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HOLES by Louis Sachar     The study of a novel.What might our objectives be?
CharacterisationTo investigate the skills a                 Themeswriter uses to develop                       What issues...
Objective: to explore Louis Sashar’scharacter Stanley and the methods he uses         to develop this character.Outcome: t...
The BIG question?How does Louis Sachardevelop his characterStanley Yelnats?
actions                                              description                   Characterisation                     te...
Details or inference?Read between the lines. In pairs work out something  about Stanley’s character. ( Help? Use Stanley’s...
Success Criteria- making inferencesPoint - What quality can you find out about           Stanley from your quotationEviden...
GROUP TASKIn small groups make a spider diagram ormind map of Stanley analysing hischaracter in detail.USE the post-it not...
PlenaryPool your findings…bring a post-it to add to the class spider.  How effective was  your group?                     ...
Clear evaluation of strengths and weaknesses                      Analysis of what has/has not been learned Prompts furthe...
Objective – to use information and inferences to                  write about Stanley’s character.Outcome – an opening par...
Success Criteria1. Include details about Stanley’s character.2. Make inferences about him.3. Use Point Evidence Explanatio...
Level 4 Stanley was a teenager. He came from a poor family. His dad was an inventer. Hewas trying to create sports shoes t...
Level 5Stanley seems to be a nice boy who comes from a poorfamily but is in the wrong place at the wrong time. Eventhough ...
Level 6Stanley Yelnats is an unfortunate but pleasant boy whois caught up in an incident where he is wrongly accusedof ste...
Write your paragraph.Use the success criteria and your understanding of the examples given to write your paragraph.       ...
Guidance on effective feedbackP   positive things firstL   learners’ views on their workO   own choices to be madeP   prai...
IMPROVING YOUR      P      E      E
Point about Stanley’s character:Evidence: “Explanation : Analyse make inferences
‘HOLES’
L.O. to raise yourlevel through youruse of sentencestructures.
Success Criteria1. Include details about Stanley’s character.2. Make inferences about him.3. Use Point Evidence Explanatio...
Level 4 Stanley was a teenager. He came from a poor family. His dad was an inventer. Hewas trying to create sports shoes t...
S--------------------.H--------------------.H---------------------.H---------------------------------.S-------------------...
Level 5Stanley seems to be a nice boy who comes from a poorfamily but is in the wrong place at the wrong time. Eventhough ...
S---------------------- who ----------but-------------------.E------------------,-----------------------------------.H----...
Level 6Stanley Yelnats is an unfortunate but pleasant boy whois caught up in an incident where he is wrongly accusedof ste...
S----------------------but -----------who----------------where------------------------------”------”----------------,-----...
Level 7Although unfortunate enough to be sent to “Camp GreenLake”, Stanley grows in personality whilst there, bothbecause ...
A----------- “----------”,--------------bothbecause--------------- “-----”----------“------------------------”and---------...
BUILD A SENTENCESimple sentenceAdd ConnectivesMake a semi-colon sentenceEmbed a quotationMake a complex sentence
Which level are you? 4 Some attempt to         5. P E E PEE                       Sentences but no detail or          Inse...
Guidance on effective feedbackP   positive things firstL   learners’ views on their workO   own choices to be madeP   prai...
HOME LEARNING
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Final holes ppp2

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Transcript of "Final holes ppp2"

  1. 1. HOLES by Louis Sachar The study of a novel.What might our objectives be?
  2. 2. CharacterisationTo investigate the skills a Themeswriter uses to develop What issues does thecharacter (eg action, writer want us to thinkdialogue, 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. 3. Objective: to explore Louis Sashar’scharacter 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
  4. 4. The BIG question?How does Louis Sachardevelop his characterStanley Yelnats?
  5. 5. actions description Characterisation techniques dialoguenarrationWe can use skimming, scanning and asking questions tohelp us with our investigation. In a pair create some questions.
  6. 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. 7. Success Criteria- making inferencesPoint - What quality can you find out about Stanley from your quotationEvidence – 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. 8. GROUP TASKIn small groups make a spider diagram ormind map of Stanley analysing hischaracter in detail.USE the post-it notes to PEERemember this is a collaborative task,organise yourselves effectively.
  9. 9. PlenaryPool your findings…bring a post-it to add to the class spider. How effective was your group? Which skills did you use well?
  10. 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 pupilsTeacher 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. 11. Objective – to use information and inferences to write about Stanley’s character.Outcome – an opening paragraph about Stanley Yelnats character.
  12. 12. Success Criteria1. 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. 13. Level 4 Stanley was a teenager. He came from a poor family. His dad was an inventer. Hewas trying to create sports shoes thatdid’nt smell. Stanley had been sentencdfor something he hadn’t done. He and hisfamily 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. 14. Level 5Stanley seems to be a nice boy who comes from a poorfamily but is in the wrong place at the wrong time. Eventhough he is innocent, he takes the punishment of goingto Camp Green Lake well. His family had taught him toaccept problems in life. “Despite their awful luck, they always remained hopeful.”His mum, dad and grandpa try to make it better bysuggesting that it might be like the camp the rich boysto and this helps Stanley to face his ordeal.
