Stage 4 Novel Unit Holes

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Stage 4 Year 8
Unit: Novel Holes by Louis Sachar
TEACHING SEQUENCE
ATESOL NSW AGQTP Stage 4 unit – Novel Holes 1 Rose Stockwell – Casimir Catholic College, Marrickville
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  Adjectives describing Introduce template of semantic map describing character Teacher’s Reference 1a
Scal appearance Students given words to allocate correctly on map Worksheet 1b
es  SV agreement Share results with another group
5.11  is/are + adj Elicit sentence structure for: is/are + adj
 has/have + noun/adj He is tall. His eyebrows are bushy.
noun Elicit sentence structure for: has/have + adj noun
 order of modifiers She has a cheeky smile. The twins have wavy hair.
 vocabulary
development: Discuss order of adjective modifiers: Worksheet 2
good/bad adjectives opinion/size/shape/colour/material/noun Teacher’s ref 2a
 forming verb/ She wore an elegant petite dome shaped red silk hat. Card (template 2b)
adverb/adjective/ Give pairs table with above column headings Pictures from magazines
noun from common Students select word cards and put them in the correct
stem column
Students describe magazine pictures using above rule
Introduction to good/bad adjectives Worksheet 3

Give out good/bad adjective cards Teacher’s ref 3a
Students mingle comparing cards Cards (template 3b)
They divide themselves into ‘good’ and ‘bad’ camps Dictionaries
Give out worksheet
Students organise themselves with dictionaries and
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 Worksheet 3c
make up two questions of their own
Quality Teaching Pedagogy
Intellectual quality – Deep knowledge, metalanguage
Quality learning environment – engagement
Significance - inclusivity
Developing a character profile
Students:
1.5 Skills:  Access website
2.2  Skimming and www.kidsreads.com/authors/au-sachar-louis.asp Worksheet 4
ESL scanning  Answer comprehension questions Teacher’s ref 4a
Scales 5.8  Inference  Read book review and design book Butcher’s paper
 Discussion cover Coloured markers
 Referencing www.kidsreads.com/reviews/0374332657.asp Text of ‘Holes’
 Elaborating  Read Chapters 1-8 with support Computers
from teacher
 Choose a character and work in
pairs to come up with a basic premise about that
character
 Find excerpts in the book which
demonstrate this and explain their reasons
 Write their findings on butcher’s
OHT 4b
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.
Quality learning environment – engagement, social support, students’ self-regulation
Intellectual quality – substantive communication
Significance – background knowledge, cultural knowledge
2.2 Grammar: Students:
ESL  Conjunctions  Read description of X-Ray’s OHT 5
Scale  Ways to start character from website Cards (template 5a)
s 6.8 sentences www.teachit.co.uk on OHT
 Dependent clauses  Deconstruct the passage
in first position  Underline words/phrases starting
Punctuation sentences and unknown vocabulary
conventions  Discuss as a class
Developing vocabulary 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
Intellectual quality – substantive communication, metalanguage, problematic knowledge

2.2 Grammar: For homework students write a description of their chosen Worksheet scaffold 5b
4.13  Consolidation of character using references and model text as a guide
ESL above language
Scales 4.12  Development of Teacher shows samples on OHT of students’ work and OHT 6 student sample
ESL synonyms discusses how to include references/quotes and a range
Scales 5.12 of sentence starters/vocabulary
Skill:
 Use of thesaurus on Students redo sequencing activity in the light of teacher OHT 7/8: Sparks notes
computer input, using strategies addressed.
Teacher refers students to other examples from reference: Worksheet 9

www.sparksnotes.com/lit/holes/characters.html and RIC Publications
discusses vocabulary, style, tense, general textual www.ricgroup.com.au
features.
Students brainstorm words other than ‘said’, ‘walked’ Worksheet 10
Teacher provides reference from ‘My Workbook’
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 Worksheet scaffold 11

different words/phrases to start their sentences, eg
although, whenever, most of the time etc and also using
more complex vocabulary. Scaffold given
Quality learning environment – high expectation
Intellectual quality –higher order thinking, metalanguage
11.1 Explicit criteria based on Introducing assessment task Handout of assessment task
11.7 assessment task Teacher explains outcomes to be covered and See unit overview
11.8 outcomes performance criteria for assessment task, including Two weeks’ preparation time
flowchart and timeline
Students choose how to record this information
Quality learning environment – Explicit quality criteria

