Holes

By Louis Sachar

Novel Study
1
 Victoria Rivera

Table of Contents
Book
Selection…………………………………………
…3-5

Opening/closing the
study…………………………………6-13

Cross Curricular
activities………………………………....14-25

Comprehension
strategies………………………………....26-
83

2
Writing
Connection……………………………………...
....84-92

Word
Work……………………………………………...
97-102

Assessment……………………………………
…….. .103-108

Summary of Holes
A young man name Stanley Yelnats was sent to Camp
Green Lake after supposedly stealing a pair of shoes.
Stanley and his family have always had bad luck and
3
believe that it all started with his no-good-dirty-rotten-pig-
stealing-great-great-grandfather. His great-great
grandfather Elya once broke a promise with a woman
named Madame Zeroni. He was supposed to carry her up
the mountain and let her drink from the water so that she
may become strong, but he broke this promise. As a result,
his family is cursed for all eternity.
Camp Green Lake is a detention center for troubled
young boys. Stanley quickly finds out that his punishment
will be digging holes in the hot Texas heat for the next
several months. Camp Green Lake is run by the Warden
and Stanley believed that she is looking for something
special in the holes they are digging after he finds a lipstick
tube that reads “K.B.” There are many other boys that at
the camp but Stanley quickly became friends with a boy
named Zero, or Hector Zeroni. Zero does not know how to
read or write so Stanley decides to teach Zero how to read,
but Zero runs off into the desert after he is made fun of by
Mr. Pendanski. A few days later, Stanley runs after Zero
and finds him sitting underneath a boat full of jars of
preserved peaches, but soon the peaches run out and they
decided to hike up to the mountain shaped like a thumb.
They believe that they will find refuge there. While
traveling up the mountain Zero becomes weak so Stanley
must carry him. They, finally, make it to the mountain and
find water and onions and regain their strength their for
almost a week. Stanley and Zero decided to dig one final
hole; Stanley wanted to continue digging where he found
the lipstick tube belonging to Kate Barlow, a famous
outlaw. After digging all night, the boys come across a
suitcase with Stanley’s name on it, but they also find
dangerous yellow spotted lizards! The Warden finds the
boys with the suitcase and demands that the boys return
4
the suitcase to her. Suddenly, Stanley’s attorney arrives to
bring him home to his parents and says that since that
suitcase has Stanley’s name on it that it belongs to him.
The lawyer leaves with Stanley and Zero and they agree to
share whatever is in the suitcase. With the money from the
suitcase, Stanley is able to help her struggling family and
Zero can find his lost mother.

About the
Author
Louis Sachar was born on March 20,
1954 in East Meadow, New York. Louis
was considered to be a good student
while he was in school and began to
enjoy reading when he was in high
school. He started writing books after
5
he spent a majority of time as a
teacher’s aide for an elementary
school classroom for a college course.
He wrote his first novel, Sideways
Stories From Wayside School, in 1976.
It took him nine months to write this
novel. In 1999 he received the
Newbery Medal for his book Holes.
Holes is his most well known novel to
date. It took him about a year and a
half to write this novel. Besides
writing novels, Louis Sachar enjoys
playing card games like bridge and
often competes in tournaments.

Grade Level: 5

6
Dear Parents,

We will be spending the next few weeks

reading the book Holes by Louis Sachar. Each
night your child will need to read a certain
number of chapters and answer questions in
their accompanied reading guide. I will be
providing your child with a schedule for reading
along with the reading guide.
I would recommend that you read the book
first due to racial issues mentioned in portions
of the book. You may wish to discuss portions of
the book with your child prior to class time.
Sincerely,
Ms. Rivera

7
 Opening the
Study
The teacher will introduce the book to
the students by allowing them to
think about their past camp
experiences. The teacher will provide
the students with a worksheet about
camp experiences. The students will
either fill in the column of questions
underneath “I have been to summer
camp” or “I haven’t been to summer
camp” to help create prior knowledge
of a camping experience. The novel
Holes occurs at a place called Camp
8
Green Lake. Prior to reading, I would
like to think about what camp is
actually supposed to be. Once they
have started reading, the students
will realize that this is not a typical
camping experience.

Name
Directions: Please fill in the column that describes your camp experience. If
you have been to more than one summer camp, pick your most memorable
experience. If you need more room feel free to use a separate sheet of
paper.

I Have Been to Summer I Haven’t Been to a

Camp Summer Camp
Where was the camp? Where do you imagine the
9
 camp would be?

What did the camp look like? What do you think the camp
would look like?

How long did you stay? How long would you like to
stay at the camp?

What kinds of things did you What kinds of things would

do? you like to do?

10
What kinds of foods did you What kinds of foods would you
eat? eat there?

Why did you go to camp? Why would you go to camp?

What was the name of the What would you name the
camp? camp you’d want to attend?

11
 Closing the
Study
To sum up the book, the teacher will
ask the students to create a map
showing what Green Lake would have
looked like during Kissing Kate
Barlow’s time period. The students
will need to include important
landmarks such as the schoolhouse or
the lake. The students will need to
include a title for the map and a key
of everything on the map. The
teacher will provide the students with
paper, pencils, and crayons to
complete this activity. After the
students have completed their map,

12
the students will present what they
have created to the class.

