HOLES by Louis Sachar
The study of a novel.
What might our objectives be?
Our assessment objectives
Themes
What issues does the writer want us to think about?
Plot
Analyse the construction of the plot (e.g.tension, impact of sub-plots on main plot ).
Style of language
Sentence construction,
paragraphing, layout etc
Characterisation
To investigate the skills a writer uses to develop character (eg action, dialogue, narration, description.)
Setting
Study the significance of the setting to the story.
Look at description
Literal and metaphorical
Objective: to explore Louis Sashar’s character Stanley and the methods he uses
to develop this character.
Outcome: to create mind maps of the character Stanley Yelnats using
Point
Evidence
Explanation statements
How does Louis Sachar develop his character Stanley Yelnats?
The BIG question?
actions
Characterisationtechniques
description
dialogue narration
We can use skimming, scanning and asking questions to help us with our investigation. In a pair create some questions.
Details or inference?
Read between the lines. In pairs work out something about Stanley’s character. ( Help? Use Stanley’s character list.)
“Stanley’s father was an inventor.”
He smiled. It was a family joke. Whenever and thing went wrong, they always blamed Stanley’s no-good- dirty –rotten – pig- stealing-
great-great grandfather
Success Criteria- making inferences
Point - What quality can you find out about
Stanley from your quotation
Evidence – Talk about the quotation with a
partner. What does it tell you? Remember - read between the lines.
Explanation- Now explain your findings in
as much detail as you can.
GROUP TASK
In small groups make a spider diagram or mind map of Stanley analysing his character in detail.
USE the post-it notes to PEE
Remember this is a collaborative task, organise yourselves effectively.
Plenary
Pool your findings…bring a post-it to add to the class spider.
Which skills did you use well?
How effective was your group?
Assessment for Learning
Cycle
Share learning objectives with pupils
Learning outcomes
The bigger picture
Refer to in plenary
Success features
Make explicit
Share in advance of the activity
Pupils may establish success criteria
The Activity
Engage in the activity with reference to objectives and success features
Peer assessment
Pupils determine their progress by measuring self against success criteria.
Train for peer and self assessment.
Pupils understand feedback and set their own targets.
Curricular Target setting
Analysis of what has/has not been learned
Teacher assessment
Clear evaluation of strengths and weaknesses
Prompts further thought.
Identifies next step in learning
Objective – to use information and inferences to write about Stanley’s character.
Outcome – an opening paragraph about Stanley
Yelnats character.
Success Criteria
1. Include details about Stanley’s character.2. Make inferences about him.3. Use Point Evidence Explanation. Identify his characteristics, find
appropriate quotations and analyse. 4. Use a range of sentence constructions.5. Spell, punctuate and paragraph well.
Level 4 Stanley was a teenager. He came from a
poor family. His dad was an inventer. He was trying to create sports shoes that did’nt smell. Stanley had been sentencd for something he hadn’t done. He and his family blamed it on his great-great-grandfather.
“He smiled. It was a family joke.” Stanley doesn’t get too upset by problems.
He is always having them.
Level 5
Stanley seems to be a nice boy who comes from a poor family but is in the wrong place at the wrong time. Even though he is innocent, he takes the punishment of going to Camp Green Lake well. His family had taught him to accept problems in life.
“Despite their awful luck, they always remained
hopeful.”
His mum, dad and grandpa try to make it better by suggesting that it might be like the camp the rich boys
to and this helps Stanley to face his ordeal.
Level 6
Stanley Yelnats is an unfortunate but pleasant boy who is caught up in an incident where he is wrongly accused of stealing the baseball shoes of Clyde “Sweet feet” Livingston, a famous baseball player. What is amazing is that he seems to see this as part of his destiny. He “couldn’t help but think there was something special about the shoes.” He “felt like he was holding destiny’s shoes.” It is part of his nature to accept whatever life deals him; he sees each event as part of life’s pattern.
He rarely shows negative emotions except for in extreme circumstances where he feels threatened by others. When Armpit threw Stanley to the ground, he “stared up at him, terrified.
Write your paragraph. Use the success criteria and your understanding of the
examples given to write your paragraph.
Now peer assess. Use the success criteria.
Give praise.
Set targets
Where next?
