Holes
Chapter 4 — Teaching Companion
Louis Sachar · Trailblazers 4th–6th
Coaching, not a script — and not an answer key: every question here has more than one defensible answer.
This chapter's big question
Mr. Sir says Camp Green Lake has no fence and no guard towers, and invites Stanley to run. Is a camp that open still a prison?
The tension The camp has no fence, no towers and an open invitation to run, while its sign calls it a correctional facility and the man in charge says nobody runs away.
Today's focus
Notice what Camp Green Lake does not have, what Mr. Sir says it does have, and how he talks to Stanley about it.
Two core ideas
- Mr. Sir gives the rules plainly: one hole a day, five feet deep and five feet across, and a shovel as the measuring stick.
- The camp has no fence or guard towers, and Mr. Sir says nobody runs away because the camp has the only water for a hundred miles.
The shape at a glance
Stanley steps off the bus after more than eight hours and is taken to a small building, where Mr. Sir gives him clothes and the rules for digging. Mr. Sir then walks him out into the heat, asks what he sees, and tells him there is no fence and why. The chapter ends on the line about being thirsty for eighteen months.
A way in
Start with Mr. Sir's question, "What do you see?" Ask the student what Stanley sees, and what he does not.
Lesson plan
Retell The student tells the chapter back in order: stepping off the bus, the signs, the building and Mr. Sir, the clothes and rules, the walk outside, and the talk about running away.
Imitate the author After copying the passage, the student writes two sentences of scene, then a short quick answer someone gives to a grown-up.
Debate Take sides on the big question: is a camp with no fence still a prison? Each side must use one quote from the chapter.
Purpose Close by asking why an author might let a character explain the camp's rules and its lack of a fence in his own voice.
Easier Read Mr. Sir's walk outside aloud together and talk through discussion questions 2 and 3 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 Mr. Sir sounds friendly and one where he sounds threatening, and to add them to a critical-thinking answer.
Discussion
- The bus driver says “Be careful,” and Stanley cannot tell what he means. Why might the author start the chapter with a warning nobody explains?Author's choice
What it asks It asks why the author opens with a warning that Stanley cannot read, and what that does to the reader.
One reading
It builds unease: Stanley and the reader step into the camp already warned, without knowing of what.
Stanley wasn’t sure if the bus driver meant for him to be careful going down the steps, or if he was telling him to be careful at Camp Green Lake.
Another reading
It shows how little Stanley knows, so the rest of the chapter, with Mr. Sir spelling things out, fills that gap.
Stanley felt somewhat dazed as the guard unlocked his handcuffs and led him off the bus.
Stanley must have looked surprised, because Mr. Sir went on to explain that they started early to avoid the hottest part of the day.
Listen for
- Says what the warning makes the reader feel or expect.
- Notices that Stanley himself cannot tell what it means.
If stuck
- What two things might the driver mean by “Be careful”?
- How does Stanley feel as he steps off the bus?
- What does Mr. Sir do later that the driver did not?
A strong answer The driver's warning has two possible meanings, and Stanley does not know which one the driver intended. That leaves the reader as unsure as he is: careful of the steps, or careful of the camp? It also begins a chapter in which Stanley slowly learns what the camp is. A strong answer says what the opening makes us feel and points to Stanley's own doubt.
- Mr. Sir says to call him by his name, “Mr. Sir.” What does that rule do to the way the two of them talk?Character
What it asks It asks what a required name does between two people, and whether Mr. Sir means it as control or as something lighter.
One reading
It is control: Stanley must use the name in every sentence, and he learns it quickly.
Whenever you speak to me you must call me by my name, is that clear?
“Not much,” he said, then hastily added, “Mr. Sir.”
Another reading
It is partly a joke or a test: Stanley cannot believe it is a real name, and he cannot tell what Mr. Sir is up to.
though he couldn’t imagine that was really the man’s name
Stanley didn’t know what kind of game Mr. Sir was playing.
Listen for
- Says what changes in how Stanley speaks.
- Gives a reason to read the name as control or as a game, or as both.
