1. Lesson 17: Analyzing Details related to setting and characterization
About this lesson
Students will begin reading the short story, “To Build a Fire” by Jack London, which has similar ideas and themes about human-animal relationships and the wild. In this lesson, they will analyze the setting, examine how words and phrases establish tone and mood, and analyze what the character’s decisions reveal about his character.
An audio recording of “To Build a Fire” is available at

2. Begin reading “To Build a Fire,” by Jack London.
Today we will:
Begin reading “To Build a Fire,” by Jack London.
Analyze the text’s setting, including how the words and phrases establish a tone and mood.
Analyze the main character’s decisions and what they reveal about his character.
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.

3. We finished reading Chapter 4 of The Call of the Wild, and traced the development of themes in the text and how they are developed in relation to the plot and characters.
Let’s Review!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.
Briefly explain how this lesson prepares students for another lesson and/or the end-of-unit assessments.
Throughout the lesson, compare students’ responses and work to the student look-fors. Determine the students who need additional support with reading, understanding, or expressing their understanding of complex, grade-level texts. During this lesson or before the next lesson, support those students individually or in a small group using the Additional Supports for Diverse Learners.

4. “To Build a Fire” by Jack London
You will need:
“To Build a Fire” by Jack London
The split-page notes for “To Build a Fire”
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~ 3 minutes
Directions:
Distribute the text.
Access and distribute the split-page notes: “To Build a Fire” handout.
This lesson uses accountable talk. Access the strategy one-pager to learn about accountable talk.

5. Follow along in your copy of “To Build a Fire” while I read aloud paragraphs 1-8.
Let’s Read!
Teaching Notes
Suggested Pacing: ~7 minutes
Directions:
Before reading, give context for why students are reading this short story by Jack London at this particular juncture in the unit.
Say: “Before we continue with chapter five of The Call of the Wild, we’ll read “To Build a Fire” by Jack London, which shares many similarities with The Call of the Wild. As we read this text, we’ll examine the human-animal relationship and consider key themes and messages that London communicates through the text. Then, we’ll connect these ideas back to The Call of the Wild when we begin reading chapter 5.”
Direct students to follow along in their copies of the text as you read paragraphs 1-8 aloud.
Start at: “Day had broken cold and grey, exceedingly cold and grey, 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.”
End at: “He decided to celebrate that event by eating his lunch there.”
Possible Supports During the Lesson:
As needed, play the audio recording instead of reading aloud the text.
During the read aloud, provide a synonym or student-friendly definition for difficult words. Possible words for this text/section:
extremities: limbs
agitation: disturbance
suspicion: distrust
To keep students actively involved during the read aloud and to practice their reading fluency, engage students in choral reading or echo reading.
Student Look-Fors:
Students should follow along silently as you read aloud.

