Grade Level: 7
Subjects: English/Language Arts (reading, writing, speaking)
Learner Outcomes:
•
Students will identify main characters in the novel, Holes, by Louis Sachar.
•
Students will will use a graphic organizer (cluster) to identify characteristics
and personality traits of one main character in the novel.
•
Students will express an understanding of a character's thoughts and feelings
through poetry.
•
Students will use the writing process to create and publish an "I Am" poem
for a character of their choice.
•
Students will perform an oral reading of an original poem.
Duration of the Lesson: 3 fifty minute sessions
Materials:
Handouts:
Main Characters
Cluster Activity
"I AM" Model
chart paper
markers
blank paper
writing tools
Technology Tools/Courseware:
overhead projector/chalkboard
Word Processing program - MS Word
Teacher Notes:
•
Students have read the novel, Holes ,
by Louis Sachar. This lesson can be adapted for use with any novel that
has well developed characters.
•
Make copies of the handouts for use on the overhead projector.
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Schedule computer lab time.
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Students are familiar with the steps in the writing process: Prewriting, Writing
a Draft, Revising, and Publishing.
Procedures:
Day 1 (50 minutes)
Create an I Am poem for a main character in Holes.
•
As students read Holes, they filled in the Main
Characters handout. Have students take out their handout and put
a star by the character they liked best. Have students share their
lists and record the main characters on the overhead/chalkboard. (about 5
minutes)
•
Divide students into the same number of groups as characters listed.
Assign a different character to each group and tell them they will work together
to make a cluster for their assigned character. Give each group a cluster activity handout , a piece of chart
paper, and a marker. Tell them to fill in the
handout first. Then they should create a cluster on the chart
paper. These will be posted around the room to help students get ideas
for an "I Am" poem. (15-20 minutes)
•
Post clusters around the room as students finish.
•
Introduce form for "I Am" poem . Distribute
handout. Students choose one main character from Holes and create a
poem using this form for their character.
•
Poems should be finished for class the next day.
Day 2 (50 minutes)
Revise/Edit/Publish Poem
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Students will get into peer editing groups and share their poems. (10 minutes)
•
Students will revise/edit poem. (15 minutes)
•
Students will publish poems using microsoft word in the computer lab. (25
minutes)
Day 3 (50 minutes)
Performance
•
Review oral interpretation skills. Hand out a copy of the Oral Interpretation
Rubric so students can see how
they will be evaluated. Have students fill in their name and collect
for use as students make their presentations.
•
Review listening skills.
•
Students will share their poems with class.
•
Collect Poems and put in a notebook to which students may add drawings of
characters.
Modifications:
Assistance will be provided based on individual need. Additional time
can be allotted students needing it. Follow IEP guidelines for Special
Services students.
Enrichment Activities:
On Day 2, several
students may finish publishing before the end of the period. If they
have internet access, they may go to the Thinkquest Jr. site, The Hole Truth.
It is an excellent source of interactive games and information all centered
on the novel.
Evaluation:
Evaluation will be based on a Rubric on Oral Interpretation. (in MS Word Format)
(From the Rubistar web site using the following code: 360848
West Virginia
Standards:
Listening/Speaking: 7.5, 7.7
Writing: 7.51, 7.60, 7.65
Reading Comprehension: 7.25, 7.26, 7.34
Computer Technology: 7.163
National Standards:
Writing:
1. Uses the general skills and strategies of the writing process
6. Uses reading skills and strategies to understand and interpret a variety
of literary texts
Speaking:
7. Uses appropriate verbal and nonverbal techniques for oral presentations
(e.g., modulation of voice, inflection, tempo, word choice, grammar, feeling,
expression, tone, volume, enunciation, physical gestures, body movement, eye
contact, posture)
Reading:
4. Understands elements of character development (e.g., character traits
and motivations; stereotypes; relationships between character and plot development;
development of characters through their words, speech patterns, thoughts,
actions, narrator's description, and interaction with other characters; how
motivations are revealed)
5. Makes inferences and draws conclusions about story elements (e.g., main
and subordinate characters; events; setting; theme; missing details; relationships
among story elements, such as the relevance of setting to mood and meaning
in text)
References:
Teacher Resources:
Holes by Louis Sachar
Rubric maker
Teacher's guide to
Holes
Thinkquest
Student Resources:
"I Am" Poem
Main character
Cluster activity
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Linda Dobbs
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