Holes
Chapter 46 — 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 tells Stanley he is innocent, but the words mean nothing to him because his mind is in the snow with his mother. Is that memory a mercy, or does it cost him something?
The tension The news Stanley might want most arrives while he is standing still among lizards, and he is too far inside a happy memory to take it in.
Today's focus
Notice where Stanley's mind goes when his body cannot move, and what he misses by being there.
Two core ideas
- In the worst moment, Stanley tries to see his mother's face and remembers a snowy hill, and the memory shelters him.
- The news that he is innocent reaches him there, and the chapter shows that the words meant nothing to him.
The shape at a glance
Five hundred seconds after the lizards began to crawl on him, Stanley is still alive. A lizard springs at Mr. Pendanski and Mr. Sir shoots it. The counselors joke about graves while the Warden plans a story that hides Zero. Stanley thinks of his mother in the snow, and Mr. Sir tells him he is innocent. The Warden sends the counselors back to the tents, and Zero raises his thumb.
A way in
Start with the line "This was where he wanted to be when he died." Ask where Stanley is, and where his mind is.
Lesson plan
Retell The student tells the chapter back in order: the shot, the grim jokes, the Warden's story, the snowy hill, the news of innocence and the thumbs-up.
Imitate the author After copying the passage, the student writes two sentences in the same pattern: one long sentence about what a person does not want to remember, then one short sentence that begins with "Instead."
Debate Take sides: is Stanley's memory a mercy, or does it cost him something? Each side uses at least one quote from the chapter.
Purpose Close by asking why the author puts the news of Stanley's innocence inside the snow memory.
Easier Read the snow memory aloud together and talk through discussion questions 2 and 4 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 a character's mind is somewhere other than where his body is, and to add it to a critical-thinking answer.
Discussion
- Mr. Sir tells Stanley he is innocent and adds, “Too bad you weren’t here.” Why might he say this now?Inference
What it asks It asks the student to guess at what is behind a man's words when he gives news that cannot help.
One reading
He says it to hurt: the news comes with a sting, and Stanley can do nothing with it.
I thought you’d like to know that.
Too bad you weren’t here.
Another reading
He says it because he is shaken, and talking fills the silence after the shot.
Mr. Sir lit a cigarette.
I’m going to have nightmares the rest of my life.
Listen for
- Uses Mr. Sir's own words, not only the student's feelings.
- Says what Stanley is able to do about the news.
If stuck
- What has Mr. Sir just done with his gun?
- What does Mr. Sir say about his own nightmares?
- What does Stanley do when he hears the news?
A strong answer Mr. Sir says he thought Stanley would like to know, and adds that it is too bad he was not there, which can sound like a sting. But he has just fired his gun, lit a cigarette and said he will have nightmares for life, so he may be talking because he is shaken. A strong answer picks a reading and uses two of his lines, and admits the chapter does not say.
- While lizards crawl on him, Stanley tries to see his mother’s face and remembers the snowy hill. What does that memory do for him?Character
What it asks It asks what a happy memory does for a boy in terrible danger: shelter him, or give him somewhere to say goodbye.
One reading
It shelters him: it takes his mind off the claws and the guns.
His mind was focused on the tiny claws that moved up and down his skin and through his hair.
He tried to think about other things.
Another reading
It is where he chooses to be at the end: a place he loves, with his mother.
This was where he wanted to be when he died.
His mother laughed, too.
Listen for
- Names what the memory takes him away from.
- Notices that the memory is full of warm and physical details.
If stuck
- What is Stanley trying not to see?
- What does he feel and see in the snow?
- What does the chapter say about where he wants to be?
A strong answer The memory shelters Stanley from the claws and from the images of the Warden and the lizards, and it is full of snow, a mitten in a mitten and laughing. It is also where he says he wants to be when he dies. A strong answer says whether the memory is mainly an escape or a goodbye, and uses one of the details.
- The Warden plans the story, Mr. Pendanski laughs about graves, and Mr. Sir shoots the lizard. Who seems most to blame for what Stanley faces?Moral reasoning
What it asks It asks the student to weigh blame between the one who plans and the ones who go along.
One reading
The Warden is most to blame: she makes the plan and wants Zero dead.
“Why aren’t you dead yet?” she asked.
As far as anybody knows, Zero doesn’t exist.
Another reading
The counselors share the blame: they go along with it and joke about it.
Mr. Pendanski laughed grimly.
“At least we got plenty of graves to choose from.”
Listen for
- Names one person and gives a reason, not only a list.
- Notices who speaks and who only follows.
If stuck
- Who makes the plan that Zero does not exist?
- What does Mr. Pendanski say about the graves?
- What does Mr. Sir do when the lizard springs?
A strong answer The Warden makes the plan and asks Zero why he is not dead yet, so her part is plain. But Mr. Pendanski jokes about graves and the others go along without a word. A strong answer names one person, gives a reason from the text, and says what makes that person's part heavier than the others.