Guidance on effective feedback
P positive things first
L learners’ views on their work
O own choices to be made
P praise and encouragement
S specific comments on specific parts of their work
IMPROVING YOUR PEE
Point about Stanley’s character: Evidence: “ Explanation : Analyse make inferences
‘HOLES’
L.O. to raise your level through your use of sentence structures.
Success Criteria
1. Include details about Stanley’s character.2. Make inferences about him.3. Use Point Evidence Explanation. Identify his characteristics, find
appropriate quotations and analyse. 4. Use a range of sentence constructions.5. Spell, punctuate and paragraph well.
Level 4 Stanley was a teenager. He came from a
poor family. His dad was an inventer. He was trying to create sports shoes that did’nt smell. Stanley had been sentencd for something he hadn’t done. He and his family blamed it on his great-great-grandfather.
“He smiled. It was a family joke.” Stanley doesn’t get too upset by problems.
He is always having them.
S--------------------.H--------------------.H---------------------.H---------------------------------.S--------------------------.H-----------------------------. “H-------.I--------------.”S------------------------.H--------------------.
Level 5
Stanley seems to be a nice boy who comes from a poor family but is in the wrong place at the wrong time. Even though he is innocent, he takes the punishment of going to Camp Green Lake well. His family had taught him to accept problems in life.
“Despite their awful luck, they always remained
hopeful.”
His mum, dad and grandpa try to make it better by suggesting that it might be like the camp the rich boys
go to and this helps Stanley to face his ordeal.
S---------------------- who ----------but-------------------.E------------------,-----------------------------------.H----------------------------------. “ D----------,---------------------”H----,--------------------------------------and --------------------------------------------.
Level 6
Stanley Yelnats is an unfortunate but pleasant boy who is caught up in an incident where he is wrongly accused of stealing the baseball shoes of Clyde “Sweet feet” Livingston, a famous baseball player. What is amazing is that he seems to see this as part of his destiny. He “couldn’t help but think there was something special about the shoes.” He “felt like he was holding destiny’s shoes.” It is part of his nature to accept whatever life deals him; he sees each event as part of life’s pattern.
He rarely shows negative emotions except for in extreme circumstances where he feels threatened by others. When Armpit threw Stanley to the ground, he “stared up at him, terrified.”
S----------------------but -----------who----------------where------------------------------”------”----------------,---------------------.W---------------------------------------------------------------.H “----------------------------------.”H– “--------------------------------.”It ---------------------------------;-----------------------------.H--------------------------------where ----------------------.W------------------------------,--- “------------------,------.”
Level 7Although unfortunate enough to be sent to “Camp Green Lake”, Stanley grows in personality whilst there, both because he has learned to accept the “fate” handed down to him by his “dirty-rotten-pig-stealing-great-great-grandfather” and also because he becomes physically and emotionally stronger. His low self esteem, created by his unfortunate ‘friendships’ with those such as “Derrick Dunne and his unsympathetic teachers who “never took” his “complaints seriously", begins to disappear when he is accepted into the team of boys led by X-Ray. He gains so much status that he unexpectedly acquires the nickname “Caveman” and is promoted from “the end of the line” to the position “in front of Zero.” His confidence in his physical ability develops; as he loses weight he becomes stronger and more able to dig the holes, like the other boys.
A----------- “----------”,--------------both because--------------- “-----”---------- “------------------------”and-----------------.H------,--------- “---------”---------- “-------”--------------- “--------” ---------- “------------”, ------------------------.H---------------------------------- “------” and --------------- “--------” ---------------- “---------”.H-------------------------------- ; --------------,-------------.
BUILD A SENTENCE
Simple sentence
Add Connectives
Make a semi-colon sentence
Embed a quotation
Make a complex sentence
Which level are you?
4 Some attempt to P E E
but no detail or explanation
5. P E E
Sentences
Inserted quotation
Some explanation
6. P E E
Complex sentences
Embedded quotation
Detailed explanation
Links between poems
Interesting vocabulary
Use of connectives
7.P E E
Complex sentences
Increased embedded quotation flowing within sentences
Interesting vocabulary
Analysis Links
Use of connectives
Guidance on effective feedback
P positive things first
L learners’ views on their work
O own choices to be made
P praise and encouragement
S specific comments on specific parts of their work
HOME LEARNING
Top Related