Holes – Stage 3 Novel Study by Lizzie Chase

Selected Syllabus Outcomes:

Vocabulary: EN3-VOCAB-01
Extend Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis
and generating precise definitions for specific contexts
o Relish subjective, emotive language
o Use metalanguage for language features in texts [eg tone, point of view, introduce the narrator, narrator, establish the setting, establish
conflict, heighten tension, triple, repetition, theme]
o Enjoy figurative language – metaphors, idioms

Reading Comprehension: EN3-RECOM-01 Fluently read and comprehend texts for wide purposes, analysing text structures and language, & by
monitoring comprehension

o Reflect on books, read for personal interest: Is this a genre I enjoy? Which event was most exciting in this chapter?
o Identify language features that are enjoyable – How do these author’s language techniques enhance the effect on me, as a reader?
o Consider why the author has structured the text in particular ways – Does the author use flashbacks? Jump between time periods? Why?
o Make text-to-text connections: Compare texts about the same topic or theme & synthesise ideas/information: I used to think, now I think…
o Describe how mental model is adjusted with new information [Are my predictions altering as I read? Are my mental images different now?]
o Inferencing: Local and Global - Analyse how the meanings of key words and phrases in sentences and across a text support local and global
inferencing when reading. Local inferencing may occur by tracking word associations across consecutive sentences: ‘Look at those apples. Fujis
are my favourite.’ Global inferencing: We find the main ideas or themes of each chapter and of the whole book, as we look back at the end.
o Activate prior knowledge while reading, make predictions and make text-to-self and text-to-world connections
o Reflect on the way in which personal interests and experiences can influence understanding and appreciation of ideas
o Ask questions to clarify thinking or seek further information
o Provide evidence / reasons for opinions after reading

Understanding and Responding to Literature

o EN3-UARL-01 analyse representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts
these representations when creating texts
o Describe how patterns in narratives set up expectations and notice when those patterns are subverted. eg Quest narratives can portray an
individual who overcomes their personal fears throughout the adventure, demonstrating the common need for perseverance.

Lizzie Chase
Understanding and Responding to Literature Creating texts
EN3-UARL-01 analyses representations of ideas in literature through EN3-CWT-01: plans, creates and revises written texts for multiple
narrative, character, imagery, symbol and connotation, and adapts purposes and audiences through selection of text features, sentence-
these representations when creating texts level grammar, punctuation and word-level language

Characterisation
o Analyse attributes of character and use similar attributes when Writing for Imaginative purposes
creating texts o Choose literary forms with appropriate text structures, features
o Recognise how character archetypes and stereotypes are and language to engage target audiences
represented in literature o Make creative choices about temporal and spatial settings,
o Identify the ways different elements of a text contribute to character profiles and motives to enhance reader engagement
character development and adapt these elements when creating
o Experiment with characterisation
texts. eg the house a character lives in may be a manifestation of
o Choose and control narrative voice across a text
their character traits
Imagery, symbol and connotation o Experiment with the development of thematic elements
o Analyse how figurative language in literature can enhance meaning Text Features
and affect the audience o Control tense across a text according to purpose, shifting
Genre
between past, present and future tense if required
o Explain how genre can be recognised by established codes and
o Maintain correct noun–pronoun referencing, subject–verb
conventions that govern content and construction of literature,
and apply this knowledge when creating texts agreement and use temporal, conditional and causal
Theme connectives to build cohesive links across a text
o Identify core social, personal and moral messages within and o Use word repetition and word associations as cohesive devices
between texts across texts
o Decide whether specific themes are universal or culturally based o Experiment with figurative language for effect and to engage
Perspective and context
the reader, including metaphor, hyperbole, oxymoron and
o Identify how perspective is made evident through authorial
choices. allusion
o Explore how perspective is influenced by personal, social and Please note that written responses will generally be 1-2 paragraphs
cultural contexts long. Please see Syllabus for Sentence-level grammar, Punctuation,
Word-level language and Planning, monitoring and revising outcomes

Lizzie Chase
Stage 3 Novel Study - Holes – Introduction: Teach students that every opinion requires evidence from the novel. Provide events or quotes.