If stuck
- What does Stanley add to his answer after “Not much”?
- What does Stanley think about the name?
- How would Stanley talk to Mr. Sir if he did not have this rule?
A strong answer The rule puts Mr. Sir's name in every sentence Stanley says, and by the end Stanley hastily adds it without being told, so the rule works as control. But Stanley also cannot imagine it is the man's real name, and he cannot tell what game Mr. Sir is playing, so it may also be a joke or a test. A strong answer can hold both and uses at least one of Stanley's own reactions.
- Mr. Sir asks what Stanley sees and offers to let him run, before he explains why there is no fence. Why might he go in that order?Inference
What it asks It asks why Mr. Sir lets Stanley notice what is missing and hear the offer before he gives his reason.
One reading
He wants Stanley to see for himself that nothing stops him, so the reason lands harder.
There’s no fence at all, is there?
If you want to run away, go ahead, start running. I’m not going to stop you.
Another reading
He enjoys playing with Stanley, who cannot tell what is going on.
Stanley didn’t know what kind of game Mr. Sir was playing.
Mr. Sir laughed.
Listen for
- Puts the steps in order: look, list, offer, reason.
- Says what Stanley is made to feel at each step.
If stuck
- What does Stanley say when Mr. Sir asks what he sees?
- What does Mr. Sir list that the camp does not have?
- What reason does Mr. Sir give at the end?
A strong answer Mr. Sir first has Stanley look out over the land, then lists what he cannot see: guard towers, an electric fence, any fence at all. Only then does he invite Stanley to run, and only after Stanley says no does he give his reason. Saving the reason for last keeps Stanley unsure and makes the answer a surprise. A strong answer notices the order and can see it as teaching, as teasing, or as both.
- Stanley feels “a little sorry for the guard and the bus driver.” Is that kind, or odd, given where he is going?Moral reasoning
What it asks It asks the student to judge Stanley's sympathy for the two men who brought him, and what it says about him.
One reading
It is kind: even tired and thirsty, he can see that others have had a hard day too.
Stanley thought about the long, miserable bus ride and felt a little sorry for the guard and the bus driver.
“Nine hours here, and now nine hours back,” the guard grumbled.
Another reading
It is odd, or at least a sign he is still dazed: the men who brought him are the ones he is thanking and pitying.
“Thanks for the ride,” he said.
Stanley felt somewhat dazed as the guard unlocked his handcuffs and led him off the bus.
Listen for
- Says what makes the sympathy kind or strange.
- Gives a reason using what the guard says or what Stanley feels.
If stuck
- What does the guard complain about?
- What does Stanley say to the driver as he steps off the bus?
- Would you feel sorry for someone who is taking you somewhere you do not want to go?
A strong answer A strong answer weighs both. Stanley hears the guard grumble about a day of eighteen hours on the road and feels sorry for him, which is a kind thing to feel when he has his own troubles. But he is dazed and has just been led off the bus, so it may be as much habit and politeness as kindness. The student can choose either side if the reason uses the chapter.
- A sign warns against guns, explosives and drugs, and Stanley thinks, “Well, duh!” What does that joking voice do to the moment?Tone
What it asks It asks what a small joke does to a serious moment, and whether it eases the scene or makes it feel heavier.
One reading
It lightens the moment: Stanley can still joke, which shows some spirit, even here.
As Stanley read the sign he couldn’t help but think, Well, duh!
Another reading
It sits uneasily beside the signs, so the joke makes the place feel more serious, not less.
A sign on front said, YOU ARE ENTERING CAMP GREEN LAKE JUVENILE CORRECTIONAL FACILITY .
Next to it was another sign which declared that it was a violation of the Texas Penal Code to bring guns, explosives, weapons, drugs, or alcohol onto the premises.
Listen for
- Names the feeling the joke gives.
- Notices the difference between Stanley's thought and the signs' words.
If stuck
- What do the two signs say?
- What does Stanley think when he reads the second one?
- Does a joke make a hard moment easier, harder, or both?
