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Over the course of this unit, we are learning to:• Develop our reading skills by increasing our

knowledge of novels and completing a critical evaluation.

• Develop our listening and talking skills by completing a solo talk.

• Develop our writing skills by completing a personal essay.

• Develop our co-operative learning skills by working together as a group.

How does the author Louis Sachar grip the reader in the

first chapter of the novel? • Take five minutes to read back over the chapter and write down ways the

author makes the reader want to read on.

• This will help you to understand how novels are written.

• Discuss this with a partner. Did you have the same ideas? If not, feel free to steal your partner’s idea and add it to your own.

• This is how we help each other to learn and work co-operatively.

Now write a paragraph in your jotter detailing how Louis Sachar has grabbed your attention.

Now Let’s Look at SettingCamp Green Lake

• Imagine what Stanley thought Camp Green Lake was going to look like before he got there.

• Write a paragraph in your jotter advertising Camp Green Lake as though in a holiday brochure.

• Here are some ideas:

– Visit Camp Green Lake for a truly unique experience.

– Wonder at the exquisite scenery.

– With sunshine, views and scenery, this is a superb location.–

Camp Green Lake• Now make a list of the real features of Camp Green Lake. Include all the things

that Stanley sees, feels and hears in your list.

• It may be a good idea to use bullet points.

• Be prepared to offer your ideas to the class so we can build up a picture of the setting.

CharacterisationIt is important, at this stage in the novel, that we also note our first impressions of the main character, Stanley Yelnats.

This will ensure that when we reach the end of the novel, we have a record of what we thought of his character when we were first introduced to him at the beginning of the novel.

Note Taking

Evidence for Later!• Beside each point you have made about Stanley, write a quotation from the

novel to back this up.

• Later, when we come to write the critical essay, you will have prepared this in advance and your S.T.A.R. paragraphs will be easy.

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Quote Page No.

Overweight ‘Stanley weighed three times as much as the other kid’

p.7

Your Teacher will now ask you to work with a partner or in a

group to add your ideas to those of the rest of the class

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‘Holes’ by Louis Sachar

1) What does the word ‘violation’ mean? Use the rest of the paragraph to help you. (p.12)

2) What does the man with the cowboy hat have tattooed on his arm? (p.12)

3) Give two reasons why the ‘snake’s rattle seemed to wiggle’. (p.12)

Now Your Teacher will test your understanding and knowledge of the novel so far using Textual Analysis

4) Why do you think Mr Sir says ‘You’re not in the Girl Scouts anymore?’ (p.13)

5) List all the items Stanley was given on his first day (p.13).

6) How long will Stanley be at Camp Green Lake? How do you know? (p.15)

7) Quote two things that Mr Pendanski says to make Stanley feel better when they first meet. (p.17)

8) Using your own words, give two reasons why Stanley did not want to say he was ‘innocent’ of his crime. (p.17)

9) Who is in hospital?

What is his nickname?

Why do you think the boys chose this name?

10) Make a list of all the nicknames in Chapter 5.

Make a list of their real names beside their nickname.

Group DiscussionRead the following:-

‘Stanley couldn’t help but think that there was something special about the shoes, that they would somehow provide the key to his father’s invention. It was too much of a coincidence to be a mere accident. Stanley had felt like he was holding destiny’s shoes.’

Discuss in your group –

How can you describe Stanley from this paragraph? What type of boy is the writer making us, the reader, think he is?

Read the following:-

‘Clyde Livingston also came into court. In spite of everything, when Stanley found out that Sweet Feet was going to be there, he was actually excited about the prospect of meeting his hero.’




‘Back at school, a bully named Derrick Dunne used to torment Stanley. The teachers never took Stanley’s complaints seriously, because Derrick was so much smaller than Stanley. Some teachers even seemed to find it amusing that a little kid like Derrick could pick on someone as big as Stanley.’




‘He ran. Thinking back now, he wasn’t sure why he ran. Maybe he was in a hurry to bring the shoes to his father, or maybe he was trying to run away from his miserable and humiliating day at school.’




‘Stanley told the truth, but perhaps it would have been better if he had lied a little. He could have said he found the shoes in the street. No one believed they fell from the sky.’



Homework Task

Stanley wants to spare his mother the pain of knowing what is really going on at Camp Green Lake when he writes his letter home.

Imagine you are Stanley but you have decided to tell the truth. Tell your mother what life is really like at Camp Green Lake. Tell her who you have met and what they are like. Tell your mother how hard the work is and how you feel every day when you are

finished. End by saying how you feel about your family.

The Meaning of Words

The definition on the right-hand side has been mixed up and is not beside the correct word. Draw a line to match the correct word with the correct definition.Word Definition

Defective having no purpose Lukewarm outer edge of an area Assign utterly absurd Perimeter make a hole by digging Compacted imperfect, faulty Expanded ask to come here Excavated appoint someone Summoned closely packed Preposterous make or become larger Aimlessly moderately warm, tepid

Quick Quiz (chapter 1 – 10)1) Who bullied Stanley?

2) How long does Stanley’s shower last for?

3) Whose shoes did Stanley find falling ‘from the sky’?

4) What was the nickname of the man who owned the shoes?

5) What is Stanley’s new nickname?

6) What colour is the yellow-spotted lizard’s teeth?

7) What do all the boys do when they have finished digging their hole?

8) What happened to Stanley’s hands when he was digging?

9) Who had the special shovel which was a fraction of an inch shorter than the rest?

10) What was the gypsy with the one foot called?

11) What did she tell Elya to do with the pig?

12) Who stole Stanley’s Great-Grandfather’s fortune?

13) If the boys find anything interesting when they are digging, who have they to tell?

14) What does Mr Sir eat?

15) Who eats the shells?