Final Project
To serve as a final project for the
novel, the teacher will ask the
students to create an epilogue. The
epilogue will need to take place
13
twenty years after the story ends. The
students will need to pick three
characters to focus on in their
epilogue. They will need to explain
where the characters are and what
they are doing twenty years later.
Students will also need to discuss
what Camp Green Lake is like now
and what kinds of people are there.
The teacher will give the students
complete creative flexibility. The
epilogue will need to be at least two
pages. After the students have
created their epilogue, they will
present what they have read to the
class.

14
Name:

My Title:

15
16
17
 Cross Curricular Activities
Math

Standard:
22.) Relate volume to the operations of
multiplication and addition, and solve real-
world and mathematical problems involving
volume. [5-MD5]

Objective:
18
When given a real-world situation, students
will be able to calculate the volume of a
rectangular prism (hole) that they dug.

Activity:
Students will pretend they are digging holes
like the ones described in the book. The
holes described in the book are five feet by
five feet by five feet. They will need to
calculate the volume of the hole and then
create their own hole with new dimensions
and calculate its volume.

19
Name

Can You Find the Volume of a Hole?

Directions: Carefully read the instructions for each question below. Use your
knowledge of volume to help you find each answer.

1. What are the dimensions of the holes being dug at Camp Green Lake?

2. Using these dimensions, calculate the volume of each hole. Make sure
to show your work and include the correct units.

3. Pretend you are digging a hole at Camp Green Lake. If you had to dig a
hole using dimensions than in the book, what would they be?

4. Using the dimensions from question 3, calculate the volume of your

hole. Make sure to show your work and include the correct units.

20
 Cross Curricular Activities

Science

Standard:
4.) Describe forms of energy, including
chemical, heat, light, and mechanical.
• Identifying the transfer of energy by
conduction, convection, and radiation.
Example: radiation—sun heating Earth's
surface

Objective:
After recording the outside temperature at
different times throughout the day, the
students will determine what affects the
change in temperature.

Activity:
Students will record the temperature
outside at different times during the day.
Using their knowledge of radiation, they will
21
determine when would be the ideal time for
digging holes and discuss what causes the
change in temperature.

Name

Too Hot to Dig?

Directions: Carefully read the instructions for each question. Use complete
sentences to answer each of the questions below.

1. In the chart below record the temperature at the times listed.

Time Temperature Recorded

9:00 am
11:00 am
1:00 pm

22
2. What causes the temperature to change throughout the day? Use your
knowledge of the sun to explain your answer.

3. Pretend you had to dig a hole just like the kids at Camp Green Lake. Refer
to the table in question 1 and decide when would be the best time to dig
your hole. Use your knowledge of radiation to help explain your answer.

Cross Curricular Activities

Art

Standard:
1.) Utilize the elements of art and
principles of design and the structures
and functions of art to communicate
personal ideas.
23
 a. Example: creating a drawing.

Objective:
Students will use techniques of shading and
perspective to create a still life drawing of
the objects presented to them.

Activity:
The teacher will bring in supplies needed to
dig a hole including: a variety of shovels, a
bucket, a hat, and working gloves. The
teacher will arrange these supplies in the
front of the room and ask the students to
create a sill life drawing of the materials.
The teacher will provide pencils and paper
for the students. After they have finished
drawing, the students will present their still
life drawing to the class.

24
Name

Directions: Use this space below to draw your still life of

the scene in the front of the room. Be sure to focus on your
shading and perspective techniques.

25
 Cross Curricular Activities

Music

Standard:
1.) Sing intervals on pitch within a major
diatonic scale.

Objective:
Students will sing the song “If Only” on pitch
when set to music.

Activity:
The teacher will set the song “If Only” from
the novel Holes to music and teach the
students to sing along with the song. The
teacher will provide the students with the
lyrics to go with the song and the music.

26
Lyrics to “If Only”

if only if only
the wood pecker sighs
the bark on the trees
was as soft as
the sky 27
as the wolf waits
below
hungry and lonely
he cries to the moo-
oo-oon
if only if only

Cross Curricular Activities

Social Studies

Standard:
28
11.) Identify causes of the Civil War,
including states' rights and the issue of
slavery.

Objective:
When given a worksheet, students will be
able to make connections between historical
events, Holes, and current events related to
racial inequality.

Activity:
Prior to this activity, the teacher will have
taught what factors caused the Civil War,
including slavery. The teacher will give the
students the worksheet. The students will
need to complete this worksheet
individually. After completing the worksheet,
the teacher will allow the students to share
what they have written with their neighbor.
They will discuss and compare their
answers. Each partner group will share out
what they have written. The teacher will
then lead a whole class discussion to sum
up the activity.

29
Name

Slavery in History

Directions: Carefully read the instructions for each question. Use examples
from our history lessons and Holes to explain your answers.

1. List some ways in which slavery contributed to the start of the Civil
War.

2. Identify examples from Holes that demonstrates racial inequality

similar to the racial inequality that existed during the Civil War.

30
 3. Do you think that racial inequality still exists today? Use evidence to
support your answer.

Cross Curricular Activities

Technology

Standard:
12.) Create a product using digital tools.

Objective:
The students will create a Power Point
presentation about their given character
and must receive at least 13 out of 16
possible points on their rubric.

