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Holes
Trailblazers · 4th–6th
Zero says he dug Stanley's hole because Stanley did not steal the seeds, and Stanley offers to teach him to read. Is that a fair trade, or an act of kindness?
The tension Stanley has just been helped without asking, yet the deal he makes is built like a bargain, an hour of digging for an hour of teaching, with his own tiredness argued out afterward.
Notice what Zero says, what Stanley offers, and how the deal between them is made.
Stanley finishes first, showers and waits for Zero in the tent. He asks why Zero helped, and Zero says Stanley did not steal the seeds, or the sneakers. Stanley offers to teach him to read, and the two start with the alphabet and the letter A. Zero works out a plan, and that night Stanley thinks over the deal and realizes where he has seen the gold tube before.
Start with Zero's line, "You didn't steal the sunflower seeds." Ask the student what Zero is telling Stanley about what he saw.
Retell The student tells the chapter back in order: Stanley waiting, the question and Zero's answer, the offer to teach, the alphabet, the letters, the plan, and Stanley's thoughts at night.
Imitate the author After copying the passage, the student writes three short sentences in the same pattern: a plain statement, what others think, and what the speaker does not like.
Debate Take sides on the big question: is the deal a fair trade, or an act of kindness? Each side must use one quote from the chapter.
Purpose Close by asking why an author might let a quiet character reveal himself in a few short sentences.
Easier Read the scene where Zero explains himself aloud together and talk through discussion questions 1 and 2 only.
On level Talk through all five discussion questions, then have the student write one critical-thinking answer with two pieces of evidence from the chapter.
Harder Ask the student to find one more place where Zero says something that shows he has been paying attention, and to add it to a critical-thinking answer.
1. Zero says Stanley did not steal the sunflower seeds, and then that he did not steal the sneakers. What do you make of how Zero says this?Character
What it asks It asks what Zero's plain statements show about how he sees Stanley, and why he says them the way he does.
He is sure of what he sees: he says it flatly, as one who has been watching.
His eyes seemed to expand, and it was almost as if Zero were looking right through him.
“You didn’t steal the sneakers,” he said.
He is offering a reason for his help in the fewest words he can, without asking for thanks.
“You didn’t steal the sunflower seeds,” he said.
Zero glanced at him, then went over to the crates
A strong answer Zero says each statement plainly, with his eyes fixed on Stanley, so he seems sure of what he has noticed. He also gives his reason in as few words as he can, as if he does not want thanks. A strong answer says what Zero's way of speaking shows about him and points to a line. It does not say how Zero knew about the sneakers.
2. Stanley calls “Wait!” and hurries out after Zero before he makes his offer. What does the rush tell us about him?Character
What it asks It asks what Stanley's hurry shows about him, using his words and what he does as Zero leaves.
He feels he owes Zero, since he says the offer is because Zero dug.
“I don’t know if I know how to teach, but I’m not that worn-out today, since you dug a lot of my hole.”
“I can dig for about an hour, then you can teach me for an hour.”
He wants to help, since he runs after Zero and offers on his own.
“Wait!” he called, then hurried out after him.
“I’ll try to teach you to read if you want,” Stanley offered.
A strong answer Stanley gives a reason that sounds like owing, since Zero has dug his hole and he is not so worn out today. But he also hurries after Zero and offers on his own, which shows he wants to help. A strong answer says what the rush shows about Stanley and uses his words and his run after Zero.
3. Zero does not say how he worked out that it will take five days. Why might the author keep it from us?Author's choice
What it asks It asks why the author lets Zero know things without saying how, and what that does for how we see him.
It makes Zero more mysterious and clever, since the answer comes without any steps.
“That’s just how many there are,” said Zero.
“That’s just what it is,” Zero said.
It shows how little Zero says, so the reader sees the gap between what Stanley assumed and what Zero can do.
“It’s good math,” said Stanley.
“I’m not stupid,” Zero said.
A strong answer Stanley asks how he worked it out and Zero says only that it is just how many there are, so we see the answer and never the steps. That makes Zero seem both clever and hard to read. It also shows how wrong the others are to think him stupid. A strong answer says what the missing steps do and points to Zero's words.