2.2  Revision of Reinforcing the grammar
4.13 alternative sentence Teacher reminds students that they have to ‘be’ the
5.8 starters character in their assessment task
ESL  Changing text from Revisit the sentences written with a variety of sentence
Scales 5.9 3rd to 1st person starters and have students highlight the pronoun
ESL references, changing them from the 3rd to 1st person
Scales 6.2 singular
ESL In pairs give students a set of cards. Cards (template 12)
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.
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
Intellectual quality – problematic knowledge, metalanguage
Significance – background knowledge, inclusivity
ESL  Recognising cues in Introducing visual literacy DVD Holes The film-script was
Scal nonverbal Students watch the DVD of ‘Holes’. This is to show that, written by Louis Sachar and the
es communication throughout a story, details of a character’s body language, script is very true to the novel
6.2  Informal/formal expressions, personality, racial/cultural background and
language use way they react to events provide the audience with a
bigger picture of that character
Significance – cultural knowledge

5.4 Skills: Class study of text
5.9  Asking higher order After discussion students:
5.12 questions  write about the ‘issue/event’ Worksheet 13
9.3  Extended oral mentioned in the assessment task for homework
ESL response  share in class
Scales 5.9  Tailoring the writing  write first draft for homework using
to the topic scaffold
 play ‘Question Dice’
One dice has the words: When, Which, Why, Who, How, Worksheet 14: Question Words
What on each face
The second: will, would, might/could, can, did, does ‘Question Dice’ from
Students take it in turn to answer questions in character. Cooperative Learning and
Audience throws the dice and makes up a question with Critical thinking – Chuck
the words facing him/her. Examples include: Wiederhold San Juan
‘What could you do to avoid the Warden bullying you Capistiano CA 1999)
again?’ (PEEL Project for Enhanced
‘What would you have done if you had been one of the Effective Learning activity)
boys at Camp Green Lake?’ Card
‘How will your life change after you leave Camp Green Glue
Lake?’
Teacher leads discussion on how to develop textual

features.
Students redraft, prepare palm cards, learn their speech
5.8 by heart for homework.
5.12
11.13 Practice task: In class, students write for 10 minutes on a
ESL subject that interests them and give a 30 second speech
Scales 5.12 on it. Followed by peer/teacher feedback.
ESL Students complete assessment task
Scales 6.2 Students complete DEAF evaluation sheet on unit.
ESL Students repeat assessment task –this time it is videoed Worksheet 15
Scales 6.4 View footage and discuss possible improvements
Peer assessment. Students use formal marking criteria
Intellectual quality – problematic knowledge, higher order thinking
Quality learning environment – engagement, social support
Significance – background knowledge, inclusivity
Worksheet 1
Describing People
build
length hobbies
hair
attitudes
face likes and dislikes
Name
eyes
age
colour
bad points
personal food music colour shape clothes job physical character

details appearance
style nose nationality good marital relationship sex qualifications almond
points status to you
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

Size
Opinion Shape Colour Material + Noun
Putting things in order

Size
Opinion 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
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 agreement
agreeable
honourable
admirable
acceptable
 
fabulous

appropriate
pleasant
marvellous
 
splendid
suitable
Worksheet 3
Word Groups ‘Good’ Adjectives
Name: ___________________________ Date: ______________________
Worksheet 3

shame/shamed
shameful
 
appalling
 
beastly
 
villainous
dreadful

delinquent
frightful/frighten
shocking

dishonest
Word Groups ‘Bad’ Adjectives
Name: ___________________________ Date: ______________________
agree/agreed agreeably agreement
agreeable
honour/honoured honourably honour
honourable
admire/admire admirably admiration
admirable
accept/accepted acceptably acceptance
acceptable
 fabulously 
fabulous
 Appropriately Appropriacy
appropriate
please/pleased pleasurably pleasure
pleasant
marvel/marvelled marvellously marvel
marvellous
 splendidly 
splendid
suit/suited suitably suitability
suitable
Word Groups ‘Good’ Adjectives
Name: ___________________________ Date: ______________________

shame/shamed shamefully shame
shameful
 appallingly 
appalling
  beast
beastly
  villain
villainous
dread/dreaded dreadfully dread
dreadful
 delinquently delinquency
delinquent
frighten/frightened frightfully/frighteningly fright
frightful frightening
shockingly shock
shocking
 dishonestly dishonesty
dishonest
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:
www.kidsreads.com/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:-
5 How long does he write for each day?
6 What happens if he writes for longer?
7 Why is Tippy, his dog, very clever?
8 Does he talk about the books he is writing?
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:
Louis sachar – author of