Activity:

31
Split class into four groups and assign each
group to one of the following characters
from the book: Zero, Stanley, Warden, and
X-Ray. Each group will be required to create
a Power Point presentation that tells the
story from the perspective of their assigned
character. The teacher will provide a rubric
for the students to help guide them and to
provide clear expectations for the students.

32
 Novice Emergent Skilled Expert
1 point 2 points 3 points 4 points

Text is Overall Fonts are Easy to read.

difficult to readability is generally Font size
read. difficult. easy to read. varies
Text Too much Too much Font size appropriately
text. text. Too varies . Text is
Inappropriat many appropriately appropriate
e fonts. different . Too much length.
Small font fonts. text.
size.

Most of the Some of the All graphics All graphics

graphics are graphics are are related are related
unrelated to unrelated to to content. to content.
content. content. All graphics All graphics
Too many Too many are are
graphics on graphics on appropriate appropriate
one page. one page. size and size and
Graphics Most of the Some of the good quality. good quality.
graphics graphics Graphics Graphics
distract from distract from help create an
the text. the text. audience overall
Images are Images are understand theme and
poor quality. poor quality. the flow of make
Too large or Too large or content. connections
too small. too small. that helps
the audience
understand
the
concepts.

Writing Errors in Many errors 1 or 2 errors No errors in

Mechanics grammar, in grammar, in grammar, grammar,
capitalization capitalization capitalization capitalization
, punctuation , punctuation , punctuation , punctuation
or spelling or spelling. or spelling. or spelling.
distract from
readability.

Content Story is Story is Story is Story is

incomplete; somewhat mostly complete
lacking complete; complete; and
details provides few provides thorough;
details details provides
numerous
details.
33
Comprehension Strategies:
Visualization

To help the students develop the

skill of visualization, the teacher
will have the students complete a
“sketch-to-stretch” activity. In this
activity, the teacher will provide
the students with a passage from
the book about the yellow spotted
lizards. The students will need to
draw from the information in the
text to help them with their
drawing. After they have
completed their drawing, the
students will share what they drew
with the class.

34
Name:
Sketch-to
Stretch
Read the passage below. Draw a picture of what you
think the yellow-spotted lizards look like.
“Actually, it is kind of odd that scientists named the
lizard after its yellow spots. Each lizard has exactly
eleven yellow spots, but the spots are hard to see on
its yellow-green body. The lizard is from six to ten
inches long and has big red eyes. In truth, its eyes
35
are yellow, and it is the skin around the eyes which is
red, but everyone always speaks of its red eyes. It
also has black teeth and a milky white tongue.”

Comprehension Strategies:
Recall
36
Students will be given a reading guide
packet that they will use throughout
the course of the novel study.

37
DIGGING
INTO
HOLES

38
Name:

Chapter 1
 What kind of terrain is at Camp
Green Lake?

 If you lived in Texas, would you visit

camp Green Lake? Why or why
not?

 What happened to the lake?

39
  What kind of creatures can you find
there?

Chapter 2

 Who is the main character

introduced in this chapter?

 Why do people go to Camp Green

Lake?

40
  Explain why Stanley choose to go
to Camp Green Lake.

Chapter 3
 Describe Stanley.

41
 What kind of camp does Stanley
think he is going to?

 What happened the day Stanley

got in trouble?

 Why does Stanley’s family believe

they have bad luck?

42
Chapter 4
 What is the name of the man in the
cowboy hat?

 How many holes did the boys have

to dig each day?

 Why did their day start so early?

 How long is he going to be at

camp?

43
Chapter 5
 What did the boys call Mr.
Pendanski?

 Why does Mr. Pendanski not call

the boys by their nicknames?

 Where do you think these

nicknames came from?
44
Chapter 6
 Whose shoes did Stanley
supposedly steal?

 Before Stanley stole the shoes,

where were the shoes supposed to

45
 be and what was going to happen
to the shoes?

 How did he come across the shoes?

Chapter 7
 How did they make sure their hole
was five feet tall and wide?
46
 Who was Elya?

 How would you describe Madame

Zeroni?

 What did Elya need to do with the

pig every day to help him grow?

47
 What kind of powers do you think
the water had?

 What would happen to Elya and his

descendants if he did not carry
Madame Zeroni up the mountain to
drink the water?

 Why do you think Madame Zeroni

wanted to drink the water?

 Where did Elya go?

48
Chapter 8
 How would you describe the
yellow-spotted lizard?

Chapter 9
 Why do you think the boys
nicknamed Stanley caveman?

49
  Why do you think Zero was so
curious about the shoes?

Chapter 10
 Do you think that Stanley should
have gotten the day off for what he
found?

50
  What do you think the Warden
means by an “interesting item?”

 If she isn’t interested in fossils,

what could she be interested in?

Chapter 11
 Would you give X-Ray the item you
found or not? Explain.

51
Chapter 12
 Why do you think Zero likes to dig
holes?

52
Chapter 13
 Do you think this is what the
Warden meant by interesting?
Explain your thinking.

 Predict what KB stands for?

53
Chapter 14
 Why do you think the Warden was
interested in the tube but not the
fossil?

 Who did Stanley give the tube to?

