![]() ![]() has knowledge unknown to the characters themselvesĪsk students to refer to their color coding as you lead a class discussion, or have students spend ten minutes in group work finding appropriate passages in the text, considering the following questions:.Ask students to mark each time the narrator Using a highlighting tool, students can color code the narration as they are reading the story. ![]() Students might point out, for example, that "the animal was depressed by the tremendous cold." They might also point out the man's recollection of how he laughed at the "that man from Sulphur Creek had spoken the truth when telling how cold it sometimes got in the country."įor an extended exercise, ask students to cut and paste the online version of the story in a word processing document. Ask students to point to specific passages that allow them to know this information. Students may have noticed by now that the man is cheerfully unaware of the situation that he is in during the first section of the story. What is the man's reaction to the landscape?.How does this opening make you feel as a reader?.What is the mood of this opening paragraph?.How would you describe the setting in this opening paragraph?.Then discuss this opening scene with students, using the following guiding questions: It had been days since he had seen the sun, and he knew that a few more days must pass before that cheerful orb, due south, would just peep above the sky-line and dip immediately from view."Īsk students to point out some of the adjectives in this opening scene and write them down: It was a clear day, and yet there seemed an intangible pall over the face of things, a subtle gloom that made the day dark, and that was due to the absence of sun. There was no sun nor hint of sun, though there was not a cloud in the sky. It was a steep bank, and he paused for breath at the top, excusing the act to himself by looking at his watch. "Day had broken cold and gray, exceedingly cold and gray, when the man turned aside from the main Yukon trail and climbed the high earth-bank, where a dim and little-travelled trail led eastward through the fat spruce timberland. After going over the basic characteristics of the man, turn students' focus to his relationship to the environment.įirst read the opening of "To Build a Fire": How does the man behave in relation to his environment?Īsk students to share their brief character assessments.What does the man seem to think of his own abilities?.How experienced is the man? Is he a novice? Prepared?.How would you describe the man in London's story?.You might provide some helpful starting questions, such as: Thermometer Registering 68 degrees belowĪssign students " To Build a Fire" to read and ask them to carefully describe the main character of the story-"the man"-in a brief character analysis assignment.Rescuing a Man Who Has Fallen Through Ice (William E. ![]() Prospectors Hauling Sleds (shows rivers/creeks).Students have likely not read the stories yet, so you might have them read the first few paragraphs out loud to set the scene.įrom Jack London Collection (a link from University of Virginia's Center for Liberal Arts):įrom Links to the Past (National Park Service) To give visual life to each story, ask students to explore the following images (you might consider breaking students up in groups depending on the number of computers available). ![]() Introduce your students to Jack London's biography and place him in literary history, using the biographies and other information available in the "Preparing to Teach" section. Introducing London and Picturing the Scene Assess how point of view or purpose shapes the content and style of a text.Īctivity 1. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Ĭ.6. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Ĭ.5. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Ĭ.4. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas.Ĭ.3. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Ĭ.2. ![]()
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