Novel unit Holes - School of Education
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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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 2 Rose Stockwell – Casimir Catholic College, Marrickville Unit of work on ‘Holes’ by Louis Sachar Outcomes Language to be taught 4.13 ESL Scales 5.11 Grammar: Adjectives describing appearance SV agreement is/are + adj has/have + noun/adj noun order of modifiers vocabulary development: good/bad adjectives forming verb/ adverb/adjective/ noun from common stem Teaching and learning activities Resources Building background vocabulary Introduce template of semantic map describing character Students given words to allocate correctly on map Share results with another group Elicit sentence structure for: is/are + adj He is tall. His eyebrows are bushy. Elicit sentence structure for: has/have + adj noun She has a cheeky smile. The twins have wavy hair. Worksheet 1 Teacher’s Reference 1a Worksheet 1b Discuss order of adjective modifiers: opinion/size/shape/colour/material/noun She wore an elegant petite dome shaped red silk hat. Give pairs table with above column headings Students select word cards and put them in the correct column Students describe magazine pictures using above rule Worksheet 2 Teacher’s ref 2a Card (template 2b) Pictures from magazines Introduction to good/bad adjectives Give out good/bad adjective cards Students mingle comparing cards They divide themselves into ‘good’ and ‘bad’ camps 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 make up two questions of their own Worksheet 3 Teacher’s ref 3a Cards (template 3b) Dictionaries Worksheet 3c Quality Teaching Pedagogy Intellectual quality – Deep knowledge, metalanguage Quality learning environment – engagement Significance - inclusivity ATESOL NSW AGQTP Stage 4 unit – Novel Holes 3 Rose Stockwell – Casimir Catholic College, Marrickville Outcomes Language to be taught 1.5 2.2 ESL Scales 5.8 Skills: Skimming and scanning Inference Discussion Referencing Elaborating Teaching and learning activities Developing a character profile Students: Access website www.kidsreads.com/authors/au-sachar-louis.asp Answer comprehension questions Read book review and design book cover www.kidsreads.com/reviews/0374332657.asp Read Chapters 1-8 with support 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 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 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 2.2 Grammar: Students: ESL Scales Conjunctions Read description of X-Ray’s character from website 6.8 Ways to start www.teachit.co.uk on OHT sentences Deconstruct the passage Dependent clauses Underline words/phrases starting sentences and in first position unknown vocabulary Punctuation Discuss as a class conventions Teacher removes OHT and gives students cards with Developing vocabulary 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 4 Resources Worksheet 4 Teacher’s ref 4a Butcher’s paper Coloured markers Text of ‘Holes’ Computers OHT 4b Resources OHT 5 Cards (template 5a) Rose Stockwell – Casimir Catholic College, Marrickville Outcomes 2.2 4.13 ESL Scales 4.12 ESL Scales 5.12 Language to be taught Grammar: Consolidation of above language Development of synonyms Skill: Use of thesaurus on computer Teaching and learning activities For homework students write a description of their chosen character using references and model text as a guide Resources Worksheet scaffold 5b Teacher shows samples on OHT of students’ work and discusses how to include references/quotes and a range of sentence starters/vocabulary OHT 6 student sample 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: www.sparksnotes.com/lit/holes/characters.html and discusses vocabulary, style, tense, general textual features. Students brainstorm words other than ‘said’, ‘walked’ Teacher provides reference from ‘My Workbook’ Worksheet 9 RIC Publications www.ricgroup.com.au 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 Quality Teaching Pedagogy Quality learning environment – high expectation Intellectual quality –higher order thinking, metalanguage Outcomes Language to be taught Teaching and learning activities 11.1 Explicit criteria based on Introducing assessment task 11.7 assessment task Teacher explains outcomes to be covered and 11.8 outcomes performance criteria for assessment task, including flowchart and timeline Students choose how to record this information Quality Teaching Pedagogy Quality learning environment – Explicit quality criteria ATESOL NSW AGQTP Stage 4 unit – Novel Holes 5 Worksheet scaffold 11 Resources Handout of assessment task See unit overview Two weeks’ preparation time Rose Stockwell – Casimir Catholic College, Marrickville Outcomes Language to be taught 2.2 Revision of 4.13 alternative sentence 5.8 starters ESL Changing text from Scales 5.9 3rd to 1st person ESL Scales 6.2 ESL Scales 6.4 Teaching and learning activities Reinforcing the grammar Teacher reminds students that they have to ‘be’ the character in their assessment task Revisit the sentences written with a variety of sentence starters and have students highlight the pronoun references, changing them from the 3rd to 1st person singular In pairs give students a set of cards. 