54
  What do you think the tube is?

Chapter 15
 Why didn’t X-Ray talk about the
tube at breakfast?

 Explain why you think the Warden

was so interested in the tube.
55
Chapter 16
 Why do you think the Warden was
in such a hurry?

56
  What do you think she is looking
for?

Chapter 17
 Who hit Stanley in the neck with a
shovel?

Chapter 18

57
 Who is looking over Stanley’s
shoulder as he writes a letter?

 Why do you think Zero never

learned how to read or write?

 Can you imagine not being able to

read or write at your age? What
kinds of problems could you come
across if you were not able to read
or write?

58
Chapter 19
 Who stole the sunflower seeds?

 Why do you think Stanley lied?

 Think about a time when you have

been in the wrong place at the
wrong time. Describe this moment.

59
Chapter 20
 What is the secret ingredient in the
Warden’s nail polish?

 How do you think she gets her

secret ingredient?

 Why do you think so many holes

were next to the cabin?

60
  Explain why you think she hit Mr.
Sir.

Chapter 21
 Why do you think that Zero dug the
hole for Stanley?

 What would you do if you came

across a rattlesnake?

Chapter 22

61
 Why is Zero the only person to
believe that Stanley did not steal
those shoes?

 What did Stanley figure out the

tube was?

 What does KB stand for? Were your

predictions about what KB meant
correct or incorrect?

62
Chapter 23
 What was Katherine Barlow famous
for in Green Lake? What was her
occupation?

 Who is a descendant of Trout

Walker? Explain why their feet
smell so bad.

63
Chapter 24
 Would you tell the other boys what
happened to Mr. Sir’s face? Why or
why not?

 Why do you think Stanley did not

get any water from Mr. Sir?

Chapter 25
 What is the name of the man that
sells onions? What is the name of
his donkey?

64
  What does Sam say will help you
live for about 200 years?

 Describe what kinds of things Sam

fixed for Katherine.

Chapter 26
 What happened as a result of the
town of Green Lake killing Sam?
65
Chapter 27
 Why did Mr. Pendanski give Stanley
more water than the other boys?

 What do you think Mr. Sir put in

Stanley’s water?

66
  Explain why the name Hector
Zeroni rings a bell. Who do you
think he is related to?

Chapter 28
 Where did Katherine live when she
returned to Green Lake?

 How does she know the woman

that came busting through her
cabin door?

67
  Explain why did the Walker family
not have any more money.

 How did Kate die?

Chapter 29
 Do you think that Stanley’s great-
grandfather hid in the mountain

68
 where the storm was? Why or why
not?

Chapter 30
 Why did Stanley believe that Kate
Barlow lived near where they were
digging?

69
  Why did Stanley and Zigzag get
into a fight?

 Who began to choke Zigzag? Why

do you think he choked Zigzag?

 Explain why Zero hit Mr. Pendanski

with his shovel.

Chapter 31

70
 Why did the Warden decide to
erase all records of Zero being at
Camp Green Lake?

 Why did Stanley have to dig Zero’s

hole?

 Why didn’t Stanley go after Zero?

71
Chapter 32
 Why was the new camper
nicknamed Twitch?

 Why did Stanley steal Mr. Sir’s

water truck? What happened soon
after he stole the truck?

72
Chapter 33
 Stanley was afraid to look in the
holes. What was he afraid he might
see?

 What did Stanley find and what did

he find inside?

Chapter 34
 Describe what Stanley found.

73
  Explain why the pool of water kept
moving as Stanley kept walking.

Chapter 35
 Who or what did Stanley find under
the boat?

74
  Describe Stanley and Zero’s
relationship at this point in the
story.

 What do you think Sploosh is made

out of?

Chapter 36
 Explain how Zero thinks the boat
got its name.

75
  What did Stanley do to help Zero
focus on something else besides
his pain?

 What obstacles do you think the

boys might come across once they
get out of the lake?

Chapter 37
 What conclusion did Stanley come
to after he saw the bugs and
weeds?

76
  Stanley was hesitant to stop and
rest, why?

Chapter 38
 Describe how the terrain has
changed as they have continued up
the mountain.

77
  What did Stanley find when he fell
in the gully?

Chapter 39
 When was the song at the end of
the chapter sung previously in the
book?

78
  Why do you think that zero waited
this long to tell Stanley that he
stole the shoes?

Chapter 40
 Why do you think is so special
about the onions? Do you think
that actually have the power to
heal people?

 Explain why Hattie Parked was

embarrassed that the little girl
79
 almost died because of eating bad
meat.

 What was so odd about the

placement of the shovel and sack?

Chapter 41
 Explain why Stanley was surprised
that he hadn’t gotten sick like Zero.

80
  When Zero as younger, he often
stole things that were not his. Why
did he do this?

Chapter 42
 Why did they believe that Big
thumb was holding water?

 Predict why Stanley would want to

dig one more hole.

81
Chapter 43
 What is significant about Zero’s
mother signing a similar lullaby
that Stanley’s mother sang?

 Why do you think the boys refused

to drink water?

82
Chapter 44
 What was found in the hole?

 How do you think the Warden knew

the boys were digging? Why would
she be interested in what they
were digging up?