The author at work – We can focus on settings, conflict, characters, dilemmas, style etc Quotes: Setting at Camp Green Lake: What does the description communicate to us?
Introducing the genre Introducing the setting
At this stage, we think it’s realistic fiction. Later, teach about magical o The author uses the setting to communicate metaphorically
realism, mystery, and adventure + SATIRE: humour that makes a point. o The description communicates menace, possible death in the
This novel is actually a blend of a number of genres. It time shifts. future [yellow-spotted lizard], and the fact that the Warden
Introducing the narrator has huge power [she owns the shade]
o What is a narrator? The narrator speaks in a novel.
o Narrators can be 1st person point of view [I, me, mine] or 3rd Setting quotes team #1: 3rd person narrator quotes in Chapter 1
person point of view [he/she/they/it/rattlesnakes/scorpions] Animals that live there? Description of the place?
o 1st person narrators are CHARACTERS in a story
In this book
o The narrator in Chapter 1 is 3rd person perspective
o The narrator throughout the book is 3rd person.
o VERY INTERESTING – the 3rd person narrator in Chapter 1
sometimes addresses the reader.
o Why? To connect directly with us.
o The narrator in Chapter 1 uses one word sentence fragments.
Why? To be dramatic: Usually [repetition], always
Settings quote team #2: 2nd person POV quotes – All quotes where the Chapter 2 Summary Team: What have we learned about the camp [2
narrator is talking directly to the reader in Chapter 1 facts] and about Stanley [2 facts]? What do we predict about holes?
Camp Green Lake
o ..

o ..

Stanley Yelnats
o ..

o ..

Holes prediction

Lizzie Chase
 Stage 3 Novel Study - Holes – Ongoing. Collect events in two different event logs – present day events & events from the past [gradual reveals]
The author at work – Elements of the author’s Signature style Introducing the main character, Stanley
Show AND Tell Narrator [we see into Stanley’s mind AND beyond] Characterisation – Team #1
o Many authors use a narrator that mainly SHOWS – actions, words, Find 6 quotes on page 7, that TELL about Stanley + Say how you think
reactions of the characters. Louis Sachar’s narrator SHOWS and TELLS. life would be for him
This is part of Sachar’s signature style in this book.
o Why? TELLING means the narrator remains very visible – is not neutral
– and has opinions about what is unfolding, is subjective and shaping
the narrative.
Humour
o The author uses touches of humour. Why? To relieve the darkness. This
is another part of Sachar’s signature style in this book.
Clues that build suspense
o The narrator likes to drop clues/hints. Why? To build suspense
Dangling stories
o Stories are begun and left unfinished. Why? To hook us in and to
gradually unfold the story.
Jumping between the past and the present
o Later, we’ll discover why…
Yelnats Family – Team #2 - Pages 8 & 9: 7 Facts you found out… Dangling Facts – Team #3 – Everything so far + Page 10

Name 2 dangling facts on Page 10: You want to know more…

Any other questions you want answered?

Lizzie Chase
 Stage 3 Novel Study - Holes – Ongoing – Student teams can report back to the whole class or can report back to jigsaw groups
Introducing Mr Sir – Chapter 4: Find quotes & tell us what he is LIKE Introducing Mr Pendanski – Chapter 5: Find quotes
Characterisation: Words, actions, thoughts, reactions, appearance Characterisation: Words, actions, thoughts, reactions, appearance
What is Mr Sir like? How do you know? 5 quotes + traits What is Mr Pendanski like? How do you know? 5 quotes + traits

Introducing the boys – Chapter 5: What do we find out about them? Humour: Find any quotes that have some humour in Chapter 5. Why is
Match the boys’ real names to their nicknames. Why do you think they humour included in this book/chapter?
want these nicknames?

Lizzie Chase
 Stage 3 Novel Study - Holes – Ongoing – Student teams can report back to the whole class or can report back to jigsaw groups
Finding out Stanley’s Crime – He was innocent Class discussion – Explain circumstantial evidence + powerlessness
Summarise how Stanley came to be in the camp – What was he arrested Have a whole class discussion on why Stanley was not able to get out
for? What really happened? Start with bullying event. [The irony is that of this: His parents were poor; they could not afford a lawyer;
Stanley himself is poor.] injustices occur with circumstantial evidence. The US context, the 3
strikes rule about jail in the USA. This book is a satire that makes a
serious point. Rich people do not end up in jail nearly as often. Does
telling the truth always lead to justice? etc

Lizzie Chase
 Stage 3 Novel Study - Holes – Ongoing – Student teams can report back to the whole class or can report back to jigsaw groups
Team: Quotes to describe how HARD the hole digging was for Stanley Team: Quotes to describe Stanley’s new toughness

Team: Summarise the Myra / Elya story: What happened? What is the Team: Taking a closer look at the character of Zero, p.37
moral of the story? What did we learn about Myra’s personality? Elya’s What is he like?
mistakes?