  15. 15. Level 6Stanley Yelnats is an unfortunate but pleasant boy whois caught up in an incident where he is wrongly accusedof stealing the baseball shoes of Clyde “Sweet feet”Livingston, a famous baseball player. What is amazingis that he seems to see this as part of his destiny. He“couldn’t help but think there was something specialabout the shoes.” He “felt like he was holding destiny’sshoes.” It is part of his nature to accept whatever lifedeals him; he sees each event as part of life’s pattern.He rarely shows negative emotions except for in extremecircumstances where he feels threatened by others.When Armpit threw Stanley to the ground, he “stared upat him, terrified.
  16. 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. 17. Guidance on effective feedbackP positive things firstL learners’ views on their workO own choices to be madeP praise and encouragementS specific comments on specific parts of their work
  18. 18. IMPROVING YOUR P E E
  19. 19. Point about Stanley’s character:Evidence: “Explanation : Analyse make inferences
  20. 20. ‘HOLES’
  21. 21. L.O. to raise yourlevel through youruse of sentencestructures.
  22. 22. Success Criteria1. 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. 23. Level 4 Stanley was a teenager. He came from a poor family. His dad was an inventer. Hewas trying to create sports shoes thatdid’nt smell. Stanley had been sentencdfor something he hadn’t done. He and hisfamily 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.
  24. 24. S--------------------.H--------------------.H---------------------.H---------------------------------.S--------------------------.H-----------------------------. “H-------.I--------------.”S------------------------.H--------------------.
  25. 25. Level 5Stanley seems to be a nice boy who comes from a poorfamily but is in the wrong place at the wrong time. Eventhough he is innocent, he takes the punishment of goingto Camp Green Lake well. His family had taught him toaccept problems in life. “Despite their awful luck, they always remained hopeful.”His mum, dad and grandpa try to make it better bysuggesting that it might be like the camp the rich boysgo to and this helps Stanley to face his ordeal.
  26. 26. S---------------------- who ----------but-------------------.E------------------,-----------------------------------.H----------------------------------. “ D----------,---------------------”H----,--------------------------------------and--------------------------------------------.
  27. 27. Level 6Stanley Yelnats is an unfortunate but pleasant boy whois caught up in an incident where he is wrongly accusedof stealing the baseball shoes of Clyde “Sweet feet”Livingston, a famous baseball player. What is amazingis that he seems to see this as part of his destiny. He“couldn’t help but think there was something specialabout the shoes.” He “felt like he was holding destiny’sshoes.” It is part of his nature to accept whatever lifedeals him; he sees each event as part of life’s pattern.He rarely shows negative emotions except for in extremecircumstances where he feels threatened by others.When Armpit threw Stanley to the ground, he “stared upat him, terrified.”
  28. 28. S----------------------but -----------who----------------where------------------------------”------”----------------,---------------------.W---------------------------------------------------------------.H “----------------------------------.”H– “--------------------------------.”It ---------------------------------;-----------------------------.H--------------------------------where ----------------------.W------------------------------,--- “------------------,------.”
  29. 29. Level 7Although unfortunate enough to be sent to “Camp GreenLake”, Stanley grows in personality whilst there, bothbecause he has learned to accept the “fate” handed downto him by his “dirty-rotten-pig-stealing-great-great-grandfather” and also because he becomes physically andemotionally stronger. His low self esteem, created by hisunfortunate ‘friendships’ with those such as “Derrick Dunneand his unsympathetic teachers who “never took” his“complaints seriously", begins to disappear when he isaccepted into the team of boys led by X-Ray. He gains somuch status that he unexpectedly acquires the nickname“Caveman” and is promoted from “the end of the line” tothe position “in front of Zero.” His confidence in hisphysical ability develops; as he loses weight he becomesstronger and more able to dig the holes, like the otherboys.
  30. 30. A----------- “----------”,--------------bothbecause--------------- “-----”----------“------------------------”and-----------------.H------,--------- “---------”---------- “-------”---------------“--------” ---------- “------------”, ------------------------.H---------------------------------- “------” and--------------- “--------” ---------------- “---------”.H-------------------------------- ; --------------,-------------.
  31. 31. BUILD A SENTENCESimple sentenceAdd ConnectivesMake a semi-colon sentenceEmbed a quotationMake a complex sentence
  32. 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 E6. P E E Complex sentencesComplex sentences Increased embeddedEmbedded quotation quotation flowingDetailed explanation within sentencesLinks between poems Interesting vocabularyInteresting vocabulary Analysis LinksUse of connectives Use of connectives
  33. 33. Guidance on effective feedbackP positive things firstL learners’ views on their workO own choices to be madeP praise and encouragementS specific comments on specific parts of their work
  34. 34. HOME LEARNING
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