83
Chapter 45
 How do you know that Mr. Sir and
the Warden were not expected to
come across the boys?

 What terrifying creature begins to

crawl on Stanley and Zero?

84
  Explain why the Warden said, “It
won’t be very long.”

Chapter 46
 Why did the Warden not want the
campers to dig anymore holes?

 What did Stanley think about

instead of focusing on the lizards
85
 and the conversation between the
Warden, Mr. Sir, and Mr. Pendanski?

Chapter 47
 What did Zero do to keep the
yellow-spotted lizards off his mind?

 Whose name is on the suitcase?

Who did it belong to?

86
  What do you think kept the lizards
from biting Stanley and Zero?

Chapter 48
 The Warden’s real name is Ms.
Walker. Why is this important?
Think back to earlier in the story.

 Why was Mr. Pendanski hesitant to

bring the Attorney General Hector’s
file?
87
  Why do you think that X-Ray was
the only one to not approach
Stanley and Zero?

Chapter 49
 What extraordinary even happens
at Camp Green Lake?

88
  Do you agree with the advice that
Ms. Morengo gave Zero about not
admitting he stole the shoes? Why
or why not? Explain your answer.

 Describe the product that Stanley’s

father invented.

Chapter 50

89
 Explain the curse and how it was
resolved?

 What was the new foot odor

product called? Where did this
name come from?

90
 Comprehension Strategies:
Predicting

In the novel Holes, there are many

opportunities for children to make
predictions about what will happen
next or why something is significant.
To help the children acquire the skill
of predicting, the teacher will provide
a worksheet to help keep track of
their predictions, if their predictions
came true, and evidence to help
support if they were right or wrong.
The students may write their
predictions down at the beginning of
the book or after each chapter. After
the students have determined if their
prediction has come true or not, they
will need to provide evidence and
explain why it came true or not.
91
Name
Making Predictions
As you make predictions throughout this book, record them in the left-hand column.
As we continue reading, we will find out if your predictions are true! Then, you can fill out
if your predictions were right (yes/no), and write down evidence from the book to explain
what actually happened in the book.
Remember, it’s okay if your predictions don’t come true! The important thing is that your
prediction makes sense with what you have already read!

My Prediction Was I Evidence

Right?

92
 Comprehension Strategies:
Making Connections
The teacher will provide the students
with a graphic organizer for making
connections between the text, the
world, and themselves. The teacher
will ask the students to think about
93
the theme of friendship as they fill out
this graphic organizer. As they read,
they will need to think about how
they can connect the theme of
friendship to another text, the world,
and themselves.

94
Name

Making Connections
Directions: Relate the theme of friendship to each of the following areas.
Text-to-Text

Text-to-
World

Text-to-Self

95
 Comprehension Strategies:
Summarizing
After all of the students have finished
reading Holes, the teacher will give
the students the following graphic
organizer to help them to summarize
what they have read and the major
conflict that the characters run into.
In this graphic organizer, the students
will need to determine whom the
story is about, what they are trying to
do, what problems they come across,
and how the issues were resolved.

96
Name:

Directions: Please answer the questions. Make sure

to answer in complete sentences.

Title of the Story:

Somebody: Who is the story about?

97
Wanted: What were they trying to do?

But: What was the problem?

98
So: What happened to solve the

problem?

Comprehension Strategies:
Making Inferences

The teacher will provide a

graphic organizer in order to
99
assist students with their
ability to make inferences
based on what they have
read. In the graphic organizer
the teacher will provide two
excerpts from the text for the
students. For each excerpt,
the students will state what
they already know based on
their previous knowledge and
then make any inferences
about what the text implies.

100
Name:

Making Inferences

Directions: Carefully read each excerpt from

Holes in the table below. Based on the text,
explain what you already know and state any
other information you can infer from the
passage.
The text I already I can infer…
says… know…

101
 Comprehension Strategies:
Questioning

The teacher will provide students with

a graphic organizer to help them
develop their questioning skills. The
graphic organizer will guide students
through asking questions about the
text before, during, and after they
have read. Requiring the students to
ask questions at different stages in
the reading process helps them to
better focus on what they are reading
102
and to gain a better understanding of
the text.

Name:

Got Questions?
103
Directions: Using the quetsion word bank
below, write any questions that come to
mind before you read, during your reading,
and after your have read.
Who? Do? Did?
Where?
How? What? Could?
Before When?
You Read
1.

2.

During Your Reading

1.

2.

After You Read

1.

2.
Comprehension Strategies:
Determining Importance
104
The teacher will give the students a
graphic organizer to help them
determine important and non-important
details within the text. The graphic
organizer can be used throughout the
book to help the students to determine
the importance of events and facts. In
the graphic organizer, the students will
write a “B” for this big, important details
and an “L” for those little, less important
details in the book. Working thorough
this graphic organizer will help the
students gain practice with determining
importance.

105
Name:

Big vs. Little

Directions: Read each statement, put a B next to
statements that you believe are big, important details and
put an L for little, less important details.

Stanley’s family is cursed because of his no-good-dirty-

rotten-pig-stealing-great-great-grandfather.

Stanley is Yelnats backwards.

Camp Green Lake was in Texas.

Stanley went to Camp Green Lake because he stole

shoes.

106
 Stanley found a tube marked with the initials “K.B.” while
digging a hole.

Kate Barlow robbed Stanley’s great grandfather.