Lizzie Chase
 Stage 3 Novel Study - Holes – Ongoing – Student teams can report back to the whole class or can report back to jigsaw groups
Event Summaries Characters – Discussions
Which key events have unfolded? Keep 2 event logs – present day / past What have we learned about the characters?
Theme Discussions Word Study/Language Discussions
• Which big ideas are emerging? • How does Louis Sachar use language to affect our views of people
• How do I connect with these? and events?
• Which new words have I learned today?
Class discussion – What is the purpose of satire? What is magical realism? World building by Sachar – He has built a gritty realistic setting
What are the realities of being poor in the USA in regard to access to
legal advice?
• Satire exposes social ills; magical realism has splashes of magic • Break down stereotypes – most children in juvie do not come from
• What are the “rules” of fairy tales that Elya broke in regard to Madame backgrounds where families can afford private legal advice
Zeroni? EG Always keep your promises or dire consequences will ensue • Many children from richer families avoid sentences in detention
• Three strikes rule in the USA regarding jail time
Class discussion – What human rights should all children be entitled to? What are the social “rules” in Stanley’s group? How is he changing?
• Brainstorm what human rights for children actually are – research if • Don’t complain, don’t dob, be strong, don’t show weakness. He is
necessary. The right to attend school, to shelter, to safety etc. getting physically very fit.
Many people argue that jail increases people’s criminal behaviours. Why? If you were the warden of a “progressive” jail, what would you do?
• Why might people emerge from detention and re-offend? • Write a list of activities and topics that inmates could learn that
• What do people learn in jail? Who do they learn from? would prepare them for re-entry into the world
• EG Pets in prisons projects where inmates train dogs
Research juvenile detention centres in Australia Class discussion at the end of Chapter 30 – Motifs & Predictions
• What is the youngest age a child can be placed in one? • Which topics / words have appeared repeatedly? I predict that…
Shameful histories Current discrimination
• Sachar describes a lynching caused by racist prejudices • In your opinion, name groups of people who are currently
• How can we prevent these shameful behaviours from resurfacing? experiencing discrimination & mistreatment.
Favourite chapter – Give it a 5-star review Book Review – Rate this book
• Persuade someone about why this particular chapter is fantastic • Did you enjoy Wonder or not? Why? Why not?
Diary entry by one of the minor characters after a key event Diary entry by one of the minor characters looking back at the end
• Write in character – give feelings as well as memories/events • Write in character – give feelings as well as memories/events
• EG Writing by Mr Sir, Mr Pendanski, X-Ray, Zigzag, Magnet, Squid, Kate • EG Writing by the Warden, Ms Morengo, Clyde Livingston, Hector,
Barlow etc – include events but also include reactions & feelings Stanley’s dad – include events but also include reactions & feelings
Chapter 1 – Just arrived at a juvenile detention centre; I’m innocent Chapter 1 – Mix of humour and adventure
• My background story – how I came to be here – I did not do this crime • Use Sachar’s clever blend of suspense and humour

Lizzie Chase
 Holes by Louis Sachar
• Allocate these worksheets to selected students / teams OR provide
these as a booklet OR discuss these topics as a class.
• Many worksheets are filled in gradually as the novel is read. Extra
pages may be needed. EG Events, Characters, Themes.
• Complete only the desired worksheets. Perhaps each student will
complete 1-2 Author’s Craft sheets, 1-2 Author’s Language sheets,
1-2 Literature Response sheets, 1-2 Writing sheets.
• The Double Entry Journal layout allows for evidence or quotes
from the text on one side and student responses & insights on the
other.
• Student Pairs or Teams can share their evidence / quotes and
reactions. Students can share their writing with a buddy.
• Read the text together to enjoy the writer’s craft – then record
ideas as needed later. Keep up the reading flow so the students
stay in the story world!

Author’s Craft Author’s Language Literature Response Writing

Lizzie Chase
Reactions Wheel – Whole Class Discussion – Teams Report Back – Events, then go Clockwise

Events

Luscious
Characters
language

Discuss

Word study Connections

Themes

Lizzie Chase
 Jigsaw Strategy - An alternative to whole class plenaries
Form 5 Specialist Teams, each with 6 members – They prepare their Evidence as a Team
5 Specialist Teams: Events, Characters, Themes, Word Study, Luscious Language - Use this order

Then they split up into 6 Jigsaw Teams & share their Speciality

Events

Luscious
Characters
language
Jigsaw Team:
This has a
member from
each of the 5
teams.
Connections
Word study Any member
can share

Themes

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Mix of genres? Codes of these genres? How do you feel about this blend of genres?

