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Title: The “Hole” Story Author: Laurie L. State: Maryland

Grade Span: 6-8 Subject: Language Arts, Math, Social Studies

Assignment Type: Individual, Small group, Whole group

Recommended Time Frame: Only 30 minutes of a 90-minute block a day was spent on this project, and groups worked on an “as-needed” basis, a month is a good amount of time.

Summary of Project:Each day during warm-up, read a chapter of the book “Holes” by Louis Sachar (used as a classroom management technique). Students are then instructed to build a hole (a 3-dimensional cylinder) according to the specifications in the text. Job descriptions of the following: Architects, Construction Crew, Supplies, Historians, and Publicists were given out. The students apply for one of 5 jobs they would like to be part of through persuasive writing and then work in these groups to carry out the functions of their jobs. Each group works on designated days depending on the need (see calendar in unit plan). Each day, for half an hour, the designated groups work during the class period. Students working on the project varied during the daily 30-minute allotment. This gives an opportunity for the rest of the class to learn through whole-group instruction, independent work, and multiple forms of flexible grouping. At the end of each “work-day,” students need to journal their experiences and reflections of the progress.

At the completion of the hole, students write summaries to share with the public. A celebration is held to showcase all accomplishments of combining together language arts, mathematics, and social studies and working together as a class to create a “hole.”

Materials and Resources Needed:<Insert text if applicable.>

Whole class Per Group Per Student1 copy of Holes by Louis Sachar (1 copy per student is not needed because students just listen)

Journal

Scrapbook plus scrapbooking suppliesAll materials for the hole were decided upon by the Architects, after which the suppliers had to write letters and ask friends and families

for materials. A few materials used were as follows: cardboard boxes, paint, paintbrushes, trash bags, duct tape, scissors, and word-processing.

Key Vocabulary Circumference AreaArea of a circle Lateral areaSurface area VolumeComposite figure

Engaging Questions: 1. How much lateral area still needs to be constructed? How do you know this?2. What size does the area of the base need to be since the diameter is 5 feet? 3. When does your group work best together and when does it struggle? What has been

done to overcome these issues?4. Why is it important to use recyclable materials? How do your actions affect our

environment?

Implementing the Activity

1. Read the novel to students and discuss how the class will work together to create a “hole” by applying mathematical formulas.

2. Give students descriptions of jobs and have students apply for a job, explaining the reason why they should be chosen for their choice.

3. Assign jobs (which are also “working” groups). After groups were chosen, designated groups worked for 30 minutes per day on the project while the rest of the class participated in a form of flexible grouping.

4. Each week, the amount of groups working increases based on the stage of the process: planning, constructing, or finishing up.

5. Everyday have students journal their reflections on the day.6. When the hole is complete, in about a month’s time, let the students prepare for a

celebration by writing summaries. 7. Two celebrations, or showcases, were planned: one for the students during the school

day and one for parents to see the fruits of their labor during the early evening.

End ResultThe end result is the completion of a 3-dimensional cylinder—the “hole.” The entire class will have gained the knowledge of surface area, volume, and area of a circle. Other materials created as a result of the project included: a scrapbook, student applications, student journals, thank-you letters, and student summaries.

Rubric

Provide each group with a rubric based on 100 points. Based on the duration of the project and the complexity of the project, the score will be entered as a test grade. The score will be scaled down to 20 points to match a test grade. Daily assessments such as whole-group discussions and exit slips regarding process will be entered as a class grade and will be part of the rubric; students will be required to keep a journal to keep progress of the project. Please see attachment for all rubrics.

For Differentiated Instruction Multiple Intelligences: Each student will have the opportunity to apply for a “job”, i.e. a

group to be part of (please see attachment for “application”). By allowing students to choose their own group, they will be able to apply their multiple intelligences and learning styles to what group fits their characteristics best.

Flexible Grouping: Some form of flexible groups took place each day depending on group needs. For instance, the first group to work will be the architects, because their “job” is to decide how to make the hole, and teach the class about surface area, volume, and area of a circle. The architects needed to discuss with the suppliers what needed to be supplied. So, the next day those two groups, “worked” while the other groups participated in another kind of flexible grouping. In sum, depending on what stage of the process the class was at, the number of working groups grew.During the 30 minutes of “work” time, the rest of the class was engaged in a different type of flexible grouping each day. (Please see attached calendar.) Although this may appear as a distracting and noisy environment, if the importance and reason for respect and quiet working is discussed frequently, students will be able to handle all of the different activities going on at once.