Zero likes to dig holes.

Zero’s real name is Hector Zeroni.

The campers nicknamed Stanley “Caveman.”

Writing Connection

After the students have finished

reading chapter 9 of Holes, they will
begin their writing connection
assignment. Just like Stanley wrote a
letter to his mother explaining his
camp experience, the students will
write their own letter home about
some experiences they might have at
camp. Writing a letter helps the
107
students to work on writing narrative
pieces of writing. The teacher will
guide the students through each
stage of the writing process.

Prewrite: Students will brainstorm

possible experiences that they might
have while at camp. They will write
down any ideas that they may wish to
discuss in their letter. The teacher will
provide a graphic organizer to help
the students organize their thoughts.

Draft: After the students have finished

brainstorming ideas, they will begin
the first draft of their letter home. The
students will need to pick three
experiences that they would like to
discuss in more detail in the letter.
The teacher will provide a handout for

108
the students to begin drafting their
letter.

Revise: Upon completing their first

draft, the students will need to revise
their work. The teacher will provide
the students with a revising checklist.
The students will need to look at the
ideas they chose to write about, how
they organized their letter, examine
their voice in the piece, look at word
choice, and examine sentence
fluency. Once the students have
completed the checklist, they will
read their paper to a peer. The
students and their chosen reviewer
will need to discuss the checklist and
provide suggestions for the piece.

109
Edit: The students will edit their piece
by using the editing checklist. In the
editing phase the students will
examine punctuation, capitalization,
spelling, grammar, and the title. If the
students believe that have corrected
all of these mistakes they will put a
check mark next to each section they
have completed. After the student
has examined his or her own piece, a
peer will also edit the letter.

Publish: Publishing is an extremely

important part of the writing process.
Students are able to consider
themselves as authors. The students
will make a final copy for the teacher
on the letter paper provided below.
They will turn it into the teacher when
they are finished.

110
Project Brainstorm Name:

Directions: Fill in the brainstorm bubble with as many

ideas as you can.

111
 My Best Ideas:

1. 3.

2. 4.

Name:

Rough Draft

112
113
114
115
116
117
118
 Holes by Tim Wynne-Jones

Holes are shy and dull and round.

They're nothing, but don't remind

them.

They live in sweaters, socks and

crowns.

In flutes and Swiss cheese, holes

abound.
119
And they hardly ever make a

sound.

And some end up in the lost and

found.

But most are buried in the

ground.

You have to dig to find them.

Holes.

Bridge to
Terabithia by
Katherine
Paterson
120
 Wonder by R.J.
Palacio Rules by Cynthia
Lord

Friendship

Charlotte’s Web
The Watsons Go to
by E.B. White
Birmingham-1963
by Christopher
Paul Curtis

Harry Potter and

the Sorcerer’s
Stone by J.K.
Rowling

121
 Reading Schedule
Day 1: Introducing the book, prereading activities, camp
activity. The teacher will read the first chapter of the book
to the students in class. The students will read chapters 2-5
at home.

Day 2: The students will read chapters 6-7 silently in class.

Teacher will review vocab.

Day 3: The students will read chapters 8-11 with a partner.

They will complete the visualization activity.

Day 4: The students will read chapters 12-14 at home.

Begin writing activities

Day 5: The students will read chapter 15-18 silently in

class. Prediction activity.

Day 6: The teacher will read chapter 19 in class. The

teacher will complete vocab activities

Day 7: The students will read chapters 20-22 in class.

Day 8: The students will read chapters 23-25 with a

partner.

Day 9: The students will read chapters 26-28 at home.

Prediction activity

122
Day 10: The teacher will read chapter 29 in class. The
teacher will complete vocab activities.

Day 11: The students will read chapters 30-31 at home.

Questioning activity

Day 12: The students will read chapters 32-34 silently in

class.

Day 13: The students will read chapters 35-36 with a

partner in class. Prediction activity

Day 14: The students will read chapters 37-39 at home.

Making Connections activity

Day 15: The teacher will read chapter 40 in class. The

teacher will complete vocab activities.

Day 16: The students will read chapters 41-42 with a

partner in class.

Day 17: The students will read chapters 43-45 silently in

class.

Day 18: The students will read chapters 46-47 at home.

Questioning activity

Day 19: The students will read chapters 48-49 with a

partner in class. Summarizing activity.

Day 20: The teacher will read chapter 50 in class. Closing

Activity.

123
Vocabulary
124
1.Stifling- page 6
2.Scarcity- page 21
3.Grimaced- page 39
4.Fossilized- page 49
5.Arced- page 49
6.Excavated- page 34
7.Spewed- page 103
8.Grotesque- page 105
9.Depriving- page 131
10. Protruding- page 165
11. Strenuous- page 210
12. Justification- page 222

125
 Vocabulary Activity
To help the students to learn the
vocabulary words listed above, the
teacher will have a tea party with her
students. A tea party is when the
teacher provides the students with
cards that contain excerpts or
paragraphs from the book that
contain the vocab word they are
focusing on. The teacher will highlight
one word in the excerpt and that will
be the word that they will focus on.
The teacher will create multiple cards
for each vocabulary word. The
students will break into groups and
discuss their new word and its
meaning. On the back of each card,
the teacher will include a definition of

126
the word and a couple synonyms of
the word.