Narrator’s POV? 1st / 2nd / 3rd person – Please circle Why has the author chosen to show these characters’ inner
Whose perspectives are shown throughout the novel? List these… worlds? What does this do for you as a reader? Journeys? Inner
worlds? Different perspectives?

POV switches, time shifts and partial/gradual reveals How do the time shifts and gradual reveals work for you as a
What is a flashback? reader? Elements of surprise? Keep you in suspense? etc

Context? Research about Louis Sachar at 5 facts you have learned about Louis Sachar?
http://www.louissachar.com/

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Important Events for Stanley Log: You may need more pages My predictions about next events / My reactions to these events

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Important Events for Elya & Myra Log: You may need more pages My predictions about next events / My reactions to these events

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Important Events for Kate Barlow & Sam Log: You may need more pages My predictions about next events / My reactions to these events

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Stanley: What do we learn about Stanley? His personality? His For each quote or example, my reactions to what I have learned…
perspectives? Give evidence from the novel. His thoughts, words, What personality trait or insight have we seen in each example?
feelings, actions are evidence. This is how an author builds a
character. Stanley is a ROUND character. He grows and changes,
whereas stereotypes are FLAT and do not change.

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Zero: What do we learn about Zero? His personality? His For each quote or example, my reactions to what I have learned…
perspectives? Give evidence from the novel. His thoughts, words, What personality trait or insight have we seen in each example?
feelings, actions are evidence. This is how an author builds a
character.

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Sam: What do we learn about Sam? His personality? His skills? His For each quote or example, my reactions to what I have learned…
perspectives? Give evidence from the novel. His thoughts, words, What personality trait or insight have we seen in each example?
feelings, actions are evidence. This is how an author builds a
character.

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Kate Barlow: What do we learn about Kate? Her personality? Her For each quote or example, my reactions to what I have learned…
perspectives? Give evidence from the novel. Her thoughts, words, What personality trait or insight have we seen in each example?
feelings, actions are evidence. This is how an author builds a
character.

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Choose Mr Sir / Mr Pendanski / the Warden / one of the boys For each quote or example, my reactions to what I have learned…
Your team members can each select one character to track. Name What personality trait or insight have we seen in each example?
the character you have chosen – what have we learned about them?
Their actions and words are evidence about their personality.

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Elya: What do we learn about Elya? His personality? His For each quote or example, my reactions to what I have learned…
perspectives? His insights about Myra? His massive mistake. Give What personality trait or insight have we seen in each example?
evidence from the novel. His thoughts, words, feelings, actions are
evidence. This is how an author builds a character.

Lizzie Chase
 Author’s Craft Looking back at the end of the novel

Looking back at the end of the novel

Which characters are stereotypes? Name their stereotypes Which characters are ROUND characters? Round characters
change across a novel. They are human with flaws, as well as
virtues. Main characters are round characters – they learn and
gain insights.

Which characters are MORE than stereotypes but they remain

minor characters?

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Class discussion of motifs – Gather these at the end of Chapter 30 Individuals: Choose 5 motifs and predict how these may come to
Stanley’s aid to solve his dilemmas by the end of the novel

Lizzie Chase
 Author’s Craft My beliefs, thoughts, feelings, reactions

Themes – Make a list of emerging themes in this novel. How do these big messages for life connect with you?

Lizzie Chase
 Author’s Craft Author’s Craft

Themes – Make a list of themes which are universal Themes – Make a list of themes which are culturally based
In every time and every place, these big ideas about life are true. In certain times or places, these ideas about life apply or applied.

Lizzie Chase
 Word Study My sentences

Find 5-10 new words. Share the quote and then the meaning. Share a new sentence that uses each word OR builds from it.
"I do my homework in a systematic way – I always start with Maths
EG ‘They had dug in a systematic order.’ first and finish with English.” Share a sentence that has another
Systematic = according to a fixed plan meaning of the word, if you wish.

