Sunday, February 5, 2017

Module 4: Holes

Module 4: Holes



Book Summary:

Stanley Yelnats is unlucky, and his luck has been passed down from generation to generation starting with his great-great grandfather.  The males in his family always seem to be in the wrong place at the wrong time.  After Stanley is wrongly accused of stealing, he is sent to Camp Green Lake to be serve out his punishment.   At this camp, Stanley and his campmates are forced to dig holes in the hot Texas sun to improve their character.  While at camp, Stanley makes a deal to help a campmate learn to read in exchange for help with digging holes.  Through a series of coincidences, the boys discover their luck is about to change and fate has brought them together.

APA Reference of the Book:

Sachar, L. (1998). Holes. New York, NY: Farrar, Straus and Giroux.

Impressions:  
         
          Once I started reading this book, I had a hard time putting the book down. The way Sachar presented the story was like a puzzle- one piece at a time, yet the connecting pieces were mixed in a big pile.  Immediately, I felt sorry for young Stanley and wanted to know how his story connected to Kissin’ Kate Barlow’s and Sam’s story. Sachar did a good job making me feel vested in Stanley’s and Zero’s story. As I read, I kept wondering how is everything going to turn out okay? Though I must admit, I was a little disappointed that the Warden did not get bit by a yellow-spotted lizard.  The way Sachar described the Camp Green Lake and the desert, I could really get a good visual image in my head. I could picture how hard and dry the ground was as Stanley was digging his hole.  I could see the peach trees and the lake when Sam was an onion salesman and Kate was a school teacher.  Overall, this book was very enjoyable and a great read.
         
Reviews:

From Bulletin of the Center for Children’s Books

Stanley Yelnats (yes, that's a palindrome) is sent to Camp Green Lake Juvenile Correctional Facility for a crime he didn't actually commit. Once there, he discovers that the inmates' days are spent digging holes out in the Texas desert, with the bait of getting a day off if they find something the Warden considers "interesting or unusual." Stanley forms a bond with an expert hole-digger named Zero, whom he teaches to read, and when Zero runs away into the desert, Stanley, after initial hesitation, follows him. The two boys then struggle for survival, aided by lore and leftovers from their ancestors, who sowed the seeds for the drama that's being enacted now. This reads much more clearly than it explains: Sachar has cunningly crafted his fiction, precisely placing snippets of historical backstory within the chronicle of Stanley's travails, so that the focus of the book is the coming together and resolving of the manifold strands of karma (including Stanley's nogood-dirty-rotten-pig-stealing great-great-grandfather, the feared nineteenth-century bandit Kissin' Kate Barlow, a cheated gypsy, a gentle onion fancier, and more). Sachar's dry, wry tone assists in making the book's aim something other than gritty realism; though there is indeed wicked villainy and triumphant virtue, the point is less the struggle of the individual characters than their place in the working out of the larger pattern. Though this isn't as much a puzzle book as Raskin's The Westing Game, readers who appreciated that book's detailed construction as much as its story will enjoy watching Stanley's saga unfold and fold together again.

Stevenson, D. (September 1998). [ Review of Holes, by Louis Sachar.] Bulletin of the Center for the Children’s Book, 52(1), 29. Available from ProQuest http://libproxy.library.unt.edu:2087/docview/223710347?pq-origsite=summon

In the Library:
         

          After reading Holes, I would break the students into groups and they would study palindromes and then try to create their own palindromes.  I could also teach a lesson on cause and effect.  In partner groups, one student could discuss and write about the cause while the other student discusses and writes about the effect.  The story line spanned several generations, so the students could also create a timeline that would trace each character and the major events in the character’s life that lead up to the conclusion of the book.  


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