Name:

Directions: Read the passages from the book below.

Examine the underlined word. Find the definition that best
fits the word. Please circle your answer.
1. The bus wasn’t air-conditioned, and the hot, heavy air was
almost as stifling as the handcuffs.
a. Spacious
b. Difficult
c. Suffocating

127
2. Because of the scarcity of water, each camper was only
allowed a four-minute shower.
a. Shortage
b. Plentiful
c. To expel large quantities of something

3. He grimaced as he sliced off a chunk of dirt, then raised it up

and flung it into a pile.
a. To frown
b. Distorted or ugly
c. To deny the use of something

4. He thought he could see the shape of fish, fossilized in it.

a. To make a hole while digging
b. Preserved to become a fossil
c. Buried

5. The sun wasn’t yet up, but its rays arced over the horizon and
brought light to the sky.
a. To move with a curving trajectory.
b. Suffocating
c. To stick out or project

6. It expanded when it was excavated.

a. To use great force
b. To bury
c. To make a hole while digging

7. It made a horrible loud noise and spewed ugly black smoke

over the beautiful lake.
a. To expel large quantities of something rapidly
b. To get rid of
c. Suffocating

8. No one even dared to look at his grotesque face.

a. To be beautiful
b. Distorted or ugly
128
 c. Suffocating

9. Mr. Sir was no longer depriving him of water

a. To deny the use of something
b. Suffocating
c. To expel large quantities of something rapidly

10.He was able to lift Zero high enough for him to grab the
protruding slab of rock.
a. To bury
b. To expel large quantities of something rapidly
c. To stick out or project

11.Standing still was more strenuous than walking.

a. Requiring or using great force
b. Distorted or ugly
c. To move with a curving trajectory.

12.Keep him confined indefinitely, without justification, while you

go crawling through black holes in cyberspace?
a. The action of showing something to be right
b. To be wrong
c. To see things clearly

Name:

129
Directions: Read the passages from the book below.
Examine the underlined word. Find the definition that best
fits the word. Please circle your answer.
1. The bus wasn’t air-conditioned, and the hot, heavy air was
almost as stifling as the handcuffs.
a. Spacious
b. Difficult
c. Suffocating

2. Because of the scarcity of water, each camper was only

allowed a four-minute shower.
a. Shortage
b. Plentiful
c. To expel large quantities of something

3. He grimaced as he sliced off a chunk of dirt, then raised it

up and flung it into a pile.
a. To frown
b. Distorted or ugly
c. To deny the use of something

4. He thought he could see the shape of fish, fossilized in it.

a. To make a hole while digging
b. Preserved to become a fossil
c. Buried

5. The sun wasn’t yet up, but its rays arced over the horizon
and brought light to the sky.
a. To move with a curving trajectory.
b. Suffocating
c. To stick out or project

6. It expanded when it was excavated.

a. To use great force
b. To bury
c. To make a hole while digging
130
7. It made a horrible loud noise and spewed ugly black smoke
over the beautiful lake.
a. To expel large quantities of something rapidly
b. To get rid of
c. Suffocating

8. No one even dared to look at his grotesque face.

a. To be beautiful
b. Distorted or ugly
c. Suffocating

9. Mr. Sir was no longer depriving him of water

a. To deny the use of something
b. Suffocating
c. To expel large quantities of something rapidly

10. He was able to lift Zero high enough for him to grab the
protruding slab of rock.
a. To bury
b. To expel large quantities of something rapidly
c. To stick out or project

11. Standing still was more strenuous than walking.

a. Requiring or using great force
b. Distorted or ugly
c. To move with a curving trajectory.

12. Keep him confined indefinitely, without justification, while

you go crawling through black holes in cyberspace?
a. The action of showing something to be right
b. To be wrong
c. To see things clearly

131
Name:

Holes Comprehension Test

Directions: Carefully read the questions. Pick the answer
that you feel is the best answer. Circle your answer.
1. What is Zero’s real name?
a. Justin
b. Hector
c. Bobby
d. Stanley

2. What did Zero confess to Stanley while they were on the mountain?
a. He ran away from home
b. He is actually rich
c. He stole Clyde Livingston’s shoes
d. He didn’t need Stanley’s help to read and write, he already knew how.

3. Whose name was on the suitcase?

a. Stanley Yelnats
b. Hector Zeroni
c. Kate Barlow
d. Mary Lou

4. Which of the following is NOT true of yellow-spotted lizards?

a. They have exactly 11 yellow spots
b. They have black teeth
c. They have red eyes
d. They can be as long as six feet
132
5. What was the gold tube that Stanley found while digging?
a. A shotgun shell
b. A lipstick container
c. A piece of pipe
d. A pill container

6. What happened when Mr. Sir disturbed the Warden because Stanley stole
his sunflower seeds?
a. Stanley was required to dig an extra hole that day.
b. Mr. Sir was hit by the Warden with her rattlesnake venom nails.
c. Stanley was hit by the Warden with her rattlesnake venom nails.
d. None of the above