Lizzie Chase
 Author’s Language My beliefs, thoughts, feelings, reactions

Collect quotes which show Louis Sachar’s use of humour. Explain the impact of this humour on you, as the reader. Why does
Sachar move between gritty reality and flashes of dry humour?

Lizzie Chase
 Author’s Language My beliefs, thoughts, feelings, reactions

Collect quotes which show Louis Sachar “clue dropping.” Why does Sachar drop each of these clues you have selected?
What is the impact on you as a reader of Sachar’s gradual reveals
approach?

Lizzie Chase
 Literature Response My beliefs, thoughts, feelings, reactions

Events/characters in this novel that you really connect with… Why do you connect with this? Does this remind you of something in
real life or remind you of a novel, game, movie or show? Why does
this mean a lot to you?

Lizzie Chase
 Literature Response My beliefs, thoughts, feelings, reactions

I’ve learned a lot.

Before I read this novel I used to think & feel… I’ve changed: After reading this novel, I now think & feel…

Lizzie Chase
 Literature Response Chapter Review

Events in ONE chapter that you liked very much… Write a 5-star review of this chapter. Persuade someone why they
should read it – why is it so fantastic? Emotive language, persuasive
techniques eg rhetorical question, address the reader, personal
pronouns…

Lizzie Chase
 Literature Response Book Review

Notes to help you plan your book review… Write a 5-star review of this novel. Persuade someone why they
should read it – why is it so fantastic? Emotive language, persuasive
techniques eg rhetorical question, address the reader, personal
pronouns…

Lizzie Chase
 Literature Response Magical realism

Exploring satire: Why is it used? What does it feature? Exploring magical realism: What are its features? Give some
What is this novel satirising? examples from this novel.

Lizzie Chase
 Literature Response Camp Green Lake

What are the rights of every child? Research these if required. What are the “social rules” at Camp Green Lake? How does Stanley
change over his time there?

Lizzie Chase
 Literature Response Activities

Many people believe that jail time actually increases criminal You run a “progressive jail” – you want people to leave with skills for
behaviour instead of fixing people. Research this if required. real life and with changed behaviours. What programs and activities
• Why might people emerge from detention and re-offend? would you run at the jail? Research this if required. EG Pets in prisons
• What do people learn in jail? Who do they learn from? programs in which inmates train dogs.

Lizzie Chase
 Literature Response Opinion

What is the minimum age for juvenile detention centres in What is your opinion about a suitable minimum age? Should juvenile
Australia? Research this and research conditions in these centres. detention centres exist? What would be a better option? What are
good preventative measures that can be taken?

Lizzie Chase
 Literature Response Current Issues

Shameful histories Current discrimination around the world

• Sachar describes a lynching caused by racist prejudices. • What is “othering?” Research this if required.
• How can we prevent these behaviours from resurfacing? • In your opinion, name groups of people who are currently
• Laws? Policing? Customs? Standing up for people? Being an ally? experiencing discrimination & mistreatment.
Events? Campaigns? Inclusion of everyone in TV shows? • How should these groups be treated?

Lizzie Chase
 Literature Response Diary Entry

Plan: Write a 1st person POV diary entry after a key event by one of
the other characters in the story. Events, reactions – be in
character! [Don’t write as Stanley]

Lizzie Chase
 Literature Response Diary Entry

Plan: Write a 1st person POV diary entry looking back from the end
of the book by one of the other characters in the story. Events,
reactions – be in character! [Don’t write as Stanley]

Lizzie Chase
 Writing I’m innocent

Plan your writing: Write Chapter 1 in 1st person voice as a character

who is starting time in a juvenile detention centre for a crime they
did not commit. Give the back story of how this mistake happened.

Lizzie Chase
 Writing Comedy and Action Mix

Plan your writing: Write Chapter 1 in 1st person voice as a character

in an adventure which is a mix of high action and funny comments.
Put your character in a very distinctive setting so we get the feel
straight away for the drama and suspense this story will bring.

Lizzie Chase
Discussion about intrusive narrator and mix of genres in the book.
We re-read Chapters 1 & 2 to find 2nd Person POV – narrator talking directly to the reader. Usually, 3rd person narrators are neutral/invisible.

Lizzie Chase
Class Brainstorm at end of Chapter 30 – Circle 5 of these motifs to predict how the book may solve issues for Stanley

Lizzie Chase
Fan Fiction – At end of book – Written in 1st person by a minor character – Who might write this diary entry?
Student Ideas Brainstorm: If stuck for your character, use asterisked ones

Lizzie Chase