Additional NotesOnce students understood the goal of the project, the objective and the rubrics on how they were to be assessed, they were very self-motivating. Please find attached excerpts from the unit plan which has descriptions of each “job” which was printed on the back of the “application,” full job descriptions, the rubrics, a sample calendar, and a parent letter.

Building a Hole: Job Descriptions

Architects

Do you like to draw? Do you like to teach? Architects are individuals to design buildings and instruct the construction crew on what to do. In our class, there will be 4 architects.

Construction Crew

Do you like to build? Do you like to follow directions and see your creation form before your eyes? The construction crew is responsible for actually constructing the HOLE. There will be 6 construction workers. You will work together in shifts to follow the directions of the Architects to create the HOLE.

Site Managers

Each crew needs a site manager. To see that a multitude of students get to construct the HOLE, there will be two teams of workers. Each team will be led by a site manager. The site managers need to be leaders, confident in their ability to take charge with patience and a listening ear.

Suppliers

Do you enjoy being the person that everyone looks to? Every day you will hold the power in your hands as to if the project will be able to run! Suppliers are the team of 4 students whom are responsible for finding all of the needed materials for the project. The architects will tell you what will be needed and it will be your job to find them! Write letters to the other students in our room, ask parents, look around your house, but ultimately it is your job to find the needed resources. If you cannot find something, ask your teacher.

Historians

History: Events are happening every day and go down in history. The historians will have the responsibility of photo documenting, along with captioning, the entire process of this first time ever, creation of a hole. There will be 3 historians.

Publicists

Extra! Extra! Students will be the authors! Extra! Extra! Do you like to write? Then this is the job for you! There will be an elite group of 3 students who are going to work together to publish articles about the progress of the project and to update the outside world of the happenings inside our classroom.

Name: _______________________________________

Voice Your Choice!

Building a Hole Application

The purpose of this application is to ensure students have a chance to voice their choice of what job you would like to have. Please fill out the following information as accurately as possible in order to help the teachers decide where you will fit best. It is every intention to give each student their first choice, but let it be known, in some cases, the student may not get his/her first choice of job. Placement will be decided upon written reasoning of why the student thinks his/her first choice is the best fit for him/her.

1. Please make sure to put your name on top on the provided line. A sticky note will be placed over the name to avoid discrimination of any type.

2. Please list your first choice of job, followed by your second and third. Make sure you would enjoy doing any of those jobs. Again, you may not get your first choice.

Choice 1: _____________________________________________

Choice 2: _____________________________________________

Choice 3: _____________________________________________

3. Please write a paragraph on why your first choice would be the best fit for you. Be sure to include characteristics you have you think may be integral to the job. (The more descriptive the paragraph is, the better understanding it will give to the teachers!) Good luck!

Architects

Hole Sketch - 10 points

o Life-size sketch /2 pointso Detailed /2 pointso Neat presentation /2 points

(Straight lines, pencil, etc.)o Colorful /2 pointso List of possible materials /2 points

Total: 10

3 Mini-Lessons (Area of Circles, Surface Area, Volume) – 20 points each – 60 points

o Typed lesson in given format /5 pointso Presentation to class /5 points

(clear, all members speak, ask class questions)o Assessment /5 points

(give assignment and grade)o Analyze results of assessment /5 points

Total: 20

Cooperation with other teams – 10 points

o Communicate daily with needed groups /5 pointso Help other groups as needed /5 points

Total: 10

Teamwork within Architects – 10 points

o Communicate daily with other group members /3 pointso All students contribute significantly to group /3 pointso Group analysis – group score /4 points

Total: 10

Journal – 10 points

o All days are filled in /3 pointso Complete and thoughtful sentences /3 pointso Summary at end of project /4 points

(thoughtfully written)Total: 10

Total out of 100: _________

Construction Crew

Teamwork within Construction Crew - 60 points

o Communicate daily with group members /10 pointso Use materials effectively and safely /10 pointso Quiet construction /5 pointso Document measurements /5 points

(make sure to follow the architects’ directions)o All students contribute significantly to group /20 pointso Group analysis – group score /10 points

Total: 60

Supplies – 60 points

o Take care of materials each day /10 pointso Keep construction area neat and organized /5 points

Total: 15

Site Managers – 5 points

o Communicate daily before and after with site manager /5 pointsTotal: 5


o Communicate daily with needed groups /5 pointso Help other groups as needed /5 points

Total: 10




Total out of 100: _________

Site Managers

Scheduling Work - 25 points

o Schedule teams of 2 to work during week /5 pointso Schedule is written Thursday in advance /5 pointso Schedule is distributed on Friday /5 pointso Make sure workers adhere to schedule /5 pointso Work at least 1 day /5 points

