Unit of work on ‘Holes’ by Louis Sachar
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ATESOL NSW Professional Development Program 2005
English (ESL) Stage 4 Year 8
Unit: Novel Holes by Louis Sachar
Teaching Sequence
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ATESOL NSW Professional Development Program 2005
English (ESL) Stage 4 Year 8
Unit: Novel Holes by Louis Sachar
This unit of work was developed by Rose Stockwell of Casimir College Marrickville, with some assistance from Robyn Conlan of De la Salle College, Ashfield, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.
( Commonwealth of Australia 2004
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.
Acknowledgement
This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.
Unit of work on ‘Holes’ by Louis Sachar
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
| | | | |
|4.13 |Grammar: |Building background vocabulary |Worksheet 1 |
|ESL Scales 5.11 |Adjectives describing appearance |Introduce template of semantic map describing character |Teacher’s Reference 1a |
| |SV agreement |Students given words to allocate correctly on map |Worksheet 1b |
| |is/are + adj |Share results with another group | |
| |has/have + noun/adj noun |Elicit sentence structure for: is/are + adj | |
| |order of modifiers |He is tall. His eyebrows are bushy. | |
| |vocabulary development: good/bad |Elicit sentence structure for: has/have + adj noun | |
| |adjectives |She has a cheeky smile. The twins have wavy hair. | |
| |forming verb/ adverb/adjective/ noun | | |
| |from common stem |Discuss order of adjective modifiers: opinion/size/shape/colour/material/noun |Worksheet 2 |
| | |She wore an elegant petite dome shaped red silk hat. |Teacher’s ref 2a |
| | |Give pairs table with above column headings |Card (template 2b) |
| | |Students select word cards and put them in the correct column |Pictures from magazines |
| | |Students describe magazine pictures using above rule | |
| | | | |
| | |Introduction to good/bad adjectives | |
| | |Give out good/bad adjective cards | |
| | |Students mingle comparing cards |Worksheet 3 |
| | |They divide themselves into ‘good’ and ‘bad’ camps |Teacher’s ref 3a |
| | |Give out worksheet |Cards (template 3b) |
| | |Students organise themselves with dictionaries and |Dictionaries |
| | |work out verb/adverb/noun for each of their group’s set of adjectives: to | |
| | |dread/dreadfully/dread | |
| | |‘good’ group explain new vocabulary to ‘bad’ group and vice versa | |
| | |Complete multiple choice questions testing above and make up two questions of their own| |
| | | | |
| | | | |
| | | |Worksheet 3c |
|Quality Teaching Pedagogy |
|Intellectual quality – Deep knowledge, metalanguage |
|Quality learning environment – engagement |
|Significance - inclusivity |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
| | |Developing a character profile | |
| | |Students: | |
|1.5 |Skills: |Access website | |
|2.2 |Skimming and scanning |authors/au-sachar-louis.asp |Worksheet 4 |
|ESL Scales 5.8 |Inference |Answer comprehension questions |Teacher’s ref 4a |
| |Discussion |Read book review and design book cover |Butcher’s paper |
| |Referencing |reviews/0374332657.asp |Coloured markers |
| |Elaborating |Read Chapters 1-8 with support from teacher |Text of ‘Holes’ |
| | |Choose a character and work in pairs to come up with a basic premise about that |Computers |
| | |character | |
| | |Find excerpts in the book which demonstrate this and explain their reasons | |
| | |Write their findings on butcher’s paper under the headings: idea / example/ explanation| |
| | |– include page references | |
| | |Teacher gives model example of character ‘Mr Sir’ | |
| | |After discussion and refinement students word process this information and edit their | |
| | |drafts. | |
| | | |OHT 4b |
|Quality Teaching Pedagogy |
|Quality learning environment – engagement, social support, students’ self-regulation |
|Intellectual quality – substantive communication |
|Significance – background knowledge, cultural knowledge |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|2.2 |Grammar: |Students: | |
|ESL Scales 6.8 |Conjunctions |Read description of X-Ray’s character from website |OHT 5 |