7. The Warden is the granddaughter of:

a. Kate Barlow
b. Madame Zeroni
c. Trout Walker
d. Elya Yelnats

8. What event happened prior to Stanley running away?

a. He hit Mr. Sir with a shovel
b. He drove the water truck into a hole
c. He stole food from the kitchen
d. He let the water drain from the truck

9. What is the name of the place that Stanley is sent to?

A. Camp Blue Lake
B. Camp Green Lake
C. Camp for Troubled Boys
D. Camp Desert

10. All of the following are true about Stanley EXCEPT:

a. His family is poor
b. He was bullied
c. He was overweight
d. He is small

11. How did Stanley’s family become cursed?

a. Elya Yelnats did not carry Madame Zeroni up the mountain
b. Kate Barlow cursed the family after stealing their money
c. Sam cursed the family by giving them bad onions
d. None of the above
133
12. What helped Zero think about something else other than being sick
while traveling up the mountain?
a. Thinking about his mother
b. Singing songs
c. Spelling words that Stanley gave him
d. Eating Sploosh

13. What did Stanley’s father name the product he invented?

a. Fantastic Feet
b. Sweating Feet
c. Sploosh
d. Peaches Delight

14. Which of the following is a descendant of Madame Zeroni?

a. Zero
b. Stanley
c. The Warden
d. X-Ray

15. Why didn’t the lizards bite Zero and Stanley?

a. They prefer eating animals
b. They weren’t hungry
c. They don’t like the color orange.
d. They don’t like onion blood.

Short Answer
Directions: Please answer in complete sentences.

16. Explain the curse and how it was broken.

17. Explain how the theme of friendship is represented throughout the book.
134
Name: KEY

Holes Comprehension Test

Directions: Carefully read the questions. Pick the answer
that you feel is the best answer. Circle your answer.
1. What is Zero’s real name?
e. Justin
f. Hector
g. Bobby
h. Stanley
135
2. What did Zero confess to Stanley while they were on the mountain?
e. He ran away from home
f. He is actually rich
g. He stole Clyde Livingston’s shoes
h. He didn’t need Stanley’s help to read and write, he already knew how.

3. Whose name was on the suitcase?

e. Stanley Yelnats
f. Hector Zeroni
g. Kate Barlow
h. Mary Lou

4. Which of the following is NOT true of yellow-spotted lizards?

e. They have exactly 11 yellow spots
f. They have black teeth
g. They have red eyes
h. They can be as long as six feet

5. What was the gold tube that Stanley found while digging?
e. A shotgun shell
f. A lipstick container
g. A piece of pipe
h. A pill container

6. What happened when Mr. Sir disturbed the Warden because Stanley stole
his sunflower seeds?
e. Stanley was required to dig an extra hole that day.
f. Mr. Sir was hit by the Warden with her rattlesnake venom nails.
g. Stanley was hit by the Warden with her rattlesnake venom nails.
h. None of the above

7. The Warden is the granddaughter of:

e. Kate Barlow
f. Madame Zeroni
g. Trout Walker
h. Elya Yelnats

8. What event happened prior to Stanley running away?

e. He hit Mr. Sir with a shovel
f. He drove the water truck into a hole
g. He stole food from the kitchen
h. He let the water drain from the truck
136
9. What is the name of the place that Stanley is sent to?
E. Camp Blue Lake
F. Camp Green Lake
G. Camp for Troubled Boys
H. Camp Desert

10. All of the following are true about Stanley EXCEPT:

e. His family is poor
f. He was bullied
g. He was overweight
h. He is small

11. How did Stanley’s family become cursed?

e. Elya Yelnats did not carry Madame Zeroni up the mountain
f. Kate Barlow cursed the family after stealing their money
g. Sam cursed the family by giving them bad onions
h. None of the above

12. What helped Zero think about something else other than being sick
while traveling up the mountain?
e. Thinking about his mother
f. Singing songs
g. Spelling words that Stanley gave him
h. Eating Sploosh

13. What did Stanley’s father name the product he invented?

e. Fantastic Feet
f. Sweating Feet
g. Sploosh
h. Peaches Delight

14. Which of the following is a descendant of Madame Zeroni?

e. Zero
f. Stanley
g. The Warden
h. X-Ray

15. Why didn’t the lizards bite Zero and Stanley?

e. They prefer eating animals
f. They weren’t hungry
g. They don’t like the color orange.
h. They don’t like onion blood.
137
Short Answer
Directions: Please answer in complete sentences.

16. Explain the curse and how it was broken.

The curse began with Stanley’s no-good-dirty-rotten-pig-stealing-great-

great-grandfather Elya Yelnats. Elya promised a woman named Madame
Zeroni that he would carry her up the mountain, let her drink from the
water, and sing her a special song. If he did not do this, his family would be
cursed for all eternity. Elya did not this and his family was cursed. Stanley
broke the curse by carrying Zero, a descendant of Madame Zeroni, up the
mountain, letting him drink from the water and singing him a song.

17. Explain how the theme of friendship is represented throughout the book.

One of the major themes in Holes is the theme of friendship. When Stanley
was living at home with his parents, he did not have any friends. He was the
outsider and was often bullied. This began to change when Stanley arrived
at Camp Green Lake. He slowly became friends with another boy at camp
named Zero. Often times throughout the book Stanley and Zero prove their
friendship to one another and look after one another.

138
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