Lesson 4

I. Objective:  The students will be able to anticipate and make predictions on chapters six and seven from the book Holes.  They will then fill in blanks to make their own story, before reading the author’s version of the story.

II. Standards:  This is on a fifth grade level, and the Pennsylvania State Standards met for this lesson include 1.2.5A and 1.6.5D.

III. Procedure: 

            A. Review—The teacher will go over what was read yesterday in class (chapter six), and ask for volunteers to summarize what happened to Stanley. 

            B. Model—The teacher will hand out the first vocabulary strategy worksheet, in which the students will anticipate and make predictions as to what will happen to Stanley later on in the story.  This will be completed on an individual basis.  The teacher will explain how to complete the worksheet (how to fill in the boxes), and show them what she would pick for number one, so they know the basic gist of how to do the assignment.  The worksheet would look like this:

Name:____________________________________    Date:_____________________

Directions: Make your own predictions to what you think will happen to Stanley in the following areas.  Put an “X” in the box you prefer (either “I Agree” or “I Disagree”).  In the “Prediction” section, fill in why you chose what you did, or what you believe could happen in the future to Stanley.

            C. Discuss—After the students finish this first worksheet, the teacher will lead a small discussion of the choices they made (perhaps by having the students raise their hand to see how many agreed versus disagreed).  S/he will explain the importance of prediction, and how with a prediction there is not necessarily only one right answer.  S/he will then tie this into the next vocabulary strategy worksheet they will be doing—an opin where the students can fill in the missing blanks to create their own story.

            D. Model Again—The second vocabulary strategy will also employ the device of prediction; this time the students will create their own unique stories by filling in the blanks with what word fits best.  The teacher (or a helper) will hand out the worksheet, and then the teacher will ask for a suggestion for the first blank.  After explaining the goal of this assignment, the students will be given a set amount of time to complete the story.  The piece they will be completing is from chapter 7, which they have not read yet.  It will look like this:

Name: _________________________________________    Date: ______________________

Directions: Fill in the blanks to create your own story!  When you are finished, read it silently to yourself, turn it over, and work on your journaling assignment until the rest of the class is finished.  Be creative! J

            After leaving her _________________, he __________________ through the ___________, until he found himself down by the _____________________.  He sat on the edge of a ___________________ and stared down into the ________________  ________________.  He could not understand how she had __________________ deciding between him and _______________.  He thought she ___________________ him.  Even if she didn’t _____________ him, couldn’t she see what a __________ person _____________ was?

            E. Discuss Again—Once the class is finished, ask for volunteers to read their story.  Offer words of affirmation for their creative stories, and explain that today they will get to see what words the author actually used in that paragraph.  Once everyone has shared that wants to, have the class open their Holes books up to chapter 7, and begin reading.

            F. Enrichment—If students get done early with either of the worksheets, have them work on their daily journaling assignment. Today’s assignment is on what the similarities and differences are between themselves and Stanley.