1. HOLES by Louis Sachar
The study of a novel.
What might our objectives be?
2. Characterisation
To investigate the skills a Themes
writer uses to develop What issues does the
character (eg action, writer want us to think
dialogue, narration, about?
description.)
Our
assessment Plot
objectives
Analyse the
construction of the
Setting plot (e.g.tension,
impact of sub-plots on
Study the main plot ).
significance of the
setting to the story.
Style of language
Look at description
Sentence construction,
Literal and
metaphorical paragraphing, layout etc
3. 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
5. actions
description
Characterisation
techniques
dialogue
narration
We can use skimming, scanning and asking questions to
help us with our investigation. In a pair create some questions.
6. 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
7. 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.
8. 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.
9. Plenary
Pool your findings…bring a post-it to add to
the class spider.
How effective was
your group?
Which skills did you use
well?
10. Clear evaluation of strengths
and weaknesses Analysis of what has/has not been learned
Prompts further thought. Curricular Target setting
Identifies next step in learning Share learning
objectives with pupils
Teacher assessment
Learning outcomes
The bigger picture
Refer to in plenary
Assessment for Learning
Pupils
understand Cycle
feedback and
set their own Success features
targets.
Make explicit
Peer assessment
Share in advance of
Pupils determine their
the activity
progress by measuring
self against success The Activity Pupils may establish
criteria. success criteria
Train for peer and self Engage in the activity with reference to
assessment. objectives and success features
11. Objective – to use information and inferences to
write about Stanley’s character.
Outcome – an opening paragraph about Stanley
Yelnats character.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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?
17. 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
21. L.O. to raise your
level through your
use of sentence
structures.
22. 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.
23. 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.
25. 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.
27. 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.”
29. Level 7
Although 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.
31. BUILD A SENTENCE
Simple sentence
Add Connectives
Make a semi-colon sentence
Embed a quotation
Make a complex sentence
32. Which level are you?
4 Some attempt to 5. P E E
PEE Sentences
but no detail or Inserted quotation
explanation
Some explanation
7.P E E
6. P E E
Complex sentences
Complex sentences
Increased embedded
Embedded quotation quotation flowing
Detailed explanation within sentences
Links between poems Interesting vocabulary
Interesting vocabulary Analysis Links
Use of connectives Use of connectives
33. 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