| |Ways to start sentences |teachit.co.uk on OHT |Cards (template 5a) |
| |Dependent clauses in first position |Deconstruct the passage | |
| |Punctuation conventions |Underline words/phrases starting sentences and unknown vocabulary | |
| |Developing vocabulary |Discuss as a class | |
| | |Teacher removes OHT and gives students cards with individual phrases from above passage| |
| | |typed on to it | |
| | |Students re-order text in pairs | |
| | |Time limit given | |
|Quality Teaching Pedagogy |
|Quality learning environment – engagement |
|Intellectual quality – substantive communication, metalanguage, problematic knowledge |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|2.2 |Grammar: |For homework students write a description of their chosen character using references |Worksheet scaffold 5b |
|4.13 |Consolidation of above language |and model text as a guide | |
|ESL Scales 4.12 |Development of synonyms | | |
|ESL Scales 5.12 | |Teacher shows samples on OHT of students’ work and discusses how to include |OHT 6 student sample |
| |Skill: |references/quotes and a range of sentence starters/vocabulary | |
| |Use of thesaurus on computer | | |
| | |Students redo sequencing activity in the light of teacher input, using strategies | |
| | |addressed. |OHT 7/8: Sparks notes |
| | | | |
| | |Teacher refers students to other examples from reference: | |
| | |lit/holes/characters.html and discusses vocabulary, style, tense, |Worksheet 9 |
| | |general textual features. |RIC Publications .au |
| | |Students brainstorm words other than ‘said’, ‘walked’ | |
| | |Teacher provides reference from ‘My Workbook’ |Worksheet 10 |
| | | | |
| | |Students are given sentences from the text about XRay They have to find suitable | |
| | |synonyms to replace highlighted words. Students use computer thesaurus and insert three| |
| | |suitable words | |
| | | | |
| | |Students write 10 sentences about their character using different words/phrases to | |
| | |start their sentences, eg although, whenever, most of the time etc and also using more | |
| | |complex vocabulary. Scaffold given |Worksheet scaffold 11 |
|Quality Teaching Pedagogy |
|Quality learning environment – high expectation |
|Intellectual quality –higher order thinking, metalanguage |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|11.1 |Explicit criteria based on assessment |Introducing assessment task |Handout of assessment task |
|11.7 |task outcomes |Teacher explains outcomes to be covered and performance criteria for assessment task, |See unit overview |
|11.8 | |including flowchart and timeline |Two weeks’ preparation time |
| | |Students choose how to record this information | |
|Quality Teaching Pedagogy |
|Quality learning environment – Explicit quality criteria |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|2.2 |Revision of alternative sentence |Reinforcing the grammar | |
|4.13 |starters |Teacher reminds students that they have to ‘be’ the character in their assessment task | |
|5.8 |Changing text from 3rd to 1st person |Revisit the sentences written with a variety of sentence starters and have students | |
|ESL Scales 5.9 | |highlight the pronoun references, changing them from the 3rd to 1st person singular | |
|ESL Scales 6.2 | |In pairs give students a set of cards. | |
|ESL Scales 6.4 | |They turn them face down on the table | |
| | |Taking it in turns they turn over a card | |
| | |They make up a sentence about their character beginning with the word on the card. |Cards (template 12) |
| | |They are words used previously: although, whenever etc | |
| | |They aim for fluency first. | |
| | |Discuss the sentence with their partner. | |
| | |Revise the sentence and correct any errors. | |
| | |They say the sentence again using the same expression/intonation as the character they | |
| | |have chosen. | |
| | |Quicker students can put two sentences together. | |
| | |Although I seem unintelligent I am actually pretty clever. I don’t say much because | |
| | |whenever I talk…. | |
| | |Have a competition to see who can come up with the best sentences. Give points for | |
| | |content, grammar, expression | |
|Quality Teaching Pedagogy |
|Quality learning environment – engagement |
|Intellectual quality – problematic knowledge, metalanguage |
