Year 8–9 / Grades 7–8
Holes by Louis Sachar — a five-lesson scheme of work
This five-lesson sequence guides students from their first encounter with Sachar's desert setting through the novel's interconnected timelines, social justice themes, and overall structure. The journey begins with an analysis of how the setting creates a sense of threat in Chapter 1. Students then explore the operation of the three timelines and identify their common elements. Lessons three and four dive into character dynamics and power relations, focusing on the Warden, Mr. Sir, and the boys in D-Tent, as well as addressing issues of race and injustice in the Kate Barlow chapters. The final lesson encourages students to write about how the curse motif unifies the novel’s structure. By the end, the class will be able to compose a well-supported analytical paragraph discussing language, structure, and themes.
Objectives
- Analyse how Sachar uses setting in Chapter 1 to create atmosphere and foreshadow the novel's themes of fate and punishment.
- Explain how the three interlocking timelines (Stanley at camp, Elya in Latvia, Kate Barlow at Green Lake) are structured and what they share thematically.
- Analyse how Sachar presents power and powerlessness through the Warden, Mr. Sir, and the boys of D-Tent in Chapters 2–5.
- Evaluate how Sachar uses the story of Kate Barlow and Sam in Chapter 8 to explore racism, injustice, and cause-and-effect across time.
- Write an evidenced analytical paragraph that links the curse motif in Chapters 7 and 13 to the novel's themes of fate and redemption.
The sequence
Lesson 1: A Place That Lies: Setting and Atmosphere in Chapter 1
60 min · ch. 1, 2- Do now
Look at the name 'Camp Green Lake.' Jot down three things you think you'd find at a place like that. Then, list three things you definitely wouldn't expect. You've got four minutes — no talking and no books required.
- Teacher input
Model a close reading of the opening paragraph of Chapter 1: 'There is no lake at Camp Green Lake… The only trees are two old oaks… their shade is reserved for the Warden and Mr. Sir.' Guide students to see how Sachar highlights the disconnect between the name and the reality, creating irony that suggests deception right from the start. Annotate 'reserved' — a term that implies privilege — to illustrate how the setting establishes power dynamics from the very first page. Show how to seamlessly incorporate a quotation and analyze a specific word choice.
- Independent task
Students should revisit the description of the yellow-spotted lizards and the 'large, flat wasteland' found in Chapter 1. They will compose one analytical paragraph using the P-E-E structure to respond to the question: How does Sachar's portrayal of Camp Green Lake in Chapter 1 create a sense of danger for Stanley? Each paragraph must include at least two quotations and commentary on at least one specific word. Please collect these for marking.
- Exit ticket
The irony of Sachar naming the camp 'Green Lake' lies in the fact that the camp features neither greenery nor a lake, creating a stark contrast between the name and the reality.
Lesson 2: Three Stories, One Curse: How the Timelines Connect in Chapters 7 and 8
60 min · ch. 7, 11, 12, 13- Do now
Without looking at the book, jot down what you know about: (a) Stanley's family, (b) the history of Camp Green Lake, and (c) the meaning of the word 'curse.' Use three columns and take three minutes. Then, discuss your notes with the person next to you.
- Teacher input
Read aloud the moment in Chapter 7 when Madame Zeroni tells Elya: "You will carry me up the mountain… If you forget, you and your children and your children's children will suffer." This moment acts as a structural hinge: Sachar introduces a cause here, and its effect becomes clear 150 years later in Chapter 13 when Stanley carries Zero up God's Thumb. Demonstrate to students how to analyze structure: "Sachar places this promise in Chapter 7 so that the reader can later recognize the significance of…"
- Independent task
Students fill out a comparison grid with two columns (given as a printed handout). In the left column, they list three key moments from the Elya/Madame Zeroni storyline in Chapter 7. In the right column, they note the corresponding moments from the Stanley/Zero storyline in Chapters 12–13. Below the grid, they write two sentences explaining what Sachar aims for the reader to grasp about fate through these mirrored timelines. Collect both the grid and the written sentences.
- Exit ticket
In Chapter 7, when Stanley finds a mysterious object in the dirt, and in Chapter 13, when he discovers the history behind it, Sachar suggests that fate intertwines moments from the past and present, guiding individuals toward their destinies.
Lesson 3: Power and Powerlessness: The Warden, Mr. Sir, and D-Tent in Chapters 2–5
60 min · ch. 2, 3, 4, 5, 16- Do now
Read the single sentence from Chapter 2: 'The Warden owns the shade.' Take a moment to note: who holds the power in this situation, who is at a disadvantage, and which single word makes that distinction clear. You have three minutes for this task, please work individually and refrain from discussing it with others.