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 Resources Cards (template 12) Quality Teaching Pedagogy Quality learning environment – engagement Intellectual quality – problematic knowledge, metalanguage Significance – background knowledge, inclusivity Outcomes Language to be taught ESL Recognising cues in Scales 6.2 nonverbal communication Informal/formal language use Teaching and learning activities Introducing visual literacy Students watch the DVD of ‘Holes’. This is to show that, throughout a story, details of 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 Resources DVD Holes The film-script was written by Louis Sachar and the script is very true to the novel Quality Teaching Pedagogy Quality learning environment – engagement Significance – cultural knowledge ATESOL NSW AGQTP Stage 4 unit – Novel Holes 6 Rose Stockwell – Casimir Catholic College, Marrickville Outcomes 5.4 5.9 5.12 9.3 ESL Scales 5.9 Language to be taught Skills: Asking higher order questions Extended oral response Tailoring the writing to the topic Teaching and learning activities Class study of text After discussion students: write about the ‘issue/event’ mentioned in the assessment task for homework share in class 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. Audience throws the dice and makes up a question with the words facing him/her. Examples include: ‘What could you do to avoid the Warden bullying you again?’ ‘What would you have done if you had been one of the boys at Camp Green Lake?’ ‘How will your life change after you leave Camp Green Lake?’ Resources Worksheet 13 Worksheet 14: Question Words ‘Question Dice’ from Cooperative Learning and Critical thinking – Chuck Wiederhold San Juan Capistiano CA 1999) (PEEL Project for Enhanced Effective Learning activity) Card Glue Teacher leads discussion on how to develop textual features. Students redraft, prepare palm cards, learn their speech by heart for homework. 5.8 5.12 Practice task: In class, students write for 10 minutes on a 11.13 subject that interests them and give a 30 second speech ESL Scales on it. Followed by peer/teacher feedback. 5.12 Students complete assessment task ESL Scales Students complete DEAF evaluation sheet on unit. 6.2 Students repeat assessment task –this time it is videoed ESL Scales View footage and discuss possible improvements 6.4 Peer assessment. Students use formal marking criteria Quality Teaching Pedagogy Intellectual quality – problematic knowledge, higher order thinking Quality learning environment – engagement, social support Significance – background knowledge, inclusivity ATESOL NSW AGQTP Stage 4 unit – Novel Holes 7 Worksheet 15 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 1 Describing People build hobbies length hair attitudes likes and dislikes face Name eyes age colour bad points personal details style food music colour shape clothes job nose nationality good points marital status relationship to you sex physical appearance qualifications Complete the mindmap with the words in the box ATESOL NSW AGQTP Stage 4 unit – Novel Holes 8 Rose Stockwell – Casimir Catholic College, Marrickville character almond Worksheet 1a Teacher’s Reference Describing People Physical appearance Hair Length Style Colour Build Face Eyes Shape almond nose Character Attitudes Likes and dislikes Music Hobbies food Good points Bad points ATESOL NSW AGQTP Stage 4 unit – Novel Holes Personal details Nationality Job Qualifications Sex Age Relationship to you Marital status 9 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 1b Describing people When we describe a person’s/people’s appearance, remember: We use the verb has/have for a noun He Liam has The girls Molly and Marie have He Moses has The boys Julio and David have freckles. wavy hair When we use and adjective to describe a person/people, remember: We use the verb is/are from the verb to be. He Liam is They Julio and David are short. 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. eyebrows are bushy. His Her His ATESOL NSW AGQTP Stage 4 unit – Novel Holes 10 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 2 Putting things in order Opinion Size Shape ATESOL NSW AGQTP Stage 4 unit – Novel Holes Colour 11 Material Rose Stockwell – Casimir Catholic College, Marrickville + Noun Worksheet 2a Teacher’s Reference Putting things in order Opinion Size Shape Colour Material + Noun smart scruffy filthy beautiful ugly elegant graceful arrogant broad thin tiny short huge long square pointed round oval almond muscular wavy curly spiky pale fair greenish blond dark bright leather nylon gold cashmere suede steel watch trousers jumper jacket skin eyes ATESOL NSW AGQTP Stage 4 unit – Novel Holes 12 Rose Stockwell – Casimir Catholic College, Marrickville 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 13 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 3 Word Groups ‘Good’ Adjectives Name: ___________________________ Date: _ _____________________ verb/past tense adverb adjective noun agree/agreed agreeably agreeable agreement honourable admirable acceptable fabulous appropriate pleasant marvellous splendid suitable ATESOL NSW AGQTP Stage 4 unit – Novel Holes 14 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 3 Word Groups verb/past tense ‘Bad’ Adjectives adverb adjective shame/shamed shameful appalling beastly villainous dreadful delinquent frightful/frighten shocking dishonest Name: ___________________________ ATESOL NSW AGQTP Stage 4 unit – Novel Holes Date: _ _____________________ 15 Rose Stockwell – Casimir Catholic College, Marrickville noun Worksheet 3a Teacher’s Reference Word Groups ‘Good’ 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 16 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 3a Teacher’s Reference Word Groups ‘Bad’ Adjectives 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 Name: ___________________________ ATESOL NSW AGQTP Stage 4 unit – Novel Holes Date: _ _____________________ 17 Rose Stockwell – Casimir Catholic College, Marrickville Cards Template 3b agreeable appalling beastly dreadful delinquent acceptable appropriate marvellous frightful shocking splendid ATESOL NSW AGQTP Stage 4 unit – Novel Holes shameful honourable villainous admirable delightful fabulous pleasant chronic ghastly dishonest suitable 18 Rose Stockwell – Casimir Catholic College, Marrickville 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 19 Rose Stockwell – Casimir Catholic College, Marrickville 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 __________________________________________________ _______________ _______________ _______________ ATESOL NSW AGQTP Stage 4 unit – Novel Holes 20 Rose Stockwell – Casimir Catholic College, Marrickville 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: ATESOL NSW AGQTP Stage 4 unit – Novel Holes 21 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 4a Teacher’s Reference 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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 22 Rose Stockwell – Casimir Catholic College, Marrickville OHT 4b Holes Describe the relationship between Mr Sir and Stanley. Idea Mr Sir is not Example When Stanley arrives at the camp Mr Sir is holding a can of Explanation 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 must call me by my name, is that clear?’ He also says, ‘You’re not in the Girl Scouts anymore.’ He wants to show Stanley that he has a lot of power over him. He says this to Stanley to let him know he needs to toughen up to survive at Camp Green Lake. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 23 Rose Stockwell – Casimir Catholic College, Marrickville 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) ATESOL NSW AGQTP Stage 4 unit – Novel Holes 24 Rose Stockwell – Casimir Catholic College, Marrickville 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 25 Rose Stockwell – Casimir Catholic College, Marrickville 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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 26 Rose Stockwell – Casimir Catholic College, Marrickville 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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 27 Rose Stockwell – Casimir Catholic College, Marrickville 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 selfconfidence 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 28 Rose Stockwell – Casimir Catholic College, Marrickville 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 29 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 9 Words other than…… (My Wordbank - RIC publications p. 62-63) said said Added Ranted went Crawled good Brilliant big Colossal small 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 30 Rose Stockwell – Casimir Catholic College, Marrickville Holes Character Profiles Worksheet 10 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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 31 Rose Stockwell – Casimir Catholic College, Marrickville 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… ATESOL NSW AGQTP Stage 4 unit – Novel Holes 32 Rose Stockwell – Casimir Catholic College, Marrickville 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… ATESOL NSW AGQTP Stage 4 unit – Novel Holes 33 Rose Stockwell – Casimir Catholic College, Marrickville 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. ATESOL NSW AGQTP Stage 4 unit – Novel Holes 34 Rose Stockwell – Casimir Catholic College, Marrickville 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 ATESOL NSW AGQTP Stage 4 unit – Novel Holes 35 Rose Stockwell – Casimir Catholic College, Marrickville Worksheet 15 The DEAF Model of Analysis (Adapted) 1. Describe …. the current situation/practice 2. Evaluate …… the strengths and weakness of the current situation/practice 4. Future Action ….. suggest modifications/strategies that could be tried to rectify the situation 3. Analyse …WHY some aspects are, or are not, successful/operating well ATESOL NSW AGQTP Stage 4 unit – Novel Holes 36 Rose Stockwell – Casimir Catholic College, Marrickville
