Monday, December 6, 2010


Lesson Resources:
Holes by Louis Sacher
Pacer Center Inc. (producer). (2010). What is bullying?. [video file]. Retrieved from:
Art Supplies: markers, poster board, paints
Assessment Rubrics

Comprehension Questions for Holes:

Conflict Resolution Websites:



Students then viewed their videos and assessed using the provided rubric. Using a peer reviewing method helped the students to analyze their own skit as well. The rubric is composed of three categories: conflict resolution content, preparedness, and role. However you could add in other categories if you wish.


Conflict Resolution
Many “I statements” are used.
Restatements are made for what
the other character said. There
were no interruptions between characters.


A few “I statements” were made
and characters restate what each
other has said most of the time.

No “I statements” were made.
Characters do not restate.

Point-of-view, arguments, and
solutions proposed were in character
and consistent.

Point-of-view, arguments, and
solutions were often in character.

Point-of-view, arguments, and
solutions were rarely in character.

Student is completely prepared and
has obviously rehearsed.

Student is somewhat prepared,
but it is clear that rehearsal was lacking.

Student does not seem to be prepared
to present.

Thursday, December 2, 2010

Conflict Resolution Skits

Today the students presented their conflict resolution skits. Their assignment was to choose a conflict from Holes that their character was a part of. Students then created skits to show how they could use "I statements" and restating in order to solve problems. Watch and see where they used these conflict resolution strategies!

Tuesday, November 30, 2010

Character Posters

All of the students created posters of their character. They included a drawing and the character traits that they listed.


  • Day 1
Students will discuss conflicts and solutions in the book, Holes. They will identify characters that are involved in the conflicts and discuss how the characters reacted. Students will then choose one of those characters to research more in depth and create a list of character traits.

  • Day 2
Students will share their lists of character traits explaining the trait and on which page of Holes that they found their information. The teacher will lead a discussion on the characters and their various conflicts throughout the book. Students will create posters using art supplies that visually represent their character and also include a list of character traits.

  • Day 3
Students will share their posters. After the posters are shared we will discuss the major conflicts in the book so far. The teacher will also revisit the class model for conflict resolution, focusing on the importance of using “I statements” and restating what the other person said. Then students will pair up to work on developing a script for conflict resolution for the selected conflicts.

  • Day 4
Students will act out their skits to show how they could’ve been solved using conflict resolution. Skits will be recorded as a podcast to be shown with the showcase.

  • Day 5
Students will view the blog and reflect on how the characters solved the problems in their skits using the assessment rubrics. How was it different from the book? What strategy would you use in real life? How can conflict resolution be used in every day life?

Monday, November 22, 2010


  • The student will understand what character traits are
  • The student will compose a list of character traits for their chosen character
  • The student will create a poster with a visual representation of their character, which will include a list of character traits
  • The student will understand the classrooms’ conflict resolution process and the importance of the process
  • The student will create a skit, using a conflict from the book, and solve it in their own way through the use of role play