|Significance – background knowledge, inclusivity |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|ESL Scales 6.2 |Recognising cues in nonverbal |Introducing visual literacy |DVD Holes The film-script was written by Louis |
| |communication |Students watch the DVD of ‘Holes’. This is to show that, throughout a story, details of|Sachar and the script is very true to the novel |
| |Informal/formal language use |a character’s body language, expressions, personality, racial/cultural background and | |
| | |way they react to events provide the audience with a bigger picture of that character | |
|Quality Teaching Pedagogy |
|Quality learning environment – engagement |
|Significance – cultural knowledge |
|Outcomes |Language to be taught |Teaching and learning activities |Resources |
|5.4 |Skills: |Class study of text | |
|5.9 |Asking higher order questions |After discussion students: | |
|5.12 |Extended oral response |write about the ‘issue/event’ mentioned in the assessment task for homework |Worksheet 13 |
|9.3 |Tailoring the writing to the topic |share in class | |
|ESL Scales 5.9 | |write first draft for homework using scaffold | |
| | |play ‘Question Dice’ | |
| | |One dice has the words: When, Which, Why, Who, How, What on each face | |
| | |The second: will, would, might/could, can, did, does | |
| | |Students take it in turn to answer questions in character. |Worksheet 14: Question Words |
| | |Audience throws the dice and makes up a question with the words facing him/her. | |
| | |Examples include: |‘Question Dice’ from Cooperative Learning and |
| | |‘What could you do to avoid the Warden bullying you again?’ |Critical thinking – Chuck Wiederhold San Juan |
| | |‘What would you have done if you had been one of the boys at Camp Green Lake?’ |Capistiano CA 1999) |
| | |‘How will your life change after you leave Camp Green Lake?’ |(PEEL Project for Enhanced Effective Learning |
| | | |activity) |
| | |Teacher leads discussion on how to develop textual features. |Card |
| | |Students redraft, prepare palm cards, learn their speech by heart for homework. |Glue |
| | | | |
| | |Practice task: In class, students write for 10 minutes on a subject that interests them| |
| | |and give a 30 second speech on it. Followed by peer/teacher feedback. | |
| | |Students complete assessment task | |
| | |Students complete DEAF evaluation sheet on unit. | |
| | |Students repeat assessment task –this time it is videoed | |
|5.8 | |View footage and discuss possible improvements | |
|5.12 | |Peer assessment. Students use formal marking criteria | |
|11.13 | | | |
|ESL Scales 5.12 | | | |
|ESL Scales 6.2 | | | |
|ESL Scales 6.4 | | | |
| | | |Worksheet 15 |
|Quality Teaching Pedagogy |
|Intellectual quality – problematic knowledge, higher order thinking |
|Quality learning environment – engagement, social support |
|Significance – background knowledge, inclusivity |
Worksheet 1
Describing People
|personal details |food |music |colour |shape |clothes |job |physical appearance |character |
|style |nose |nationality |good points |marital status |relationship to you |sex |qualifications |almond |
Complete the mindmap with the words in the box
Worksheet 1a Teacher’s Reference
Describing People
|Physical |Character |Attitudes |Personal details |
|appearance | |Likes and dislikes | |
|Hair |Good points |Music |Nationality |
|Length |Bad points |Hobbies |Job |
|Style | |food |Qualifications |
|Colour | | |Sex |
|Build | | |Age |
|Face | | |Relationship to you |
|Eyes | | |Marital status |
|Shape | | | |
|almond | | | |
|nose | | | |
Worksheet 1b
Describing people
When we describe a person’s/people’s appearance, remember:
We use the verb has/have for a noun
| | | |
|He |has | |
|Liam | |freckles. |
| | | |
|The girls |have | |
|Molly and Marie | | |
| | | | |
|He |has | | |
|Moses | |wavy |hair |
| | | | |
|The boys |have | | |
|Julio and David | | | |
When we use and adjective to describe a person/people, remember:
We use the verb is/are from the verb to be.
| | | |
|He |is | |
|Liam | |short. |
| | | |
|They |are | |
|Julio and David | | |
When the subject of the sentence is a part of the person’s body, remember:
We use the verb is/are from the verb to be.
