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 |  | Holes, by Louis Sachar | These are enrichment activities to be used when reading the novel Holes, by Louis Sachar. These lessons are designed to be used before, during, and after reading. These are not to be used on consecutive days, but spread out during the reading of the book. The book can be read individually, aloud as a large group, or in small groups. Vocabulary and chapter questions can also be incorporated into the unit. | |
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| |  | | Lesson #1 | Lesson Title: Character Log
Summary: Students will prepare a character log to be used throughout the reading of the book. Student’s prior knowledge of characterization will be used to write a description of each character as they are introduced in the story.
Objective:
1. To demonstrate an understanding of character traits.
2. To recall facts, characters, and events from Holes, and evidence for certain character traits.
TEKS:
Language Arts (6.11, A), (6.11, D), (6, 12, F), (6.13, C)
Art (6.C, 1, A)
Assessment:
1. Design a folder to keep as a Character log.
2. Observe and review student’s final product.
Materials:
1. copy of Holes
2. folder
3. copies of Character List
4. copies of Character Web
Resources:
Walden Media
Procedures:
1. Students will begin by organizing a Character Log for the novel Holes. As characters are introduced they will note the page number and give a brief description of the character. AS the novel progresses students will add to the character descriptions.
2. At the end of the unit the student will be assigned character webs. They will be required to choose two modern day characters and two characters from the past.
3. Instruct students to think of four character traits for each character. To review: What are some distinguishing features or traits that describe the character? What does your character say or do to support your idea? Write the four traits in the oval shapes.
4. For each trait, ask the student to return to the book and find two instances when the character displayed each trait. When possible have them use specific quotations and use them as examples to write in the rectangles.
Modifications:
1. If necessary page numbers may be provided for students.
2. Students may use pictures to show the character in the scene that supports the character traits.
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| | | |  | | Lesson #2 | Lesson Title: Flashback
Summary: Students will discuss flashback and use this knowledge to find examples in the book Holes. Students will also use this knowledge to write a creative story that includes an example of flashback.
Objectives:
1. To define flashback.
2. To demonstrate an understanding of flashback as a literary device by identifying scenes where flashback is used.
3. To use understanding of flashback in a short, original creative piece.
TEKS:
Language Arts (6.12, J), (6.15, D), (6.15, G), (6.15, H)
Social Studies (6.21, E)
Assessment:
1. Design a grading system to assess students on their demonstrated understanding of the term flashback.
2. Assess understanding through the use of a flashback scene in their creative writing piece.
Materials:
1. copy of Holes
2. paper
3. pen/pencil
Procedure:
1. Write the definition of flashback on the board or overhead projector. Have students copy the definition into their notes
2. Review examples of flashback from book.
3. Instruct students to respond to the following writing prompt: Describe flashback and explain how it is used in the story Holes.
4. For homework, have students write a one to two page creative story with at least one flashback scene.
Modifications:
1. Define foreshadowing as a literary term.
2. Ask students to point to places in Holes where foreshadowing is used as a literary device.
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| |  | | Lesson #3 | Lesson Title: Lizard Study Summary: In this lesson students will develop Internet research skills by looking up facts about reptiles and amphibians on assigned web sites. Objectives: 1. To use the web for primary source info on animals. 2. To identify various reptiles and amphibians. 3. To use found information in a creative manner that suits the intended audience. TEKS: Language Arts (6.9, E), (6.10, G), (6.11, A), (6.13, C), (6. 13, E), (6.13, G) Science (6.12, A), (6.12.B), (6.12, C) Technology (6.2, A), (6.3, B), (6.4, A) Assessment: 1. Grade based on students demonstrated competence in using the Internet to locate specific information and how the information is incorporated into a creative idea for an imaginary television program. Materials: 1. computer with Internet connection 2. copies of student worksheet Resources: Websites 1. www.colszoo.org/animalsareas/reptiles/reptext1.html2. nationalzoo.si.edu/Animals/ReptilesAmphibians3. www.werc.usgs.gov/fieldguideProcedure: 1. Prepare for the class by familiarizing yourself with the websites the students will be using. 2. Ask the students the following questions: How are lizards and reptiles different from other types of animals? What’s the difference between a reptile and an amphibian? 3. Pass out copies of the worksheet to the students. 4. If computer assess is limited have students pair up or work in groups. 5. Each student or group should turn in one worksheet. Modifications: 1. The teacher could have chosen websites saved to favorite for the students. 2. Students may draw pictures to illustrate what they have found in their research. | | |
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| |  | | Lesson #4 | Lesson Title: Cause and Effect Summary: Holes is a story that includes not only generations of Yelnats but also a tangled plot. This story includes countless flashbacks, providing a great chance to decode story lines and how past actions can and will effect the present and future. Objects: 1. To reconstruct chronological order in a story. 2. To identify cause and effect relationships in the development of a story. TEKS: Language Arts (6.10, E), (6.10, I), (6.10, L) Assessment: Grade student’s success in correctly reordering events chronologically, and their ability to identify and understand the cause and effect of each event. Materials: 1. list of main events in Holes in order of story 2. copies of student worksheet Resources: Holes by Louis Sachar Procedure: 1. Ask students to choose five or six major events from the story. 2. Direct students to select four final choices to use in the chain. 3. Students will write each event in the appropriate space on the chain, giving careful attention to chronological order. 4. Students will write the cause and effect of each event in the related links in the chain. Modifications: 1. Go to www.holes.com to download movie images of major events from the story. Students can cut and paste events in chronological order. 2. Verbally discuss cause and effect of the major events in the story. | | |
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| |  | | Lesson #5 | Lesson Title: Movie vs. Book
Summary: The process of bringing a novel to the movie theater is very complicated. The director of Holes, Andy Davis, was a huge fan of the book. He wanted to be as faithful as possible to the story. Davis asked Louis Sachar to write the screenplay as well as be a consultant on the movie set.
Objectives:
1. To examine similarities and differences between a novel and a film
2. To identify and support sections of the book and film that students like best.
3. To suggest specific recommendations for an author or screenwriter to improve a story.
TEKS
Language Arts (6.10, D), (6, 10, I), (6.11, C), (6.11, D)
Assessment:
Grade students on sentence structure, organization, supporting evidence, and comprehensiveness of their answers.
Materials:
1. copies of the book Holes
2. copy of the movie Holes
3. copies of student worksheet
Procedure:
1. After finishing the novel Holes have students watch the film of the book.
2. Read aloud the description of Stanley in chapter three.
3. Ask students how the description of Stanley in the book compares with the actor who portrays him in the movie. Discuss why the movie director might have made these decisions.
4. Pass out the worksheet. Have students compare and contrast the book and the movie. Then have them make recommendations on how they would improve the book and /or movie.
Modifications:
Instead of using the provided worksheet have students fill out a Venn diagram comparing the book and movie.
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