Total: 25

Cooperation with Architects – 20 points

o Works with architects to make sure plans are followed /10 pointso Communicate daily with architects /10 points

(record in log) Total: 20

Cooperation with Suppliers – 20 points

o Work with suppliers to get needed supplies /5 pointso Communicated daily with suppliers /5 points

(record in log)Total: 20

Leadership – 25 points

o Communicates effectively with crew /5 pointso Communicates effectively with SM /5 pointso Keeps daily log of progress /5 pointso Holds daily meetings with crew to discuss progress /5 points

Total: 25




Total out of 100: _________

Suppliers

Materials - 70 points

o Gather materials in a timely manner /10 pointso Use at least 1/3 recyclable materials /10 pointso Store materials in closet until needed /10 pointso Ask for help if need to purchase materials /10 pointso Write letters/phone friends for donations /15 pointso Keep log of original materials /10 pointso Keep list in classroom of needed materials /5 points

Total: 70


o Communicate daily with site managers /5 pointso Communicate with architects for list /5 points

Total: 10

Teamwork within Suppliers – 10 points

o Communicate daily with group members /3 pointso All students contribute significantly to group /3 pointso Group analysis – group score /4 points

Total: 10




Total out of 100: _________

Historians

Scrapbook - 70 points

o Take 6 pictures a week /6 pointso Pick up and return camera daily /4 pointso Get at least one picture of each student /20 pointso Write a 2-sentence caption for each picture /10 points

(include date for each)o All pictures are in chronological order /5 pointso Presentation of scrapbook is clean and neat /10 pointso Scrapbook is colorful /5 pointso Ask teacher for needed supplies (paper, scissors, etc.) /3 pointso Return all supplies to desk each day /3 pointso Meet at least 2 times a week to work on scrapbook /4 points

Total: 70


o Communicate daily with all groups /5 pointso Help other groups as needed /5 points

Total: 10

Teamwork within Historians – 10 points


Total: 10




Total out of 100: _________

Publicists

3 Update Articles - 20 points each – 60 points

o Update of progress /2 pointso Article flows easily /2 pointso Includes tag line and conclusion line /2 pointso Typed /2 pointso Free of grammatical errors /2 pointso One author /2 pointso Two proofreaders /6 points

(other publicists turn in edited copies)Total: 60

Final Article – 10 points

o Includes picture /1 pointo Written by all 3 publicists /2 pointso 3 proof-read edited copies /2 pointso Typed, free of grammatical errors /2 pointso Analysis of project/successes and trials /3 points

Total: 10


o Communicate daily with all groups /5 pointso Help other groups as needed /5 points

Total: 10

Teamwork within Publicists – 10 points


Total: 10


o All days are filled in /3 points

o Complete and thoughtful sentences /3 pointso Summary at end of project /4 points


Total out of 100: _________

Full Descriptions of Jobs

Architects

Do you like to draw? Do you like to teach? Architects are individuals who design buildings and instruct the construction crew on what to do. In our class, there will be 4 architects. Their job description is as follows:

o Create a life-size sketch of the HOLE. On this sketch, include a 3-dimensional drawing.

o Advise the class on 3 lessons: Teach mini-lessons on Surface Area, Area, and Volume. These students must be assessed on their understanding. All lessons must be typed in a given format and the assessments graded (not to be included in the classroom grade).

o After the sketch is made, work together with site managers of the construction crew and construction crew to figure out what the materials should be to create the HOLE. Once materials are decided upon, the architects will then take an advisor role and be called upon as needed by the site managers.

Construction Crew

Do you like to build? Do you like to follow directions and see your creation form before your eyes? The construction crew is responsible for actually constructing the HOLE. There will be 6 construction workers. You will work together in shifts to follow the directions of the Architects to create the HOLE. Job responsibilities for the construction crew are as follows:

o Follow directions of the shift managers and architects to build the HOLE.o Work quietly together as a group to construct the HOLE.o Document measurements and make sure that Surface Area, Lateral Area, and Volume

calculations are correct. If incorrect, explain why there may be discrepancies.o Take care of the supplies each day and clean up the workspace.o Inform the site managers of any discrepancies and needed supplies. Site managers are

around to help you solve problems.