A strong answer Stanley's thought is a joke: the sign states something obvious, and he cannot help but think it is silly. That can lighten the scene and show he still has some spirit. But the joke sits beside signs that call the place a juvenile correctional facility and list guns and explosives, so it can also make the place feel more serious by contrast. A strong answer picks what the voice does and points to the signs.
Critical thinking
- Mr. Sir has soda for the guard and the driver but not for Stanley, whose canteen is empty. Using two pieces of evidence, explain how Mr. Sir seems to see Stanley.
What it asks It asks what the soda and the empty canteen show about how Mr. Sir treats a new camper, set against what he does give him.
One reading
He sees Stanley as someone to keep thirsty: the soda goes to the grown-ups and Stanley's canteen is empty.
the man gave one to the guard and said the other was for the driver
a canteen made of heavy plastic, which unfortunately was empty
Another reading
He sees Stanley as a new camper to equip, who will be taken care of the way every camper is.
The cap had a piece of cloth sewn on the back of it, for neck protection.
Mr. Sir told him he should wear one set to work in and one set for relaxation.
Listen for
- Two separate pieces of evidence, not one told twice.
- A reason that says how Mr. Sir sees Stanley, not only what he does.
If stuck
- Who gets a soda and who does not?
- What does Stanley notice when he sees the can?
- What else does Mr. Sir hand to Stanley besides the canteen?
A strong answer The soda goes to the guard and the driver, and the sight of it makes Stanley aware of his own thirst, while his own canteen is empty, so it looks as if Mr. Sir sees him as someone who goes without. But he also gets clothes, a towel and a cap with cloth sewn on for neck protection, which looks like the way any new camper is equipped. A strong answer names one view with two pieces of evidence and admits what the other would say.
- Mr. Sir explains the rules for digging: one hole a day, every day, five feet deep. Using two pieces of evidence, explain whether the rules are fair to Stanley.
What it asks It asks the student to judge the daily rules by what they ask of Stanley and what they leave to him.
One reading
The rules are harsh: there is no day off and no one will help him.
You are to dig one hole each day, including Saturdays and Sundays.
No one is going to baby-sit you
Another reading
The rules are clear and give Stanley some control: he measures with his own shovel and has the rest of the day when he finishes.
Your shovel is your measuring stick.
When you finish, the rest of the day is yours.
Listen for
- Names both what the rules demand and what they allow.
- Gives a standard for fair, such as clear, reasonable or kind.
If stuck
- How often must Stanley dig?
- Why does Mr. Sir say they start early?
- What happens when Stanley finishes his hole?
A strong answer The rules are harsh in plain ways: a hole every day, even Saturdays and Sundays, and no one to baby-sit him. But they are also clear, since the shovel is the measuring stick, and they leave the rest of the day to Stanley once he finishes, and they start early to avoid the hottest part of the day. A strong answer says what fair means to the student and uses two pieces of evidence.
- Mr. Sir asks “You thirsty?” and Stanley answers gratefully. Using two pieces of evidence, explain what Mr. Sir's reply shows about him.
What it asks It asks what the last exchange shows about Mr. Sir: whether he plays with hope or is simply blunt.
One reading
He plays with Stanley's hope: the question sounds like an offer, and the answer takes it away.
“You thirsty?” asked Mr. Sir.
“Yes, Mr. Sir,” Stanley said gratefully.
Another reading
He is blunt rather than cruel: he says plainly what Stanley can expect.
You’re going to be thirsty for the next eighteen months.
You’ll be buzzard food in three days.
Listen for
- Two separate pieces of evidence, not one told twice.
- Says what Stanley hoped when he said gratefully.
If stuck
- What does Stanley think Mr. Sir is about to offer him?
- What does Mr. Sir say instead?
- Does Mr. Sir ever hide anything he is about to say?
A strong answer Stanley says yes gratefully, which tells us he hoped for water. Mr. Sir's answer is a hard one: he had better get used to being thirsty for eighteen months. That can be read as playing with Stanley's hope or as plain bluntness, since Mr. Sir has been just as plain about the buzzards and the dig. A strong answer picks one reading, backs it with two pieces of evidence, and says what the other would argue.