read chapters 44, 46 and 47 and then complete the handout How does Holes come to a resolution?.

Plenary
- Pupils share their findings with the rest of the class.

Homework

R5, R10, Wr3 and R4

photocopies. They textmark facts and opinions about the yellow-spotted lizard. - Pupils share their findings with the rest of the class.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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HOW DOES HOLES COME TO A RESOLUTION


Complete the following list by writing the events that help the story reach its resolution.

EVENT 1. Stanley and Zero find the correct hole.

CHAPTER 44

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Lesson 2 -Teacher elicits the definition


Identifying how the novel reaches its conclusion

for dual narrative and asks pupils to identify the two narratives in the novel.

R5, R10 and R13

- Teacher reads chapters 48-49. Teacher comments on how chapter 49 is a key chapter in drawing the two narratives together. The plot weaves between the two, meshing the narrative together. - The teacher highlights the methods Sachar uses, including: tense, paragraph shifts and use of dialogue.

Teacher reads Part Three C50, discussing the concept of a different section using the term epilogue.

- In pairs, pupils list the things they liked/disliked about the book. - Pupils share their ideas with the rest of the class.

Lesson 3 -Teacher elicits the purpose


Writing a book review

Wr2, Wr3 and Wr18

of book reviews and where they may be found.

- Teacher reads an example of a book review from Coolreads.

- Pupils complete a draft for a book review in their exercise books, using the differentiated handouts for support.

- Pupils read sections of their book reviews to the class.

- Pupils complete the draft book review in their exercise books. - An optional further lesson would be to have the pupils type up their reviews in the ICT suite and publish them on kidsreview.org.uk or coolreads.co.uk.

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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This review is by Olivia from the Isle of Wight, England - Olivia wrote this review when she was 15 years old. Holes by Louis Sachar Bloomsbury, 2000 (first published in America in 1998), 233 pp., ISBN 0 7475 4459 X
How easy was it to get stuck into this book?
It was very easy to get stuck into, the beginning is intriguing and I wanted to know more. The story has a good way of not telling you everything at once, so I had to read on to find things out.

Who are the main characters?


The main character is Stanley Yelnats, a teenager who is bullied at school for being fat, and has a low self esteem as a result. He has had nothing but bad luck all his life, so he accepts his new change in fortunes with surprising optimism and capability. He grows as a character through the book. Then there are some of the other inmates of Camp Green Lake: X-ray, the leader of Stanley's group; Squid, Armpit, Zigzag and Magnet. Stanley strikes up an edgy friendship with them, they are criminals and they can be unpredictable and violent, but underneath they're just ordinary teenagers like Stanley. The strangest inmate is Zero. All the other's names are just nicknames used by their friends, but everyone call this boy Zero.

What's the storyline?


Stanley was given the choice of prison or Camp Green Lake, juvenile detention centre, in Texas. He chose Camp Green Lake, because he'd always wanted to go to Camp. It isn't quite what he imagined. It used to be a lake, but now it's a desert. Every day, the boys must go out and dig a hole, five feet deep and five feet in diameter, under the burning sun. This is supposed to turn them into good boys, but there's more to it than that. Stanley is already a good boy. He was imprisoned for a crime he didn't commit, and it's all because of his no-good-dirty-rotten-pig-stealing-greatgreat-grandfather, because after him Stanley's family has had nothing but bad luck.

How's it written?
The story is set in America, sometime close to the present day, though there are flashbacks in it back several generations of Stanley's family. It has quite a lot about friendship, but it's also a detective story as Stanley tries to discover the truth about Camp Green Lake. It's quite funny, there are elements of survival in there, and it's a bit surreal in places, though there is an explanation for everything. The descriptions are very vivid. It's an excellent book whichever way you look at it. I'd recommend it to ages 11 and up.

The overall verdict is

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Book Review Plan


Title: Author: Brief summary of events (Maximum 5 sentences):
Some key events, but dont give away the ending. Mention the 3 narratives.

Description of your favourite character, considering both actions and personality (Minimum 4 sentences).

Explanation of your favourite event in the book, and why you liked that part (Minimum 4 sentences).

Explanation of the LEAST favourite part or character of the book, and why it wasnt that gripping (Minimum 4 sentences).

Comment on the writers style (Minimum 5 sentences).


Explain the effect of different sentence structures and provide an example. Explain the effect of the dual narrative and provide an example. Explain how tension was created and provide an example. Explain how an incentive to read on was created and provide an example.

Who would you recommend this book to? Why should they read it?

How many stars would you give the book out of 10?

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Book Review Plan


Title: Author: Brief summary of events (Maximum 5 sentences):
Some key events, but dont give away the ending. Mention the 3 narratives.

Description of your favourite character, considering both actions and personality (Minimum 4 sentences).

Explanation of your favourite event in the book, and why you liked that part (Minimum 3 sentences).

Explanation of the LEAST favourite part or character of the book, and why it wasnt that gripping (Minimum 3 sentences).

Comment on the writers style (Minimum 3 sentences).


Explain the effect of different sentence structures and provide an example. Explain the effect of the dual narrative and provide an example. Explain how tension was created and provide an example. Explain how an incentive to read on was created and provide an example.

Who would you recommend this book to? Why should they read it?

How many stars would you give the book out of 10?

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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Holes Book Review Plan


Title:

Author: Brief summary of events (Maximum 5 sentences):


Some key events, but dont give away the ending.

Description of your favourite character, considering both actions and personality (Minimum 3 sentences).

Explanation of your favourite event in the book, and why you liked that part (Minimum 3 sentences).

Explanation of the LEAST favourite part or character of the book, and why it wasnt that gripping (Minimum 2 sentences).

Who would you recommend this book to? Why should they read it?

How many stars would you give the book out of 10?

Devon Curriculum Services - KS3 English: Fiction Project Re-visited - Holes, S Collins & W Barbieri, South Dartmoor Community College (adapted from Exploring a Novel Holes on Standards website www.standards.dfes.gov.uk)

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