Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Holes Chapter 9 & 10

Date

October 14, 2015

Subject/Gra
de Level

Language Arts: Grade 6

Time
Duratio
n

55 mins

Unit

Holes

Teacher

Miss. MacDougall

General
Learning
Outcomes:
Specific
Learning
Outcomes:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Studentswilllisten,speak,read,write,viewandrepresenttocomprehendandrespondpersonally
andcriticallytooral,printandothermediatexts.

2.1usetextfeatures,suchascharts,graphsanddictionaries,toenhanceunderstandingof
ideasandinformation
2.2makejudgementsandinferencesrelatedtoevents,characters,settingandmainideas
oforal,printandothermediatexts
2.2discusshowdetailisusedtoenhancecharacter,setting,actionandmoodinoral,print
andothermediatexts
LEARNING OBJECTIVES

Students will:
1. Demonstrate reading ability through a read aloud session.
2. Demonstrate a knowledge of Holes
3. Demonstrate their knowledge of setting
4. Identify the setting of Holes
5. Identify setting elements within a story

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Observe if students are following along in reading

Observe if students are able to work with others
Observe that students are able to pull information from the text
Observe that students are able to translate text into picture format
What does the text tell us about the setting of Holes?
What does the text infer about the setting of Holes?
How does detail enhance our idea of the setting?
Completed setting comparison picture

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Holes By Louis Sachar

MATERIALS AND EQUIPMENT

Holes text
Blank Paper
Loose leaf paper

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge

Have Holes books

Hand out paper
Introduction
Count down from 5 to get the attention of the students, and
introduce Mr. Weir to them.
We will do a quick discussion about Holes so far, and I will ask
students to share with the class, what some of the main points
of the novel have been so far.

Adapted from a template created by Dr. K. Roscoe

Time
1 min
2 mins

Expectations for
Learning and
Behaviour
Transition to Body

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Lesson Plan Template ED 3501 (Version C)

Remind students to speak loudly when reading, and that we are
to listen to one another, and raise our hand if we would like to
1 min
speak.
Ask students to take out their novels, and remind them that we
are going to be taking turns reading. Also remind them they
1 min
need to follow along, and that we will be reading chapter 8 & 9.
Body
Time
As a group we will read chapters 8 & 9 as a group, and
students will take turns reading a page.
During this activity I will take the chance to stop the reading
18 mins
and discuss vocabulary, or any other important details that
may arise.
By reading as a group it ensures that all students stay on the
same page with the novel, and it allows opportunity for group
discussion, which will in turn help all students to understand
the novel better.
By having students take turns reading it allows each student to
work on their reading abilities, and allows students to practice
speaking in front of their peers. It also ensures that all students
will be following along, and be aware of where we are in the
novel.
Setting Comparison
- After finishing the chapters students will be told that
they are going to be making a picture that represents
the setting of the novel. (Camp Green Lake)
- Students will be told to do a think, pair, share. This
means they will first brainstorm alone about the setting
of the novel. They will create a T-Chart on their loose
leaf paper. This means they are to recall details about
Camp Green Lake from the novel. They will also be
asked to brainstorm what they had expected Camp
Green Lake to look like before finding out its true
identity.
- They will then get with a partner and compare answers,
and enhance their own. (have them find a partner at a
different table, gets them up and moving, and working
with someone different)
- Then we will share as a group, and create a big board of
ideas.

30 mins

Students will then be given a sheet of white paper, and will be

instructed to split their page in half. One half must be the
expected Camp Green Lake, and one must be the actual Camp
Green Lake.
Students will be given the remainder of this period to work on
their picture, as well as part of next period. This will give time
to catch up the students who went to band camp.
Assessments/
Differentiation

Assessment of

Students will hand in their picture when completed, and will be

given a mark out of 5.
For this lesson I will be assessing their knowledge of the book,
their ability to work with others, their ability to brainstorm
effectively, and their creativeness. This will all be done through
group discussion, observing students work while they are
working, and their overall picture.
Closure
- Ask students to share their picture with someone at

Adapted from a template created by Dr. K. Roscoe

Time
2 mins

Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

their table, and explain to them what elements they
have added.
Next lesson we will read Chapter 10 & 11. We will then
continue to work on our setting comparison pictures.

Sponge
Activity/Activities

Read chapter 10, work on our bookmarks, and do a discussion forum on

these chapters.

Reflections from the

lesson

Will complete when done.

Learning:

Adapted from a template created by Dr. K. Roscoe