Bei dieser Arbeit für den Fachdidaktik-Kurs "Literature and ELT" handelt es sich um eine Didaktiksierung des Abenteuerromans "Holes" von Louis Sachar (ab 4./5. Lernjahr) mit einigen außergewöhnlichen Ideen zu Übungen/Aktivitäten rund um "Holes" (Dauer ca. 4 St.), welche auch auf andere literarische Werke angewandt werden können (creating wanted posters, telephone conversations with the author, ...).
Inhalt: Introduction: Why teach literature (or Literature?) in ELT; Choice of text; Work plan for four lessons; Conclusion; Bibliography; Appendix/Work sheets: 'dig it', character sketch, 'mad lib', discuss-decide-survive, filling in the holes: questions, create your own 'wanted poster', reading log.
Auszug: Choice of text
We shouldn’t teach great books; we should teach a love of reading. (B. F. Skinner)
I have chosen the novel Holes by Louis Sachar with the quotation above in mind: even though it might not be classified as one of the ‘great books’, i.e. of ‘(high) Literature’, it is definitely one of those books that can serve to ‘teach a love of reading’.
Holes is the exciting story of Stanley Yelnats (mind the palindrome!), an overweight boy who is unjustly sent to Camp Green Lake, a boys’ juvenile detention centre. Stanley knows that this is due to a curse on his ‘no-good-dirty-rotten-pig-stealing-great-great-grandfather’, who did not fulfil a promise he had made to Madame Zeroni. At the camp, Stanley and six other boys are forced to dig holes every day in order to pay their debt to society. However, Stanley soon finds out that there is more than ‘character building’ going on [...].
The novel and its main themes (friendship, racism, justice, fate, etc.) can be exploited in many appealing ways for classroom reading. [...] In the open learning sequence I have prepared, two basic approaches to reading a book in class are incorporated. First, there is the ‘classical’ approach with its well-established, successful activities, whereby the focus of assessment is (as is usual on an upper-secondary level) on both language and content. On the other hand, the activities on the second work sheet focus on the themes dealt with in the book. Since friendship, bullying, racism, etc. are issues in (nearly) every teenager’s life, it can be motivating for the students to deal with these topics from a personal point of view, in a creative way. The activities on both work sheets are designed in a way that allows the students to plan which tasks to do when themselves.
Table of Contents
1. Introduction: Why teach literature (or Literature?) in ELT
2. Choice of text
3. Work plan for four lessons
4. Conclusion
Bibliography
Appendix: work sheets
‘Dig it’ (D-tent boys)
Character sketch
‘Mad Lib’
Discuss, decide, and survive!
Filling in the holes (questions)
Create your own ‘wanted poster’!
Reading log
Objectives & Themes
This work aims to explore the didactic potential of Louis Sachar’s novel "Holes" within the English as a Foreign Language (ELT) classroom. The core objective is to move beyond traditional, utilitarian language instruction by fostering a genuine love of reading, developing linguistic competence, and encouraging critical thinking through creative, learner-centered activities.
- The role of literature in stimulating foreign language learning.
- Implementation of open learning sequences in the classroom.
- Exploitation of thematic content such as friendship, justice, and racism.
- Differentiation strategies for diverse learner needs and skill levels.
- Integration of communicative activities and creative writing tasks.
Excerpt from the Book
2. Argumentation of my choice of text
I have chosen the novel Holes by Louis Sachar with the quotation above in mind: even though it might not be classified as one of the ‘great books’, i.e. of ‘(high) Literature’, it is definitely one of those books that can serve to ‘teach a love of reading’. When I was in 7th form, my English teacher gave us a brief overview of a variety of books and allowed us to choose one for classroom reading – needless to say, we were immediately fascinated by this one, and it is precisely this fascination with the book that can be passed on to students.
Holes is the exciting story of Stanley Yelnats (mind the palindrome!), an overweight boy who is unjustly sent to Camp Green Lake, a boys’ juvenile detention centre. Stanley knows that this is due to a curse on his ‘no-good-dirty-rotten-pig-stealing-great-great-grandfather’, who did not fulfil a promise he had made to Madame Zeroni. At the camp, Stanley and six other boys are forced to dig holes every day in order to pay their debt to society. However, Stanley soon finds out that there is more than ‘character building’ going on, and (through good luck!) finally manages to break the curse that has followed generations of Yelnatses.
The novel and its main themes (friendship, racism, justice, fate, etc.) can be exploited in many appealing ways for classroom reading. I would read the book in grade 7 (second half of school year), because even though the language is relatively easy to understand (which makes it easier for the students to ‘immerse themselves’ in the world of the story), the novel’s structure (especially the constant flashbacks describing events that happened more than a hundred years ago and running as a subplot through the story) is rather complicated.
Summary of Chapters
1. Introduction: Why teach literature (or Literature?) in ELT: This chapter discusses the role of literature in foreign language teaching, arguing for its importance in fostering linguistic competence and student motivation beyond mere utilitarian goals.
2. Choice of text: The author justifies the selection of Louis Sachar's "Holes" as an engaging, age-appropriate novel that successfully encourages a love of reading in 7th-grade students.
3. Work plan for four lessons: This section details an open learning sequence designed for four lessons, providing specific goals, objectives, and a procedural framework for student-centered activities.
4. Conclusion: The concluding chapter reflects on the proposed teaching approach, emphasizing the importance of student involvement and the successful integration of diverse, communicative activities.
Keywords
Literature in ELT, Holes, Louis Sachar, Open Learning, Communicative Competence, Extensive Reading, Language Teaching, Student Motivation, Classroom Activities, Lesson Planning, Secondary Education, Literary Analysis, Reading Ability, Cultural Knowledge, Narrative Structure.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on integrating literature into the English as a Foreign Language (ELT) classroom, specifically using Louis Sachar’s novel "Holes" to promote language learning and reading enjoyment.
What are the central themes covered in the instructional plans?
The instructional plans explore themes such as friendship, racism, bullying, justice, and fate, allowing students to engage with these complex topics personally and creatively.
What is the main pedagogical goal of these lessons?
The primary goal is to foster an appreciation for reading and to enhance students' ability to express ideas in speaking and writing, moving away from forced interpretation to meaningful student engagement.
Which teaching method is employed in the work plan?
The lessons utilize the method of "open learning," which encourages self-determined, independent, and interest-guided exploration of the text through various activity choices.
What kind of activities can students expect in the main part?
Students participate in a variety of creative tasks including creating character trees, writing "wanted" posters, summarizing the plot, acting out scenes, and reflecting on the novel's themes.
Which key skills does this approach aim to develop?
The approach aims to develop reading comprehension, vocabulary acquisition, critical thinking, creative expression, and communicative competence in English.
Why did the author specifically choose "Holes" for this project?
The author highlights the novel's exciting plot, relatability for teenagers, and relatively accessible language, which makes it an ideal choice to facilitate the transition from reading for fun to more analytical classroom work.
How are students evaluated in this open learning sequence?
Evaluation is split between content and language mastery on compulsory tasks, while creative and theme-based activities on the second work sheet focus primarily on content and are documented through portfolios.
- Quote paper
- MMag. Verena Schörkhuber (Author), 2012, Literature and ELT: Louis Sachar's "Holes", Munich, GRIN Verlag, https://www.hausarbeiten.de/document/200174