‘HOLES’
Go to this website and answer the questions below:
www.kidsreads.com/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 When Stanley arrives at the camp Mr Sir is holding a can of He wants Stanley to realize that he has
sympathetic towards soda. privileges but Stanley doesn’t.
Stanley. He wants to P 12 ‘The sight of it made Stanley even more aware of his
show him that he is the own thirst.’
boss.
He gives soda to the bus driver but not to Stanley. He wants to tease Stanley and to show
P12 ‘For a second Stanley hoped that one might be for him.’ 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 He wants to show Stanley that he has a
lot of power over him.
must call me by my name, is that clear?’
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.
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.
Script from www.teachit.co.uk
OHT 5
Script from www.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:
Job/role at the camp:
Details about his/her personality and appearance:
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: http://www.sparknotes.com/lit/holes/characters.html
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.
www.sparksnotes.com/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



2 Although he is small, he is very much the leader.



3 Stanley recognizes that X-Ray is powerful.



4 Those words suggest X-Ray is a mixture of things.



5 X-Ray gets the whole group to tease Stanley.



6 It is probably X-Ray’s mixture of meanness and generosity that makes the

reader interested in him.



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
Although I… After I…
I hardly ever… Sometimes I…
While I… At first I…
On the way to…. I… Whenever I…
If you ask me I… If I…
Worksheet 13
My Character is ____________________
Include this type of information in your monologue.
Introduce yourself using the same expressions as your character :
Give some information about yourself, your job or how you came to be at Camp Green Lake
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.’
Give a description of what you do every day
Talk about the major event or issue that happens to you in the book. This part needs to be at
least150 words.
Use the event to bring the monologue to a close
Don’t leave without saying good bye….Make sure you do it the way you would have done in
the book
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.
Worksheet 14 Teacher’s Reference
Question Dice
Co-operative Learning and Critical Thinking
Chuck Wiederhold 1999
When/Where will
Which or Where would
Why might/could
How can
What did/is
Who or Where Does
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
4. Future Action 3. Analyse

….. suggest modifications/strategies that could be tried to rectify …WHY some aspects are, or are not, successful/operating well
the situation

Stage 4 Novel Unit Holes

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ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL) Stage 4 Year 8

Unit: Novel Holes by Louis Sachar

English (ESL) Stage 4 Year 8

Unit: Novel Holes by Louis Sachar

 Commonwealth of Australia 2004

Outcomes Language to be taught Teaching and learning activities Resources

4.13 Grammar: Building background vocabulary Worksheet 1

Introduction to good/bad adjectives Worksheet 3

Outcomes Language to be taught Teaching and learning activities Resources

Teacher refers students to other examples from reference: Worksheet 9

Students are given sentences from the text about XRay

Students write 10 sentences about their character using Worksheet scaffold 11

Outcomes Language to be taught Teaching and learning activities Resources

Outcomes Language to be taught Teaching and learning activities Resources

Outcomes Language to be taught Teaching and learning activities Resources

Teacher leads discussion on how to develop textual

personal food music colour shape clothes job physical character

Physical Character Attitudes Personal details

We use the verb has/have for a noun

The girls have

The boys have

When we use and adjective to describe a person/people, remember:

We use the verb is/are from the verb to be.

We use the verb is/are from the verb to be.

Putting things in order

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

Word Groups ‘Bad’ Adjectives

Name: ___________________________ Date: ______________________

Name: ___________________________ Date: ______________________

verb/past tense adverb adjective noun

Name: ___________________________ Date: ______________________

Is it a noun, adjective or adverb?

Choose the correct form of each word to fill in the blank:

3. I am surprised at your ___________

4. It gives me great ___________ to hear that you are so happy.

5. I hope you have a ______________ journey.

6. __________, call me when you get there.

8 She smiled ___________ at the customer.

9 Colin is a very _____________ student!

Louis sachar – author of

Go to this website and answer the questions below:

1 Where was Louis Sachar born?

2 Where does he live now?

4 Name five of his hobbies:-

5 How long does he write for each day?

6 What happens if he writes for longer?

7 Why is Tippy, his dog, very clever?

8 Does he talk about the books he is writing?

9 How many drafts of a book does he write?

10 What did he do between 1980 – 1988?

12 Write four adjectives to describe his personality:

Draw a portrait of Louis Sachar:

Louis sachar – author of

1 Where was Louis Sachar born? East Meadow, New York

2 Where does he live now? Austin, Texas

6 What happens if he writes for longer? He loses energy and concentration.

9 How many drafts of a book does he write? 5-6 drafts

Name: _____ Date:

Name: _____ Date:

Name: _____ Date: