Activboard Materials End of Novel Projects Holes Holes was read with a seventh grade class primarily in guided reading format. The following projects were given as choices. Many different learning styles and intelligences are accounted for in the choices given.
See if students have any questions or concerns regarding the film section of the Focused Reading and Viewing Guide. Continue viewing the film. Have students share their observations with the class. As a closure activity, ask students to share why they think some of the elements are different and whether it is important for movies to remain identical to the novels on which they are based.
Session Four Explain that students will be create a new DVD cover for the movie adaptation the class has viewed. Using the handout as a guide, ask students, independently or in small groups, to discuss the changes they like most and least as well as the aspects of the film that remained true to the text that were most satisfying.
Pass out copies of the Thinking Critically about a Movie Adaptation: Preferences and Effects handout. Ask students to rank their responses in terms of their overall enjoyment of the film on the Thinking Critically about a Movie Adaptation: Preferences and Effects handout, following these guidelines: Have students determine one change or similarity that was crucial to their overall opinion of the film, and discuss it in the first row.
Ask students to choose two elements of moderate importance to discuss in the middle rows. Have students indicate and discuss a fairly inconsequential change in the last row. As students complete the charts, collect them for informal feedback, focusing on comments that will help students strengthen their analytical skills.
If students need additional time, this work can be completed on their own before the next session. Have students or groups share their ranked responses to the film adaptation. Encourage engagement from other students, as there should be varying views at many levels at this point: Some students will think a change was significant, but was an improvement.
Other students will see the same change as trivial, but feel it was a poor choice. If possible, preview the DVD Cover Creator interactive on a projector so students understand their choices for templates in both Cover and Booklet modes.
Allow students time to plan the front cover, spine, and back cover. They should plan for a mix of images and text that will suit the needs of the project they choose. Allow students time to plan the text for their booklet.
Responses should be brief, as the DVD Cover Creator interactive can hold approximately 50 lines of text if no images are used. Guide students to connect their overall impressions of the film adaptation with the choices they made on their covers.
Students may also use the Internet Movie Database as needed to find information about the movie. Session Six Take students to the computer lab and lead them in a brief demonstration of the DVD Cover Creator interactive if not completed in the previous session.
Have students use their planning documents to transfer their ideas to the DVD Cover Creator interactive.
Emphasize that tudents cannot save their work, so they should complete all work on one component the cover or booklet and print their work within the confines of a session. Gauge levels of completion and allow additional time in the computer lab if necessary.
Session Seven Have students share their responses through presentations or by setting up a display of the various projects around the room. Allow students to reflect on their work and the work of their classmates by quickwriting on the different perspectives offered in the DVD covers presented today.
Have students create an alternate soundtrack to the film, justifying their choices in liner notes and creating a CD cover with the CD Cover Creator. Guide students to explore elements such as placement of text and what words are featured or downplayed; color choices; choice of images; placement of images; and the like.As Stanley continues to dig holes and meet the other boys at the camp, the narrator intertwines three separate stories to reveal why Stanley's family has a curse and what the Warden is looking for.
When he was a boy, Stanley's great-great-grandfather, Elya Yelnats, received a pig from Madame Zeroni, a gypsy, in exchange for a promise.
However when the parts come together, Holes turns into a puzzle, or mystery book. The reader is never quite given all of the details needed to solve the puzzle until the very end. The reader is never quite given all of the details needed to solve the puzzle until the very end.
Find great deals on eBay for holes movie poster. Shop with confidence. Prereading worksheet - FREEBIE Pre-reading activity poster to go with the novel Holes by Louis Sachar. Find this Pin and more on 5th Grade Common Core by Gina Kennedy-Brown.
Description This is a one-page pre-reading activity poster that accompanies the novel Holes by Louis Sachar. How to Use the Book Jacket For a Book Report Use light, small numbers to number the panels on the side that appears to be the outside of the book jacket from 1 to 5. These will be erased later and will only be used as reference points.
Even though the yellow-spotted lizard in Holes is fictitious, there are still so many interesting reptiles and amphibians for your students to learn about!
Have them search the web for facts about reptiles and amphibians and then make a poster, draw a picture, or fill out the below worksheet.