Site Managers

Each crew needs a site manager. To see that a multitude of students get to construct the HOLE, there will be two teams of workers. Each team will be led by a site manager. The site managers need to be leaders, confident in their ability to take charge with patience and a listening ear. The job responsibilities for the site managers are as follows:

o Work closely with the Architects to make sure plans for building are being followed.o Resolve any problems that may occur during the “job” (for example, dissent among the

workers or need for supplies).o Create a schedule for working days for the workers so everyone gets an equal amount

of time on the construction.o Work together with suppliers to get the needed materials.

Suppliers

Do you enjoy being the person that everyone looks to? Every day you will hold the power in your hands as to if the project will be able to run! Suppliers are the team of 4 students whom are responsible for finding all of the needed materials for the project. The architects will tell you what will be needed and it will be your job to find them! Write letters to the other students in our room, ask parents, look around your house, but ultimately it is your job to find the needed resources. If you cannot find something, ask your teacher. The job responsibilities are as follows:

o Work closely with the Architects to make sure you have the most up to date list of materials.

o Talk with friends, parents, and parents of friends to find the needed materials. Write letters if necessary.

o No materials should be purchased out of pocket—it is your job to find donations and recyclable materials to build the hole. If you are unable to find something, you will have to talk with the Architects and find other materials that will work.

o Provide all needed materials to the construction crew within a timely manner (no more than 2 weeks) after being notified by the Architects.

Historians

History: Events are happening every day and go down in history. The historians will have the responsibility of photo documenting, along with captioning, the entire process of this first time ever, creation of a hole. There will be 3 historians and the job responsibilities are as follows:

o Take at least 6 pictures a week with the teacher’s camera (to be borrowed and returned daily).

o Make sure to get at least one picture of each student during their working period of the project.

o Write a 2-sentence caption for each picture.o Compile all pictures into a scrapbook (provided by the teacher).o All pictures must be in chronological order.

o Your creativity is key: have fun making the scrapbook!

Publicists

Extra! Extra! Students will be the authors! Extra! Extra! Do you like to write? Then this is the job for you! There will be an elite group of 3 students who are going to work together to publish articles about the progress of the project and to update the outside world of the happenings inside our classroom. Job duties include:

o Writing an article every two weeks, to update the general public (our classroom and teachers and administrators) on the progress of the process.

o All articles must be at least a half-page long and generally free of grammatical errors.o A total of 3 articles (one from each publicist) must be turned in.o Each article must include a connection to the book.o A final article, including a picture, must be created by all publicists and published.

Dear Parents/Guardians,

Starting soon, our class will be beginning a new project and we may need your help. Here’s some background on the project. Each day during warm-up, we read from the book Holes by Louis Sachar. We have discussed literary skills such as foreshadowing, flash backs, cause and effects, etc. The reason we read is to give students a few quiet minutes to begin their warm-up and when they finish, they have something to listen to.

If you ask your child, they will let you know in the book, the characters di holes (cylinders). In our class, we are going to create a 3-D “hole.” Here are the objectives of this project: 1. Students will work together to create class cohesiveness, while building team skills and cooperation during group activities; 2. Students will apply the literacy connections to the math classroom, working together toward a common goal; 3. Students will apply mathematical connections of the hole (cylinder) in order to find surface area, area, and volume. There are many connections with language arts and social studies we will be making in addition to math. Each day, the students will be given about 20 minutes to work on the project. Our goal finish date is _____________________.

We are seeking your support. The students have been asked to find materials that are recyclable, for instance old boxes, yarn, tape, etc. We may be contacting you to help us find these materials. No materials are to be bought out of pocket. We would also like your support at our showcase, to show off our creation and explain what happened. More information about both of these will follow. As for now, we wanted to inform you of the project.

If you are interested in helping out in any capacity, please let me know by filling out the slip below and returning it with your student. Any questions can be emailed directly to me or feel free to call me. We look forward to your support in our cross-curricular project. Thank you for your time and continued support. I am looking forward to working with you.

Sincerely,

Name: _______________________________ Student’s Name: _______________________

Please contact me for support with donations, volunteer time during the school day, other (please list).

Contact information: Email ______________________________ Phone __________________

Example Calendar

November 2010

Monday, November 8

o Architects begin

Wednesday, November 10

o Publicists begino Historians begin

Thursday, November 11

o Suppliers begin

Friday, November 12

o Lessons due

Monday, November 15

o Site managers begin

Tuesday, November 16

o Volume lesson

Wednesday, November 17

o First article due

Thursday, November 18

o Area lesson


o Surface area lessono All supplies due

Monday, November 29

o Construction begins


o Construction

Wednesday, December 1

o Constructiono Second article due

Thursday, December 2

o Construction

Friday, December 3

o Construction

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