4. Zero says everybody thinks he is stupid and he just does not like answering their questions. Why might he keep quiet instead?Inference
What it asks It asks why a boy who is clever would let people believe the opposite, using what Zero says and what the boys do.
Answering has not helped him: the boys tease and joke about him.
“Hey, Zero?” Squid had asked. “Are you a mole or a worm?”
Zero had said nothing.
Staying quiet protects something: he can keep his own counsel when no one is listening kindly.
I just don’t like answering their questions.
Zero said nothing.
A strong answer The boys joke that Zero is a mole who eats dirt and ask whether he is a mole or a worm, and he says nothing, so their questions may not feel like real ones. Zero says himself that he just does not like answering them. A strong answer gives a reason and uses one line of the boys' talk, and leaves out what the chapter does not say.
5. Stanley realizes the gold tube was half of a lipstick container. Why might the author put that discovery at the very end?Plot structure
What it asks It asks why the discovery comes after the lesson with Zero, in the quiet of the night, and what it does for the chapter.
It happens in the quiet after the day's work, when his mind can wander back to the cabin.
He closed his eyes, and images from the Warden’s cabin floated inside his head
He suddenly realized where he’d seen the gold tube before.
It leaves the chapter on a sharp question, K B, that pulls the reader on.
K B?
He felt a jolt of astonishment.
A strong answer After a long scene with Zero, the chapter turns to the night, where images from the cabin float in Stanley's head and he remembers where he saw the tube. It ends on K B and a name, which leaves the reader with a question. A strong answer says what the ending does and does not say what the tube was, beyond what Stanley wonders.
1. Stanley sets the deal to teach Zero against X-Ray's likely reaction. Using two pieces of evidence, explain what Stanley is weighing.
What it asks It asks the student to follow Stanley's thinking in bed, as he turns the deal over, and to say what he is balancing.
He weighs the relief of a break against the risk of X-Ray's anger.
Getting a break every day would be a relief, but he knew X-Ray wouldn’t like it.
He wondered if there might be some way Zero would agree to dig part of X-Ray’s hole as well.
He weighs what he has earned against what the others might say, and ends up on his own side.
I’m the one teaching Zero.
I’m the one who took the blame for the sunflower seeds.
A strong answer Stanley sees that the break would be a relief, but he knows X-Ray will not like it, so he wonders if Zero would dig X-Ray's hole too. Then he argues for himself: he is teaching Zero, he took the blame for the seeds, and Mr. Sir is mad at him. A strong answer uses two pieces of evidence and says what the argument shows about what Stanley fears.
2. Stanley says he does not know how to teach, yet the lesson goes on. Using two pieces of evidence, explain how well he teaches.
What it asks It asks the student to judge Stanley as a teacher, using what he does well and where he struggles.
He teaches fairly well: he starts with what Zero knows and makes the next step small.
“Here, I’ll say the whole thing, just to kind of refresh your memory, then you can try it.”
“I guess we’ll start with A.”
He teaches poorly in places: he moves too fast and says more than Zero can follow.
Zero nodded as if he understand, but Stanley knew he had made very little sense.
as he realized this was going to be even harder than he thought
A strong answer Stanley starts well: he recites the alphabet, begins with A and gives Zero paper to copy. But when he explains capitals and small letters, he knows he has made very little sense. A strong answer judges how well he teaches with two pieces of evidence and says what Zero's quickness adds.
3. Zero's plan sets out the days, the letters and the digging. Using two pieces of evidence, explain what the plan shows about Zero.
What it asks It asks the student to read Zero from a plan he makes on the spot, with numbers and a fair share of work.
He is quick with numbers and sure of the sum.
“Five capitals and five smalls. After five days I’ll know them all.”
“Except on the last day I’ll have to do twelve. Six capitals and six smalls.”
He is fair and thinks of what each needs.
“I can dig for about an hour, then you can teach me for an hour.”
“I won’t have to wait for you.”
A strong answer Zero works out ten letters a day and twelve on the last day, which shows he is quick with numbers. He also splits the time, an hour of digging and an hour of teaching, so that the holes will be done about together, which shows he thinks of Stanley as well. A strong answer uses two pieces of evidence and says what the plan shows about how Zero thinks.