RED Group - Literacy Summer 2
Department:
Group:
Literacy
Red
Term :
Summer 2
Mode:
KS 3
Unit: Holes (fiction)
About the Unit
Pupils will explore the plot, structure and language in this novel. They will also study the main narrative devices and techniques used by the author and relate these to
the novel.
Pupils will contribute to class reading – using what, when, where, why and how to make sense of the text.
They will undertake writing for a range of purposes to further explore the novel, including a newspaper article and a diary entry.
Language for Learning
Week
1
Teaching & Learning Activities
 Completion of Grammer Hammer assessments &
phonological awareness tests. This will then dictate focus for
the week, for each learner.
Plenary
Resources (inc
additional
support
requirements)
Development
Homework
Afflict, increment, fume, humiliate, writhe, lurch, exclaim, precipice, splatter, raspy, parch, evict, snicker, excavate, premise, desolate, dawdle, layered, contaminate,
protrude, unearth, recite, altitude and preposterous
Grammer
focus
Week
Teaching & Learning Activities
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2
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3
4
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Pupils will explore the book cover & blurb to make
predictions about the novel.
Class reading (chapters 1-7)
Analyse chapters 1&2 focusing on the writer’s techniques &
make prediction as to what might happen at Camp Green
Lake.
Pupils will then analyse a product & produce a persuasive
piece of writing based upon a product
Pupils will use persuasive techniques to begin to create a
persuasive leaflet
Finish persuasive leaflet.
Introduce idea of genre. Can pupils predict what genre this
novel is likely to be. Evidence.
Class reading (chapters 8-13)
Pupils will write an informal letter from Stanley to his mum.
Skim & scan chap 8 – extract information about the lizards &
create a well ordered/detailed mind map
Class Reading (chapters 14-21)
Pupils label image of the Warden with characteristics
Create titles that explore the characters, themes & events
Class analyse PEE paragraph
How does the warden’s attitude to the boys change in Chapter
Plenary
Resources
Development
How effective is the
opening and why? Oral
or written feedback.
Books
Analyse opening
worksheet
Grammatical
analysis/text
marking of page
one. For lower
ability, ask them to
identify verbs,
adjectives etc.
Books
Evidential chart
Grammar poem
on a character.
noun
adjective
adjective
adverb adverb
adverb
adjective
adjective
noun
(lower ability
omit adverbs)
Write down
Stanley’s
thoughts as Mr
Sir approaches
his hole. What
Choose nouns &
adjectives to go with
characters & complete
evidential chart
Why does Stanley feel as
though he is on death
row? Discuss.
Books
Image of Warden
PEE paragraph
Homework
Alphabet
/spelling
focus
Complete
sentences
Tenses
(Letter of
complaint)
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17?
Why does Stanley lie to his parents in his letter? Why doesn’t
he care about Zero?
Why does Stanley take the blame for the seeds being stolen?
choices does he
have to make?
What previous
incidents shape
his decisions
now?
Lower ability –
draw & label
Camp Green
Lake
Read Chapter 30 and text
mark with students. Look
for evidence that creates
tension. Consider:
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5
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Class reading (chapters 22-29)
Pupils to think of links between parts of the story so far. (ie:
lipstick container and Kissin’ Kate Barlow). Are there any
other connections?
Class analyse presentational techniques used in newspapers.
Pupils write a newspaper article about Kissin’ Kate
Pupils will plan and create a narrative about Kissin’ Kate
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6
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Finish narrative
Class reading (chapters 30 – 35)
Class to debate the possible genres of Holes – discuss Western
genre.
Pupils will write a persuasive argument for Holes being part
of the Western genre.
HOW THE
READER’S
RESPONSES ARE
PLAYED WITH
THE WEATHER
THE VIOLENCE
THE
CHARACTERS
THE PACE AND
HOW IT IS
CONTROLLED BY
THE AUTHOR
THE USE OF
DESCRIPTION
AND DIALOGUE
Pupils vote for
characters’ position on
the tree.
Books
Newspapers
Template for lower
ability
Pupils write PEE
paragraph for
each of the
points
Pupils complete
storyboard for
chapters 30-35
Lower ability –
pictorial only
Advertising
slogans
Adjectives
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7
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Pupils will analyse a main character and make links to a
character’s tree
Discuss characters left in the camp. Pupils write a diary entry
in the voice of one of these characters.
Class reading (chapters 36-45)
Discussion about the links in the novel (notes on whiteboard)
Pupils to write about the links between the various plots &
complete venn diagram.
Look at the historical content of the novel…read, highlight &
annotate wild west and outlaws worksheets
Pupils to produce fact file
Watch DVD
Go over responses
Learning Outcomes
Core
Extension
Support
To be able to make a prediction about events in the novel
Grammer poem
Illustration of Camp Green Lake
Analyse language to explore ideas and meanings
Use PEE to display knowledge of how
writer creates tension.
Pictorial storyboard
Use persuasive devices to influence the reader
Fully annotated storyboard
Annotated character sheet
Create a leaflet to sell a product
Write an account of how Stanley feels as
Mr Sir approaches his hole.
Understand structure, language and purpose of an
informal letter
Create their own narrative using creative devices
Identify how subplots link together
Identify themes and events in the novel
Be able to skim and scan a text for vital information
To extract key details and take notes from a text
Identify features of a newspaper article and create their own
State the definition of a genre
Most students will: read key passages from the ‘Holes’, both as shared text and within groups. They will respond analytically
and creatively showing understanding of themes and narrative structures within the novel. They will produce one key assessment piece demonstrating
their ability to develop an argument.
Some students will not have progressed so far and will: read and enjoy most of the novel and engage with some of the non-fiction work. They will
write using ideas from the novel with support frameworks. And make an attempt at the analytical work with teacher support.
Some students will have progressed further and will: respond to the novel as a piece of well-crafted writing and then attempt to replicate and
further ideas in their own work. Their assessment piece will demonstrate confidence in discursive style and an awareness of structure and style
appropriate to the text type.