- Teacher input
Model a close reading of the scene in Chapter 4 where X-Ray hands Stanley the gold tube and instructs him to present it to the Warden as if it were found by X-Ray himself. Pay special attention to X-Ray's line: 'I've been here the longest… I deserve to go first.' Illustrate how Sachar intricately layers power dynamics — the Warden holds authority over the counsellors, the counsellors exert control over the boys, and X-Ray assumes a position of dominance over the other boys. Examine how the word 'deserve' indicates that even those with less power have absorbed the hierarchy's logic. Demonstrate characterisation through dialogue in your writing.
- Independent task
Students can select either Mr. Sir (Chapter 2) or the Warden (Chapter 16, her initial appearance) and compose a structured paragraph addressing the question: How does Sachar depict this character as an embodiment of power? They should reference at least one line of dialogue and one action, incorporating the terms 'hierarchy' or 'authority' in their analysis. Please collect these for assessment.
- Exit ticket
In Chapter 4, X-Ray's behavior illustrates that power at Camp Green Lake operates in layers, as he strategically uses his position to manipulate others. The term "authority" encapsulates this dynamic.
Lesson 4: Injustice Across Time: Kate Barlow, Sam, and the History of Green Lake in Chapter 8
60 min · ch. 8, 10, 15- Do now
Read the following sentence from Chapter 8: 'Seeing a yellow-spotted lizard is thought to be a bad omen, but if you only see one, you might just be lucky.' Without looking ahead, make a prediction: what do you think happened to Green Lake? Write two sentences. You have three minutes.
- Teacher input
Read aloud the moment in Chapter 8 when the townspeople burn Kate's schoolhouse and shoot Sam while he's in his boat for kissing a white woman. Analyze Sachar's narrative choices: he doesn't depict the shooting directly; instead, he jumps to Kate discovering Sam's hat floating on the water. Encourage students to explore what an author omits: 'Sachar's choice to leave out the moment of Sam's death and show only the hat compels the reader to…' Link this to the theme of injustice: the same society that kills Sam later cultivates the Warden's obsession with reclaiming the Walker family's wealth.
- Independent task
Students should write a response of at least 150 words addressing the question: How does Sachar use the story of Kate Barlow and Sam in Chapter 8 to illustrate injustice? In their response, they must: (a) include at least two quotes from Chapter 8, (b) discuss one narrative technique (for example, what Sachar reveals versus what he keeps hidden), and (c) connect the historical injustice to a current injustice in the camp storyline. Please collect these responses for marking.
- Exit ticket
Before: Name the injustice done to Sam in Chapter 8. In one sentence, explain how it connects to anything that happens to Stanley or Zero in the present-day storyline.
After: Identify the injustice Sam faces in Chapter 8. In one sentence, describe how it relates to the experiences of Stanley or Zero in the current storyline.
Lesson 5: Breaking the Curse: Structure, Resolution, and Theme in Chapters 13 and 16
60 min · ch. 6, 7, 13, 16- Do now
Without looking at the book, jot down: what the curse is, who created it, and how it's lifted. You have three facts and three minutes. After that, review Chapter 7 and Chapter 13 to see how close you were.
- Teacher input
Model a sustained analytical paragraph on the moment in Chapter 13 when Stanley carries Zero up God's Thumb and sings the Yelnats family song: 'If only, if only, the woodpecker sighs…' In this instance, demonstrate how to intertwine structure and theme. Since Chapter 6, Sachar has kept the full significance of the song hidden, and its return at this pivotal moment serves as a structural payoff. To illustrate the transition from close reading to a thematic argument, zoom out: 'By revisiting this song at the climax of the novel, Sachar suggests that redemption requires an active choice rather than relying solely on good fortune.'
- Independent task
Students are tasked with writing a complete analytical paragraph of at least 120 words that addresses the question: How does Sachar use the moment when Stanley carries Zero up God's Thumb in Chapter 13 to convey the theme of redemption? They should include a quote from Chapter 13, reference Chapter 7 (Elya's broken promise), and conclude with a thematic statement in their final sentence. This assignment serves as the summative preparation task — please collect it and evaluate using the provided rubric.
- Exit ticket
Carrying Zero up the mountain symbolizes redemption for the Yelnats family, representing their journey toward healing and resolution of past grievances.
Activities
Camp Green Lake Name vs. Reality — Expectation Audit 10 min · pairs
Each pair gets a printed two-column table titled 'What the name promises' and 'What Chapter 1 delivers.' Students fill in both columns using only the text from Chapter 1, then craft a sentence at the bottom explaining what Sachar accomplishes by selecting a misleading name. Pairs return the completed table along with their sentence. This activity serves as a starter or a reading comprehension check at any point during the unit.
Timeline Sorting Cards — Three Storylines 20 min · groups
Groups of three get a set of 15 event cards from Chapters 7, 8, 11, and 12–13, with each card printed on a separate strip. Students sort them into three columns labeled (Elya's story / Kate's story / Stanley's story) and then arrange each column chronologically. They highlight two cards with a common theme word (e.g., 'injustice,' 'broken promise'). Groups return the annotated, sorted strips. This activity is helpful after Lesson 2 to reinforce structural understanding.
Power Pyramid — D-Tent Hierarchy Diagram 15 min · individual
Students create a pyramid with five levels and position the following characters on it based on evidence from Chapters 2–5: the Warden, Mr. Sir, Mr. Pendanski, X-Ray, and Stanley. For each character's placement, they write one quoted word or phrase from the text to justify their choice. Students then return the annotated pyramid. This can serve as a consolidation task after Lesson 3 or as a revision activity later in the unit.
Hot-Seat: Mr. Sir or the Warden 20 min · whole class
One student volunteers (or is chosen) to sit at the front as either Mr. Sir (Chapters 2–3) or the Warden (Chapter 16). Before the hot-seat starts, the class prepares three written questions each. The student in the role must answer using evidence from the text, and the class assesses each answer by writing one word — 'convincing' or 'unconvincing' — along with a reason. Students return their question sheets with evaluations. This activity is helpful after Lesson 3.
Sam's Hat — What Sachar Leaves Out (Chapter 8) 15 min · pairs
Pairs receive the excerpt from Chapter 8 where Kate discovers Sam's hat floating on the lake after his shooting. They discuss: (a) what is revealed, (b) what is left unsaid, and (c) the emotional impact of this omission. Each pair writes two sentences explaining why Sachar opted not to depict the shooting directly. Pairs return the annotated passage along with their two sentences. This activity fits seamlessly into or follows Lesson 4.
Curse-to-Resolution Tracking Sheet 20 min · individual
Students get a printed tracking sheet that has three rows: 'The original sin (Ch. 7),' 'The consequence (Chs. 1–12),' and 'The resolution (Ch. 13).' In each row, they jot down a brief summary and a quotation. Finally, they write a concluding sentence addressing whether Sachar portrays the breaking of the curse as fate or as Stanley's choice. Students return the completed sheet. This activity serves as a pre-writing scaffold before the summative paragraph in Lesson 5.
Assessment
- Lesson 1 exit ticket: checks whether students can name and use the term 'irony' or 'contrast' in relation to the camp's deceptive name in Chapter 1.
- Lesson 2 dual-column grid: checks whether students can identify specific mirrored moments between Chapter 7 (Elya/Madame Zeroni) and Chapter 13 (Stanley/Zero) rather than summarising plot.
- Lesson 3 exit ticket: checks whether students can describe the layered hierarchy of Camp Green Lake using a quotation from Chapter 4.
- Lesson 4 written response: checks whether students can link a narrative technique (showing vs. withholding) in Chapter 8 to a thematic point about injustice, and connect past to present storyline.
- Lesson 5 exit ticket: checks whether students can use the word 'redemption' or 'resolution' accurately in relation to the Chapter 13 climax.
Summative task
In Chapter 13 of "Holes," Sachar poignantly illustrates the theme of redemption through the moment Stanley carries Zero up God's Thumb. This act symbolizes Stanley's growth and commitment to friendship, contrasting sharply with Elya's broken promise to Madame Zeroni in Chapter 7. Elya's failure to honor his agreement led to a curse that haunted his family for generations. When Stanley declares, "I can’t leave you," it highlights his determination to break this cycle of failure and betrayal. The use of the word "can’t" emphasizes his sense of obligation and choice, suggesting that redemption often requires active decision-making rather than mere fate. Ultimately, Sachar conveys that while fate plays a role in our lives, it is our choices that define our paths toward redemption.
Marking notes
``json { "Top band": "Quotations from both Chapter 13 and Chapter 7 are embedded and analyzed at the word level (e.g., 'carry,' 'if only'). The structural connection between the two chapters is identified, and its impact is explained. A coherent thematic argument regarding fate versus choice is maintained throughout.", "Middle band": "Both chapters are referenced, but quotations are included without analysis. The structural connection is acknowledged but not explored in depth.", "Lower band": "A summary of the God's Thumb climb plot is presented with minimal or no quotations; Chapter 7 is either omitted or mentioned only in passing." } ``
Standards covered
- Common Core 11 12
- RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.11-12.2 — Determine two or more themes of a text and analyse their development over the course of the text.
- RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story (e.g. where a story is set, how the action is ordered).
- RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
- W.11-12.9 — Draw evidence from literary texts to support analysis, reflection, and research.
- AP Literature
- Literary Argumentation (LAN-1): Develop a thesis that interprets a literary text and requires a line of reasoning.
- Figurative Language (FIG-1): Explain the function of specific words and phrases in context, including connotative meanings.
- Structure (STR-1): Explain how the sequence or pacing of a narrative contributes to its overall meaning.
- Narration (NAR-1): Explain how the narrator's choices about what to reveal and withhold create specific effects.
- Character (CHR-1): Explain the function of a character, including how characters develop and interact.
- AQA
- AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
- AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
- AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
- AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
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