LESSON PLAN 

 
 
Teacher Candidate: ​Kirsten Fox 
Grade level: 5​ th 
Date: O
​ ctober 24th, 2018 
 
Ohio Academic Content Standard/Common Core​:  
● RL.5.3 C ​ ompare and contrast two or more characters, settings, or events in a story or 
drama, drawing on specific details in the text (e.g., how characters interact). 
 
Student Learning Objectives​:  
● I can identify character traits of Stanley and other characters in the novel H ​ oles​. 
 
Academic Language/Key Vocabulary 
● Character traits 
● Character transformation 
● Main Idea 
● Plot 
● Point of View 
● Setting 
● Text evidence 
● Theme 
 
Anticipatory set​:  
● For the anticipatory set, students will be completing the “Quick Write” section of their 
“​Chapter 10-14 Comprehension, Analysis, and Vocabulary Packet.” This quick writing 
activity asks the students to brainstorm what they want to be when they grow up and 
how they will achieve their goal. In chapter twelve of ​Holes​, Mr. Pendanski asks the 
boys what they’d like to be when they grow up. Additionally, they discuss how the 
boys will learn from their experiences at Camp Green Lake and apply it to achieving 
these dreams. After the students finish the quick write, we will do a quick 
think-pair-share activity. After students have discussed their dream careers with their 
partner, we will share a few as a whole class.  
 
Instructional Strategies​:  
● Think-Pair-Share 
● Text read aloud 
● Small groups 
Learning Tasks​:  
● Pre-Reading Activities 
○ I will begin the lesson by reading our “I CAN” statement and then we will be 
doing our anticipatory set. Afterward, I will introduce the vocabulary terms for 
chapters 10-14 of H ​ oles​. I will refer to the students’ “Holes Word Study Packet” 
and the word wall when going over these terms. I will be introducing the words 
barren (p. 49), engraved (p. 61), and authority (p. 67).  
● Reading 
○ After going over the vocabulary terms, we will begin reading ​Holes​. We will 
start at the beginning of chapter 10 (p. 48) and read through the end of 
chapter 12 (p. 58). If we have extra time, we may potentially read through 
chapter 13 and 14 (it varies how long each chapter takes depending on student 
discussion).  
● Post-Reading Activities 
○ After reading, students will refer back to their “Chapter 10-14 Comprehension, 
Analysis, and Vocabulary Packet.” Students will work on the “Multiple Choice” 
section of the packet with their small group (table groups). After students have 
discussed these two questions with their tables, we will go over them as a 
class. Afterward, students will be completing the “Character Analysis” section 
of their packet individually. 
● Enrichment 
○ For those who finish early, students will begin the “Character Traits Facebook 
Profile” activity (this will likely not be finished in the class period). For this 
activity, students will be creating a Facebook page (on paper) of their favorite 
character in the story. They will draw a picture of the character to show 
physical character traits. Additionally, they will describe that character’s traits 
with text evidence through a modern-day Facebook profile twist. 
 
Resources and Materials​:  
● Teacher Resources: 
○ Word Wall Words - barren, engraved, and authority 
○ Holes​ Word Study Packet 
○ Chapter 10-14 Comprehension, Analysis, and Vocabulary Packet 
○ Character Traits Facebook Profile Activity Sheet 
● Student Resources: 
○ Holes​ Word Study Packet 
○ Chapter 10-14 Comprehension, Analysis, and Vocabulary Packet 
○ Character Traits Facebook Profile Activity Sheet 
○ Pencil 
 ○ Reading Interactive Notebook  
○ Colored Pencils / Markers 
 
Accommodations-Differentiation  
● Differentiation: 
○ Student choice of characters for “Character Analysis” section (packet) and for 
“Character Traits Facebook Profile Activity.” 
● Enrichment: 
○ “Character Traits Facebook Profile Activity” 
○ Early finishers can also complete the “Comprehension and Analysis” and 
“Beyond” portion of their packet for additional enrichment. 
 
Informal and Formal Assessment:  
● Informal Assessment 
○ Comprehension questions while reading chapters 10-13 (will be pulling 
popsicle sticks to ensure that I will be able to assess everyone). 
○ Walking around the classroom during small group discussions and listening to 
student comments. 
● Formal Assessment 
○ Chapter 10-14 Comprehension, Analysis, and Vocabulary Packet 
○ Character Traits Facebook Profile Activity