| | | | |
|Her | | | |
| | | | |
| |smile |is |crooked. |
| | | | |
| | | | |
|His | | | |
| | | | |
|Her | | | |
| |eyebrows |are |bushy. |
| | | | |
|His | | | |
Worksheet 2
Putting things in order
|Opinion |Size |Shape |Colour |Material |+ Noun |
| | | | | | |
| | | | | | |
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Worksheet 2a Teacher’s Reference
Putting things in order
|Opinion |Size |Shape |Colour |Material |+ Noun |
|smart |broad |square |pale |leather |watch |
|scruffy |thin |pointed |fair |nylon |trousers |
|filthy |tiny |round |greenish |gold |jumper |
|beautiful |short |oval |blond |cashmere |jacket |
|ugly |huge |almond |dark |suede |skin |
|elegant |long |muscular |bright |steel |eyes |
|graceful | |wavy | | | |
|arrogant | |curly | | | |
| | |spiky | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
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| | | | | | |
Cards Template 2b
Putting Things in Order
| | | | | | |
|leather |thin |square |blond |long |scruffy |
| | | | | | |
|nylon |fair |pointed |huge |dark |steel |
| | | | | | |
|pale |tiny |short |smart |muscular |bright |
| | | | | | |
|broad |greenish |gold |cashmere |suede |filthy |
|verb/past tense |adverb |adjective |noun |
|agree/agreed |agreeably |agreeable |agreement |
| | |honourable | |
| | |admirable | |
| | |acceptable | |
|( | |fabulous |( |
|( | |appropriate | |
| | |pleasant | |
| | |marvellous | |
|( | |splendid |( |
| | |suitable | |
Worksheet 3
Word Groups ‘Good’ Adjectives
Name: ___________________________ Date: ______________________
Worksheet 3
|verb/past tense |adverb |adjective |noun |
|shame/shamed | |shameful | |
|( | |appalling |( |
|( |( |beastly | |
|( |( |villainous | |
| | |dreadful | |
|( | |delinquent | |
| | |frightful/frighten | |
| | |shocking | |
|( | |dishonest | |
Word Groups ‘Bad’ Adjectives
Name: ___________________________ Date: ______________________
|verb/past tense |adverb |adjective |noun |
|agree/agreed |agreeably |agreeable |agreement |
|honour/honoured |honourably |honourable |honour |
|admire/admire |admirably |admirable |admiration |
|accept/accepted |acceptably |acceptable |acceptance |
|( |fabulously |fabulous |( |
|( |Appropriately |appropriate |Appropriacy |
|please/pleased |pleasurably |pleasant |pleasure |
|marvel/marvelled |marvellously |marvellous |marvel |
|( |splendidly |splendid |( |
|suit/suited |suitably |suitable |suitability |
Worksheet 3a Teacher’s Reference
Word Groups ‘Good’ Adjectives
Name: ___________________________ Date: ______________________
Worksheet 3a Teacher’s Reference
|verb/past tense |adverb |adjective |noun |
|shame/shamed |shamefully |shameful |shame |
|( |appallingly |appalling |( |
|( |( |beastly |beast |
|( |( |villainous |villain |
|dread/dreaded |dreadfully |dreadful |dread |
|( |delinquently |delinquent |delinquency |
|frighten/frightened |frightfully/frighteningly |frightful frightening |fright |
| |shockingly |shocking |shock |
|( |dishonestly |dishonest |dishonesty |
Word Groups ‘Bad’ Adjectives
Name: ___________________________ Date: ______________________
Cards Template 3b
|agreeable |shameful |
|appalling |honourable |
|beastly |villainous |
|dreadful |admirable |
|delinquent |delightful |
|acceptable |fabulous |
|appropriate |pleasant |
|marvellous |chronic |
|frightful |ghastly |
|shocking |dishonest |
|splendid |suitable |
Worksheet 3c
Is it a noun, adjective or adverb?
Choose the correct form of each word to fill in the blank:
1. He spoke _____________ .
dishonest
dishonesty
dishonestly
2. He is a _____________ person.
dishonest
dishonesty
dishonestly
3. I am surprised at your ___________
dishonest
dishonesty
dishonestly
4. It gives me great ___________ to hear that you are so happy.
please
pleasant
pleasure
5. I hope you have a ______________ journey.
please
pleasant
pleasure
6. __________, call me when you get there.
