Grade Level(s): 6, 7, 8, 9, 10, 11, 12

Subject(s):

• Language Arts/Reading

Description: This reciprocal teaching lesson plan for the entire book focuses on reading fluency, comprehension, vocabulary, written expression in journals, changing adolescent behavior and attitudes, and increasing the enjoyment of reading. There is a sheet for each chapter (for the student "teachers" to use), and tests, games, background & character information, etc. This book by Louis Sachar is extremely applicable for use with adolescents. In my current situation at a residential facility for delinquent teenage boys, it is ideal. The book's reading level is about a mid-fourth grade (on the Fry Readability Scale), but it is high interest level. The characters, themes, setting, language, and plot are all high-interest for today's students. I would highly recommend using this book in any form for students in 4-12th grade. It is especially well written for the reluctant reader, the discouraged learner, and the disinterested teen.

Goals: The overall goal of this lesson is for students to develop appreciation of reading and related skills including:

1. enjoyment of reading
2. oral reading fluency
3. comprehension
4. vocabulary skills
5. students' identification with fictional characters and thereby influencing behavior
6. ability to express ideas in writing

1. provide written meanings to vocabulary words found in the text with 80% accuracy.
2. answer basic objective comprehension questions about the characters and plot with 80% accuracy.
3. show increased awareness of phrasing, intonation, and expression to the teacher's satisfaction as a result of daily reading.
4. adequately express their opinions in their personal journals, using appropriate sentence and paragraph structure, to the teacher's satisfaction.
5. show identification with fictional characters as measured by their journal entries by the teacher.
6. show metacognitive behavior awareness as measured by their journal writing as measured by the teacher.

• Sachar, Louis (2000 ). Holes. Yearling Books. ISBN: 0440414806
• blackboard or wipe-off board and chalk or markers
• sunflower seeds
• spiced peaches
• recipe [The recipe is for spiced peaches, which is an integral part of the story...it makes a nice touch (kinesthetic, sensory learning) for students to taste what they taste like! Spiced peaches were the prize recipe by Kissing Kate Barlow, and it is what the "sploosh" was that the boys survived on in the desert.]
• Chapter Guides: Chapters 1-18; Chapters 19-34; Chapters 35-50
• Characters and Themes
• Tests
  Handouts in .pdf format; requires free Adobe Acrobat Reader.
  
  Click the icon to obtain the free Reader.

Points to note are:

1. The concept of "taking turns being the teacher" needs to be introduced to the students. Student "teachers" are responsible for:
   • getting others to read orally
   • deciding how much each person should read
   • giving points or grades to students who read
   • helping with unfamiliar words or helping with questions (student "teachers" can call on their "assistant" as needed: assistant = teacher)
   • having someone summarize each chapter
   • asking comprehension questions after each chapter and assigning points for answers
   • assigning journal writing prompts.

2. During the parts of the story concerning sunflower seeds and spiced peaches, these food items should be shared and discussed.

3. At the end of Part I, review for the test by using test questions in a tic-tac-toe game format. Then give the test. Vocabulary words that were chosen by the students as unfamiliar words should be added on to the end of the test.

4. At the end of Part II, another test should be given in the same manner.

5. At the end of the book, a written 3-5 paragraph essay should be assigned using either one of the themes listed in the teacher guide or the idea of "connections" from the teacher guide.

Useful Internet Resource:
* The Hole Truth (and Nothing But the Truth) - A Unit Study Based on Louis Sachar's Book, Holes
ThinkQuest Jr. 2001 Best in Contest Winner
Cynthia Long, Coach
http://library.thinkquest.org/J0113061/