16) Stanley asked Magnet where the bathroom is. Where did Magnet tell him to go?

17) Where does Elya emigrate to?

18) Why does Elya believe he is cursed?

19) Who finishes digging his hole first?

20) What is Stanley’s father inventing?

Descripti Quote Page

Just as you completed how the character of Stanley was described in the beginning of the novel, now your Teacher will now ask you to review how the character of Stanley has

changed by this point in the novel. You will be asked to answer out and contribute to a class list which will

on No.

Mr Pendanski asks the boys what they want to do with their lives when they leave Camp Green Lake. You are going to prepare and deliver a talk detailing what you would like to do with your life when you leave high school.

This could be a profession you have always admired or an ambition you are looking forward to achieving.

You must plan your talk by

Researching as much as you can about your chosen ambition.

Find out if you know anyone who has achieved the same thing or does the job you admire. Ask them about it?

Ask family and friends if they think you would be good at this job or ambition and why?

Think and take note of any skills, personality traits or achievements you have already have which makes you a perfect candidate for this job or ambition and include this in your talk.

Remember you will be required to talk for a duration of 3 to 5 minutes so make sure you have prepared fully.

Practise your talk with a partner in class or a family member/friend at home until you feel confident that you can be successful in class. A word of warning though – this is not a speech.

TIP: your teacher is assessing your ability to TALK, not read aloud.

When delivering your talk here are some ideas for success criteria. Your teacher will discuss these more fully

Make good eye-contact

Ensure you are clear and audible

Take your time

Use flashcards to help keep you on track

Link your sentences together and vary your language

Vary your tone

At the end of chapter ? Stanley takes the blame for stealing Mr Sir’s sunflower seeds. The rest of Group D are left behind. Louis Sachar does not create the conversation the boys have during Stanley’s absence. You have the opportunity to create a likely conversation between the boys.

When writing a script, there are certain conventions which must be adhered to. For instance, the name of the person who is speaking is written on the left hand side of the page and their words are written on the right hand side e.g.

X-Ray I can’t believe the Caveman took the blame

Zigzag Me neither

There is no narrator in a script, therefore, other details, such as movement on stage, facial expression etc are shown as stage directions and placed in brackets in italics e.g.

X-Ray (wiping the sweat from his brow) I can’t believe the Caveman took the

blame

Zigzag Me neither

Your teacher will ask you to work with a partner or a group to create your script. Make sure you are prepared to act this out in front of the rest of your classmates. Use all the details you already know about the boys from Group D to help you to decide how they would be likely to behave. Enjoy and have fun!

‘Holes’ by Louis Sachar

1. What does the word ‘venom’ mean? (p.90)

2. Which word means ‘to grow less/to go back’? (p.91)3. Why did the writer use inverted commas around the words ‘found refuge on God’s

Thumb’? (p.93)4. Who dug Stanley’s hole? Explain your answer. (p.94)5. ‘It was almost as if Zero were looking right through him.’ What technique is the

writer using here? Why is this effective? (p.96)6. What does the writer say later, on this page, to continue this image? (p.96)7. How has Zero surprised Stanley when he begins to teach him to read and write?

Give a reason for your answer.8. What does the writer use to show Stanley’s thoughts? (p.99)9. What does the word writhing mean? (p.99)10. Identify the simile on p.101. Why is this a good comparison to make?11. Identify two reasons the author gives that shows the schoolhouse was old (p.102)12. Why did people call Charles Walker ‘Trout’? (p.102)13. What does the word ‘grotesque’ mean? (p.105)14. ‘Where it was quickly absorbed by the thirsty ground’ – what technique is being

used here? Why is this effective? (p.106)15. How old was Mary Lou? Why did people doubt this to be true? (p.107-108)16. Why did Doc. Hawthorne’s head often smell of onions? (p.109)17. Who saw Katherine kiss Sam? (p.111)18. ‘Then she saw the ugly black smoke…’ Why does the writer add three dots at the

end of this sentence? (p.115)19. The writer says ‘You make the decision: Whom did God punish?’ – Who do you think

God punished? Give a reason for your answer. (p.115)

Now Your Teacher will test your understanding and knowledge of the novel so far using Textual Analysis

20. What happened to Kate Barlow after Sam died? Read pages 120 – 121 and find evidence from the novel to back up your answer.

Now it is time to reflect on how the setting and other characters have influenced and affected the

character of Stanley.

Working with your partner, your teacher will issue each pair with resources.

Person A will be issued with a clipboard, a sheet of paper and a pencil.

Person B will be issued with a piece of paper (board) with a character’s name or ‘Camp Green Lake’ in the middle and a coloured pen/pencil.

There will be a number of boards. Here are some examples of how the boards will look:-

Camp Green Lake

Zero Mr Sir Stanley’s Parents

The Warden

Your teacher will use a timer for this task.

You will discuss with your partner how that character/setting has influenced the character of Stanley.

Person A will write your thoughts using the paper and clipboard.

Person B will write the same thing directly on the board using the felt tip pen.

Person A will keep the clipboard throughout the task.

After the timer has stopped Person B will leave the board on the desk and you will move on to the next board and repeat the process.

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Now you are ready to complete your critical essay answering the question:

How does the character of Stanley Yelnats develop by the end of the novel ‘Holes’ by Louis Sacher?

In order to complete the critical essay, it is crucial to plan fully.

o Remember to use all the information you have gathered on the character of Stanley and how he changes throughout the novel.

You will need:

An introduction

A short summary

At least two P.Q.D.R paragraphs describing Stanley’s character at the beginning of the novel.

At least two P.Q.D.R paragraphs describing how Stanley begins to change

At least two paragraphs explaining how Stanley has developed by the end of the novel.

A conclusion

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