please
pleasant
pleasure
7. I made an ___________ with my parents to work hard this year.
agreeable
agreement
agreeably
8 She smiled ___________ at the customer.
agreeable
agreement
agreeably
9 Colin is a very _____________ student!
agreeable
agreement
agreeably
Now make up three questions using the good/bad words for your friends to do:
10 __________________________________________________
_______________
_______________
_______________
11 __________________________________________________
_______________
_______________
_______________
12 __________________________________________________
_______________
_______________
_______________
Worksheet 4
Louis sachar – author of
‘HOLES’
Go to this website and answer the questions below:
authors/au-sachar-louis.asp
|1 |Where was Louis Sachar born? |
| | |
|2 |Where does he live now? |
| | |
|3 |Louis Sachar decided to be a children’s writer – but what was his other job? |
| | |
|4 |Name five of his hobbies:- |
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|5 |How long does he write for each day? |
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|6 |What happens if he writes for longer? |
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|7 |Why is Tippy, his dog, very clever? |
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|8 |Does he talk about the books he is writing? |
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|9 |How many drafts of a book does he write? |
| | |
|10 |What did he do between 1980 – 1988? |
| | |
|11 |What are the names of his wife and daughter? How old is his daughter? |
| | |
|12 |Write four adjectives to describe his personality: |
| | |
Draw a portrait of Louis Sachar:
Worksheet 4a Teacher’s Reference
Louis sachar – author of
‘HOLES’
Go to this website and answer the questions below:
authors/au-sachar-louis.asp
|1 |Where was Louis Sachar born? East Meadow, New York |
| | |
|2 |Where does he live now? Austin, Texas |
| | |
|3 |Louis Sachar decided to be a children’s writer. What was his other job? Lawyer |
| | |
|4 |Name five of his hobbies:- playing chess, cards, skiing, playing guitar, singing |
| | |
|5 |How long does he write for each day? Two hours a day |
| | |
|6 |What happens if he writes for longer? He loses energy and concentration. |
| | |
|7 |Why is Tippy, his dog, very clever? After 2 hours she taps him on the leg. |
| | |
|8 |Does he talk about the books he is writing? No, not until the book is finished. |
| | |
|9 |How many drafts of a book does he write? 5-6 drafts |
| | |
|10 |What did he do between 1980 – 1988? He worked as a part time lawyer and writer. |
| | |
|11 |What are the names of his wife and daughter? How old is his daughter? Wife is Carla and daughter Sherre. The daughter is 18,|
| |born in 1987. |
| | |
|12 |Write four adjectives to describe his personality: Determined, hardworking, humorous, secretive etc. |
| | |
OHT 4b
Holes
Describe the relationship between Mr Sir and Stanley.
|Idea |Example |Explanation |
|Mr Sir is not sympathetic towards |When Stanley arrives at the camp Mr Sir is holding a can of soda. |He wants Stanley to realize that he has privileges but Stanley |
|Stanley. He wants to show him that |P 12 ‘The sight of it made Stanley even more aware of his own thirst.’ |doesn’t. |
|he is the boss. | | |
| |He gives soda to the bus driver but not to Stanley. | |
| |P12 ‘For a second Stanley hoped that one might be for him.’ | |
| | |He wants to tease Stanley and to show that he can play with him |
| | |like a cat with a mouse. |
| |He says, ‘My name is Mr Sir. Whenever you speak to me you must call me by my name, is that | |
| |clear?’ |He wants to show Stanley that he has a lot of power over him. |
| | | |
| | | |
| |He also says, ‘You’re not in the Girl Scouts anymore.’ | |
| | | |
| | |He says this to Stanley to let him know he needs to toughen up to|
| | |survive at Camp Green Lake. |
Template 5a
| |
|There is something mysterious about X-Ray: |
| |
|although he is small, he is also very much ‘the leader’ (53), |
| |
|and the other boys ‘did whatever X-Ray asked them.’ (53) |
| |
|This shows that X-Ray is powerful: |
| |
|Stanley ‘didn’t want to get on his bad side.’ (52) |
| |
|Those words – ‘bad side’ suggest that X-Ray is a mixture of things. |
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|In many ways he is bossy and selfish: |
| |
|he insists on using the shortest shovel (27) |
| |
|and he decides who gets their lunch first. |
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|Later, X-Ray gets the whole group to gang up on Stanley, |
| |
|teasing him with, ‘he’s better than all of us.’ (133) |
| |
|This nasty sarcasm finally provokes the fight |
| |
|that leads to Zero’s escape. |
| |
|On the other hand, when X-Ray first meets |
| |
|Stanley ‘he smiled and shook his hand.’ (18) |
| |
|This proves that he can be warm and friendly. |
| |
|It is probably X-Ray’s mixture of meanness and |
| |
|generosity that makes the reader interested in him. |
Script from teachit.co.uk
OHT 5
Script from teachit.co.uk
There is something mysterious about X-Ray: although he is small, he is also very much ‘the leader’ (53), and the other boys ‘did whatever X-Ray asked them.’ (53) This shows that X-Ray is powerful: Stanley ‘didn’t want to get on his bad side.’ (52) Those words – ‘bad side’ suggest that X-Ray is a mixture of things.