- The chapter opens with, “Five hundred seconds later, his heart was still beating.” What does that opening line do for the reader?Author's choice
What it asks It asks how a counted number of seconds and a heartbeat pull the reader back into the tension.
One reading
It shows how long the waiting has been, so the tension has built.
Five hundred seconds later, his heart was still beating.
Standing still was more strenuous than walking.
Another reading
It makes surviving feel like chance: each second is one he did not expect to get.
Somehow they were both still alive, at least for one more second, one more heartbeat.
The lizards didn’t seem to mind.
Listen for
- Names what the exact number does to the reader.
- Notices that the heartbeat returns near the start.
If stuck
- What does the author count in the first line?
- What does Stanley think about being alive, a little further on?
- What happens to the lizards at the very end?
A strong answer The chapter starts by counting five hundred seconds and naming his heartbeat, so the reader feels the waiting and the narrowness of surviving. A few lines later Stanley and Zero are still alive, at least for one more second. A strong answer says what the counting does to the reader and why the author starts there.
- Zero slowly forms a fist and raises his thumb, with a lizard on his shoulder. What does the sign mean here?Theme
What it asks It asks what a small sign says between two friends who cannot speak or move.
One reading
It is encouragement: it says they are still together and still alive.
Zero remained perfectly still except for his right hand, which slowly formed into a fist.
He glanced at Zero and Zero’s eyes met his.
Another reading
It is defiance: he gives the sign while a lizard sits on his shoulder and the Warden is near.
A lizard was perched on his shoulder.
Then he raised his thumb, giving Stanley the thumbs-up sign.
Listen for
- Says what Zero risks by moving his hand.
- Notices that nothing is said aloud.
If stuck
- What part of Zero moves, and what part stays still?
- What is on Zero's shoulder?
- What does the sign remind you of earlier in the story?
A strong answer Zero stays perfectly still except for one hand, which slowly makes the sign, so it must matter a great deal to him. It can read as courage given to a friend, or as a stubborn answer to the danger around him. A strong answer says which it is and what it shows about how the two boys stand with each other.
Critical thinking
- The Warden tells her counselors what story to keep. Using two pieces of evidence, explain how she plans to hide what happened to the boys.
What it asks It asks the student to see the two parts of the Warden's cover story: one about Stanley and one about Zero.
One reading
She blames Stanley for his own fate: he ran away and was lost to the lizards.
Stanley tried to run away in the night, fell in a hole, and the lizards got him.
He’s crazy.
Another reading
She erases Zero completely: no one will ever be told he was here.
We’re not even going to give them Zero’s body.
As far as anybody knows, Zero doesn’t exist.
Listen for
- Two different pieces of evidence, not one told twice.
- Says what the Warden wants the other woman to believe.
If stuck
- What does the Warden say happened to Stanley?
- What does she say about Zero?
A strong answer For Stanley the Warden makes a simple story: he ran away in the night, fell in a hole and the lizards got him, and he is crazy. For Zero she plans nothing at all, since as far as anybody knows he does not exist. A strong answer uses one piece of evidence for each part and says what the plan is meant to keep from the woman.
- Stanley only half listens to the counselors. Using two pieces of evidence, explain what he understands about what is going on, and what he does not.
What it asks It asks the student to sort what Stanley understands from what he cannot piece together.
One reading
He understands the danger right in front of him: the lizards on his skin.
His mind was focused on the tiny claws that moved up and down his skin and through his hair.
Stanley felt a lizard crawl in and out of his pocket.
Another reading
He does not understand what the adults are saying about the larger plan.
He didn’t know who “that woman” was or what “A.G.” meant.
Mr. Sir had said something about a lawyer, but Stanley knew his parents couldn’t afford a lawyer.
Listen for
- One piece of evidence for what he understands and one for what he does not.
- Says why the lizards are all he can think of.
If stuck
- What is Stanley's mind focused on?
- What does Stanley not know about "that woman"?
A strong answer Stanley is very aware of the claws on his skin and of a lizard going in and out of his pocket. But he does not know who that woman is or what A.G. means, and he cannot make sense of the lawyer. A strong answer uses one piece of evidence for what he understands and one for what he does not.
- The Warden sends the counselors back to the tents. Using two pieces of evidence, explain how she plans to keep the campers quiet.
What it asks It asks the student to see the two tools the Warden uses on the campers: a reward and a threat.
One reading
She uses a reward: they will not have to dig any more holes.
As long as they did as they were told, they wouldn’t have to dig any more holes.
Another reading
She uses a threat, and leaves it vague so the campers fill in the worst.
If they talked, they would be severely punished.
“Let them use their imaginations,” said the Warden.
Listen for
- One piece of evidence for the reward and one for the threat.
- Says why the Warden leaves the punishment unnamed.
If stuck
- What will the campers not have to do if they obey?
- What does the Warden say when asked how they will be punished?
A strong answer The Warden promises that the campers will not dig any more holes if they do as they are told. She also says they will be severely punished if they talk, and when asked how, she tells the counselor to let them use their imaginations. A strong answer uses one piece of evidence for each tool and says why leaving the punishment vague may work.