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craig ennew

on 26 June 2014

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Transcript of Holes

Year 7 SOW [Whole Text]
Final Assessment
TASK: Explore the idea of coincidence and connections in Holes. In what ways are they used to make the story more exciting?
'Teachit' Resources
Timeframe in'Holes'
Other Media
Lesson 1/2
1 What do we mean by the 'structure' of a text?
2 How is
normally structured?
3 Are there alternatives?

In groups of 4...
Each discuss the last few
books you've read.
How were they structured? Record and group your findings in a table.
Read chapters 1-3 of 'Holes'
Class discussion of how the opening is structured. Homework: a) Individually, and in your own words,describe how the writer, Louis Sachar, structures chapters 1-3. b) Read to the end of Chapter 6.
Lesson 3 / 4
Discuss Chapters 4-6

Activity: On a single side of your exercise book, record the different
time periods
of that have been covered by the book so far. Include: a) key events b) names of characters
c) chapter / page numbers

Further 'teachit' activity
Lesson 5 / 6
'Camp Green Lake'
'The Sneakers'
The Yelnats Family
Town Green Lake
The Curse
'His own special shovel'
Inferring details from the text
Reading and extract
Extracting FACTS and INFERRING details
Forming into an answer to a question
The extract: Ch7 'Holes'
from 'The shovels were kept...' (p27) to '...it hurt to hold the shovel.' (p28)
Now copy and complete the table...
Facts from the extract
Quotation as evidence
What I infer from the extract
Quotation as evidence
Copy the question: 'What do we learn about Stanley's thoughts about the shovel and digging holes from this extract?
Use your table to construct a 4 PEA-chain answer to this question. Remember to include MOSTLY inferred details and back each one up with an example and analysis.
TOP TIPS >>>>>
Don't repeat the point in the analysis
Save time and words by BLENDING your example into your point
Use LINKING words between chains, such as 'also', 'in addition,' 'however', etc.
Check that your answer is set out clearly and doesn't contain mistakes.
Ideally, it should take about 15 minutes to write this type of response!
Reading target:
Chapter 23
Remember to update your
'time periods' diagram!
Lesson 7-8
1. In groups of 4 or 5, prepare a character sketch of one of the following characters, charting their progress up to Chapter 23 : Mr. Sir, Mr. Pendanski, The Warden, X-Ray, Zero. Include some quotations.
2. Read Chapters 23-29. Produce a WANTED poster for Kissing Kate Barlow, including as many details from these chapters as you can....
3. Update your 'time periods
Character Sketch
When does (s)he first appear?
How is (s)he presented?
What do other characters think of him / her?
Any characteristics or particular traits of behaviour?

Lesson 9 - 11
- Read Chapter 29: discuss Zero's motivation for his violent actions in the chapter. Is it justified?
- Watch video clip >>>>>>

- Answering a 'Type B' language question on an extract
- Re-read the section from ' "He likes to dig holes..." ' on p. 137, to '... before he hit the ground...' on p.139.
Copy this question:
How does the writer use language to create tension and excitement in this passage?
Copy and complete the table below. In the 'techniques' side, focus on choice of words, behaviour of characters, and control of sentences and paragraphs. Try to find at least 6.
Example of technique from the passage
Use your table to write a 4 P-E-A chain answer to the original question:
How does the writer use language to create tension and excitement in this passage?
Remember the top tips!
Don't repeat the point in the analysis
Save time and words by BLENDING your example into your point
Use LINKING words between chains, such as 'also', 'in addition,' 'however', etc.
Check that your answer is set out clearly and doesn't contain mistakes
Read up
to Ch 40
Lessons 12-15
- read Chapter 40

In pairs, chart the different emotions you feel as a reader at various points in the chapter. Do this in the form of a table, such as the example below:
techniques writer uses to bring
out that emotion
'When Stanley found...
...including the root.' (p177)
Hopeful for
positive adverb: 'gratefully'
hopeful phrase: 'there
be more'
Class discussion: if asked HOW do your respond to the extract, what FOUR emotions of response would you agree on? Is there any overall pattern / structure to these throughout the chapter?
AS a class, record these findings in your books
Consider this question:
How do you respond to Stanley and Zero's situation in this chapter?
Justify your views with close references to the text.

In your answer, consider:

how you feel as Stanley looks for the onions / the shovel;
what you think about the condition of Zero;
your reaction to Stanley's discovery at the end of the chapter.

Model answer:

When Stanley 'gratefully' finds the onion at the start of the extract and discovers the 'shovel and the sack' towards the end, we feel hopeful and relieved. We know from this chapter that the onions are a health-restoring 'tonic'. Therefore, we hope that they will do the same for Zero.

Also, when Zero is described as 'very sick and weak', we fear for him; especially as Stanley worries that 'he would die soon.' Over the course of the story, we, like Stanley, have become fond of his character and want him to recover.

In addition, at the end of the chapter, we are made to feel surprised and curious by Stanley's discovery. The facts that 'none of them are broken' and they are 'side by side' is very fortunate.

Overall, we hope that this turn of events signals that the fortunes of Stanley and Zero are about to change. Although they have a 'long hard climb' ahead of them, perhaps the curse on Stanley's 'no good dirty rotten great great grandfather' is finally about to be lifted!
What are the key connections and coincidences?
Establish a combination of five connections and coincidences that will each form a main point in your answer:
Coincidence / connection
Why it makes the story exciting
How language is used to help this
(with example)
From a table to an essay...
decide on an order for your points
draft a good introduction
turn each of your points into a series of P-E-A chains (you should have more than one for each main point on your table!)
Think of a good way to conclude
use the diagram to generate ideas!
Character of Zero: used to connect with 3 of the 5 time periods (explore HOW)

LANG POINT: Look at the way Zero is described on pp48-9; then compare to how he is presented later in the book on 'God's Thumb' - changing character...
The writer uses the character of Zero to connect the story of the first Yelnats (Stanley's 'no-good-dirty-rotten-pig-stealing-great-great-grandfather', Elya) to the main plot. Although we don't find out until much later in the book, it is Madam Zeroni, Zero's great-great grandmother, who says that the Yelnats family will be 'doomed for all eternity' if Elya fails to carry her up the mountain. Therefore, the connection between Stanley and Zero, through both the stealing of 'Sweet-Feet's' sneakers, and the meeting at Camp Green Lake becomes much more than a coincidence.

It is therefore very important that Louis Sachar makes Zero an interesting character for the reader. At first, he is presented as somewhat mysterious to the reader and to Stanley. He is very quiet and initially says 'nothing'. A little later, in Chapter 9, Sachar uses adjectives such as 'serious' and 'angry' to describe him. This gives the character a sense of intensity and mystery. As Stanley gets to know him, though, and teaches him to read, Zero's character opens up until, in Chapter 22 a 'big smile spread across his face.' Stanley therefore learns that 'Zero wasn't as stupid as everyone thought', and they go on to have the main adventure of the book together.

Whole Movie
An Idea!
Some ideas:
structuring through the three main connecting
(Stanley...Zero...The Warden)
structuring through
(Camp Green Lake... Town Green Lake... the mountains / God's Thumb')
Full transcript