In many ways he is bossy and selfish: he insists on using the shortest shovel (27) and he decides who gets their lunch first. Later, X-Ray gets the whole group to gang up on Stanley, teasing him with, ‘he’s better than all of us.’ (133) This nasty sarcasm finally provokes the fight that leads to Zero’s escape.
On the other hand, when X-Ray first meets Stanley ‘he smiled and shook his hand.’ (18) This proves that he can be warm and friendly. It is probably X-Ray’s mixture of meanness and generosity that makes the reader interested in him.
Worksheet Scaffold 5b
Character Profile
When you are writing about your character please include the following:
|Character’s name/nickname: |
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|Job/role at the camp: |
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|Details about his/her personality and appearance: |
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|When you write about the character’s personality and appearance include: |
|quotations from the text |
|the page number where you can find this information |
|and give an explanation |
| |
|Examples |
|X-ray did not care much about his appearance. ‘He wore glasses, but they were so dirty that Stanley wondered how he could see out |
|of them.’ page 19 |
| |
| |
|X-ray was prepared to support and stand up for Stanley. In the Wreck Room one of the other inmates wants to have a fight with |
|Stanley. X-ray puts his hand on Stanley’s shoulder and warns the other boy, ’You don’t want to mess with the Caveman.’ page 44. |
| |
OHT 7
Stanley Yelnats
Stanley is the protagonist of Holes, although he is an unlikely hero. He is an overweight boy who does not have any friends from school and is often picked on by his classmates and the school bully, Derrick Dunne. Stanley's family is cursed with bad luck and although they do not have much money they always try to remain hopeful and look on the bright side of things. Stanley shares these traits with his family and although he does not have a lot of self-confidence, he is not easily depressed, a characteristic that helps him adjust to the horrendous conditions of Camp Green Lake. As the book progresses, Stanley slowly develops physical strength and personal strength. He identifies the people who threaten him, like the Warden, and while he tries not to get in trouble he also stands up for his own right and the rights of his friends. Stanley gradually develops the self-confidence necessary to disregard the opinions of the majority of the boys and form a friendship with Zero, the least popular kid in the camp. Although the cruelty of those around him initially causes Stanley to become hard and treat Zero with contempt, he eventually realizes that what he is doing and he and Zero form a strong friendship. They each make sacrifices for one another and by the time that he leaves Camp Green Lake, Stanley is physically and emotionally stronger.
Transcribed from:
OHT 8
Zero
Zero's real name is Hector Zeroni, but he has been called Zero for most of his life. He has been homeless for most of his life, and his mother abandoned (or lost) him when he was still small. Zero has not had much of an education so he does not know how to read or write. Despite all the adversity that he has faced, Zero knows that he is smart and he has a sense of standing up for himself. At first he is presented as a strange character because he rarely speaks and always walks around with a scowl on his face. Eventually, when Zero becomes friends with Stanley, the reader learns that Zero is silent because he does not like answering questions and most likely because he is wary of people like Mr. Pendanski, who always mock him. Zero has suffered so much hardship in his life that he eventually cannot stand Camp Green Lake anymore and he runs away. He has a generous spirit, exemplified by the fact that he shares his last jar of "sploosh" with Stanley after he has run away. As Stanley gains self-confidence, Zero begins to talk more and scowl less. Zero is also very honest and although he steals because he lives on the street, he tries to steal less valuable things so that people will not mind as much. It is really Zero who has stolen the shoes that Stanley was accused of stealing and Zero feels bad for Stanley and apologizes for stealing them.
