• Assess students’ knowledge of the elements of fiction. For a quick assessment, choose another well-known children’s story. Have each student identify the setting, character(s), plot, point of view, and theme.
• Provide feedback and additional practice, if required.

Focus Question: How do the elements of fiction provoke thinking and response?

Part 1

Say, “We will review some elements of fiction to see how they are used in all types of fiction, from children’s stories to classic works. Think of a children’s story that just about everyone knows.” [IS.21 - Struggling Learners] Allow students to suggest a number of stories. Write the titles on the board/interactive whiteboard. Have students choose one story. “Let’s review the plot, so we can all agree on one version of this story.” [IS.22 - All Students]

Ask, “What happens first? What happens next?” As students suggest parts of the plot, write each main event in order on the board/interactive whiteboard. Make sure all the essential parts of the plot are identified: exposition, one or two turning points, climax (critical turning point), and resolution.

Say, “Based on our children’s story, let’s identify the elements that make this a story. What are the five elements, or parts, that this and every story has?” Write on the board/interactive whiteboard the elements setting, character, point of view, plot, and theme.

Part 2

Distribute the Elements of Fiction chart (L-L-5_Elements of Fiction_student.doc). To model the activity, [IS.23 - All Students] say, “Let’s start by finding details of each element of fiction in our children’s story. For example, the setting of a story usually has which two essential details? (where and when the action happens) In our children’s story, what are one or two details for the setting?” Give students a few minutes to suggest answers, and have them write the details for the setting on their charts. As they do so, write their answers on the board/interactive whiteboard.

Arrange students into small groups. [IS.24 - All Students] Say, “Continue to find details or evidence for the remaining elements of fiction. Write this evidence in the second column of your chart.”

When students have finished, say, “I’d like each group to name one detail to complete the chart.” As students provide details, add them to the chart you are modeling. Allow students to make changes or additions to their individual charts.

Assign a high-interest short story, such as “To Build a Fire” by Jack London. After students have read the first two pages, help them identify the setting (the Yukon territory of Alaska on an extremely cold winter day) and the two characters (the man and the dog).

After students have read the story, distribute copies of the Elements of Fiction chart. Say, “Discuss and identify the five elements of fiction in ‘To Build a Fire.’ Then find evidence from the story for each element and write that in the second column of the chart.”

Ask each group to name one detail from the story to complete the chart. Start with the plot. Reviewing the plot is essential, and everyone should agree on what happened. Students will need to understand the plot to identify the themes in the story. Record students’ answers on the interactive whiteboard or on a similar chart drawn on the board. [IS.25 - Struggling Learners]

While the class suggests details to complete the chart, allow students to make changes on their individual charts. Review the following terms from the chart:

• Setting: Yukon, Alaska; extremely cold winter morning
• Point of View: third-person omniscient
• Characters: a man who is a newcomer to the Alaska territory and a native husky
• Plot: The man sets out on an extremely cold day. He finally decides he must stop and make camp. He builds a fire and then continues on his way. He falls through the ice and realizes he must make another fire. The second fire goes out. The man becomes desperate to build a fire, but freezes. The dog leaves the man and goes on to the mining camp.
• Theme: power of nature, nature’s indifference

Note: An extensive list of supporting details is included on the teacher’s Elements of Fiction chart (L-L-5_Elements of Fiction_teacher.doc).

After students have identified the plot, setting, characters, and point of view, ask, “What are some of the themes in this story?” Discuss theme to prepare students to explore the purpose of a personal essay, which will be covered later in this unit. Some themes are listed on the teacher’s Elements of Fiction chart.

Extension: [IS.26 - All Students]

• Ask students to find additional themes from the story and two or more details from the story that support each theme.
• Have students analyze how one element of a story affects another element. For example, have students answer one of the following questions about “To Build a Fire”:
• Would this story have ended differently if the temperature was 25 degrees warmer?
• How does the man being new to the territory affect the outcome?
• What does the narrator mean by saying the ‘man lacked imagination’?
• Do you think the author had any experience living in this environment? What details support your opinion?

Ask students to write a paragraph explaining a major theme of “To Build a Fire,” using at least two details from the story as specific support.