lit/holes/characters.html
Worksheet 9
Words other than……
(My Wordbank - RIC publications p. 62-63)
|said |said |went |good |big |small |
|Added |Ranted |Crawled |Brilliant |Colossal |Baby |
|Agreed |Screamed |Crept |Excellent |Enormous |Little |
|Announced |Shouted |Danced |Exceptional |Extensive |Microscopic |
|Answered |Sobbed |Dawdled |Fantastic |Gigantic |Mini |
|Asked |Stammered |Drove |Fine |Huge |Miniature |
|Called |Stated |Flew |Great |Hulking |Minuscule |
|Commented |Suggested |Hopped |First-class |Immense |Minute |
|Complained |Uttered |Skipped |First-rate |Jumbo |Pocket-sized |
|Cried |Whispered |Strutted |Marvellous |King-sized |Short |
|Described |Yelled |Tiptoed |Splendid |Mammoth |Shrimp |
|Drawled |fumed |Trudged |Super |Massive |Slight |
|Explained | |Walked |Superb |Thundering |Teensy |
|Expressed | |wandered |Valuable |Vast |tiny |
|Laughed | | |Wonderful |Whopping | |
|Mentioned | | |Worthy | | |
|Mumbled | | | | | |
|Ordered | | | | | |
|Pleaded | | | | | |
Worksheet 10
Holes Character Profiles
Synonyms
Read the sentences below. Type the word in bold. Then, using Word’s Thesaurus, choose 3 synonyms you could use to replace the word.
|1 |There is something mysterious about X-Ray |
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|2 |Although he is small, he is very much the leader. |
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|3 |Stanley recognizes that X-Ray is powerful. |
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|4 |Those words suggest X-Ray is a mixture of things. |
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|5 |X-Ray gets the whole group to tease Stanley. |
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|6 |It is probably X-Ray’s mixture of meanness and generosity that makes the reader interested in him. |
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Worksheet 11
Describing a Person
When you are writing about your character think about making your work as interesting as possible.
Think of different ways to start your sentences/paragraphs.
Here are some examples to help you.
I live with my brother, sister and guardian. They all have very different characters. I have decided to describe my sister.
Although…..
Although my sister is very clever, she is also quite lazy.
After…..
After she finishes doing something she never tidies up.
Sometimes…
Sometimes she says she wants to be an actress.
While….
While she studies she sings.
At first,…….
At first, she made me really angry but now I am used to her.
On the way to……
On the way to school she always walks slowly behind me.
Whenever……
Whenever she has free time she plays the guitar or listens to her favourite music. She loves…..
If you ask her….
If you ask her what her favourite food is, she says…
Card Template 12
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| |After I… |
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|Although I… | |
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|I hardly ever… |Sometimes I… |
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|While I… |At first I… |
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|On the way to…. I… |Whenever I… |
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|If you ask me I… |If I… |
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Worksheet 13
My Character is ____________________
Include this type of information in your monologue.
|Introduce yourself using the same expressions as your character : |
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|Give some information about yourself, your job or how you came to be at Camp Green Lake |
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|Give information about your personality/character |
|Use specific examples from the text and change them slightly to fit in with your monologue: |
|‘All the boys here know that they have to call me Mr Sir or they’ll be in BIG trouble.’ |
|Or if you’re X-Ray: |
|‘I don’t care much about my appearance. My glasses are so dirty people wonder how I can see out of them.’ |
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|Give a description of what you do every day |
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|Talk about the major event or issue that happens to you in the book. This part needs to be at least150 words. |
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|Use the event to bring the monologue to a close |
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|Don’t leave without saying good bye….Make sure you do it the way you would have done in the book |
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Your first draft needs to be written in your exercise book for collection on Thursday 17th March.
Read what you have written out loud to yourself.
How long does your monologue last?
Remember you have to speak for MORE than two minutes but less than THREE.
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|When/Where |will |
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|Which or Where |would |
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|Why |might/could |
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|How |can |
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|What |did/is |
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|Who or Where |Does |
Worksheet 14 Teacher’s Reference
Question Dice
Co-operative Learning and Critical Thinking
Chuck Wiederhold 1999
Worksheet 15
The DEAF Model of Analysis
(Adapted)
|1. Describe |2. Evaluate |
|…. the current situation/practice |…… the strengths and weakness of the current situation/practice |
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|4. Future Action |3. Analyse |
|….. suggest modifications/strategies that could be tried to rectify the situation |…WHY some aspects are, or are not, successful/operating well |
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-----------------------
build
hobbies
hair
length
attitudes
likes and dislikes
face
eyes
Name
age
colour
bad points
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