6. “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-traveled trail led eastward through the fat spruce
timberland. It was a steep bank, and he paused for breath at the top,
excusing the act to himself by looking at his watch. It was nine o'clock.
There was no sun nor hint of sun, though there was not a cloud in the sky.
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. This fact did not worry the man. He was used to the lack
of sun. 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.”
Let’s Discuss!
Teaching Notes
Suggested Pacing: ~ 5 minutes
Directions:
Model for students how to examine the words and phrases used to describe a text’s setting.
Say: “Let’s look back at paragraph 1. The author establishes the setting, which, like The Call of the Wild, is very important to the meaning of the text.”
Reread or have a student read the paragraph aloud.
Say: “Consider the words and phrases the author uses in this paragraph. How do these establish the setting?”
Divide the class into pairs using an established classroom routine.
Purposefully pair together students with different levels of language proficiency.
Direct pairs to select a partner A and B.
Establish norms for the partner work and explain that students will be held accountable for their learning by participating in a whole-class discussion.
Give students 1 minute to identify additional words, phrases, or descriptions that establish the setting.
Then direct partner A to begin the discussion by sharing their words, phrases, or descriptions with their partner.
Allow 30 seconds for partner A to share.
Then direct partner B to respond and share for an additional 30 seconds.
Give students 1-2 minutes to think-pair-share to After 2 minutes, engage students in a whole-class discussion in which they share their ideas about the setting.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Then, use this to help students to consider the tone and mood established at the beginning of the text by continuing to model on the next slide.
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Ask: “What other descriptive words do you see? How is the weather described?”
Ask: “How is the man described? Is he with others? Alone? How do you know?”
Ask: “What does the man see around him? How does this help you picture the setting?”
Student Look-Fors:
In the think-pair-share and discussion, students should note details like:
In the first sentence, two words that stand out are “cold” and “gray.” Not only does the author describe the day as “cold” and “gray,” but he repeats these words and emphasizes them by saying it was “exceedingly cold and gray.” This description suggest the man’s surroundings are frigid (exceedingly cold) and bleak.
“dim and little-traveled trail led eastward through the fat spruce timberland” This suggests the trail has not been worn, which suggests the man is in the woods alone.
“There was no sun nor hint of sun, though there was not a cloud in the sky.” There is no sun, and no clouds in the sky emphasizes the cold, gray, bleak setting.
“It was a clear day, yet there seemed an intangible pall over the face of things, a subtle gloom that made the day dark.” The intangible pall and subtle gloom suggest something ominous.
“absence of sun,” “lack of sun, “ “been days since he had seen the sun” These repeated statements suggest an ongoing dreariness.

7. “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-traveled trail led eastward through the fat spruce
timberland. It was a steep bank, and he paused for breath at the top,
excusing the act to himself by looking at his watch. It was nine o'clock.
There was no sun nor hint of sun, though there was not a cloud in the
Sky. 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. This fact did not worry the man. He was used to the
lack of sun. 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.”
Let’s Discuss!
Teaching Notes
Suggested Pacing: ~5 minutes
Directions:
Students should remain in pairs.
Model for students how to examine how the author’s word choice and setting details contribute to a tone and mood of the story.
Say: “We’ve identified setting details like ‘exceedingly cold and gray’ and ‘the absence of sun.’ These help us to picture a cold, desolate, gray and gloomy setting. Now, let’s consider how these words and phrases contribute to a tone and mood of the story. Who can remind us what the tone and mood are?” (Tone refers to the author’s attitude toward the subject; mood refers to how the text makes a reader feel.)
Ask students to take 2 minutes with their partner to discuss the following questions: “What is the author’s attitude toward the setting? Given this, how would you describe the tone of the text? Use your tone words handout to support you in thinking about the author’s tone.”
After 2 minutes, engage students in a whole-class discussion in which they share their ideas about the tone.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Ask: “How does this setting make you feel as reader?” Remind students that this is the mood of the text.
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Ask: “What feelings are associated with days that are cold and gray? Why does the speaker repeat this detail and add exceedingly?”
Ask: “What does the phrase “subtle gloom that made the day dark” suggest? Why?”
Ask: “What feelings do you have from the phrase ‘absence of sun’? Why?”
Student Look-Fors:
In the think-pair-share and discussion, students should note that the descriptive words and phrases of the setting convey a tone that is somewhat neutral to negative. The tone feels serious, but somewhat foreboding. The mood feels desolate and, gloomy. The emphasis on the cold, gray, and lack of sun creates a feeling of foreboding/that the story may not be cheerful or have a happy ending.

8. With a partner, reread paragraphs 2-8.
Discuss and answer questions #1-3 on your split-page notes for “To Build a Fire.”
Let’s Read!
Teaching Notes
Suggested Pacing: ~15 minutes
Directions:
Students should remain in pairs.
Give directions for students to reread paragraphs 2-8 with their partner and discuss and answer questions 1-3 on their split-page notes: “To Build a Fire” handout.
Say: “Now that we’ve more closely examined the setting and the tone the author conveys at the beginning of the text, reread paragraphs 2-8 with a partner and pay attention to the main characters in the text, the man and the dog. In particular, look at the decisions and actions the man takes and how these contradict what you think a man might do, or seem strange, given the setting that’s described. Also, look at the decisions and actions the dog takes and how they are similar to or different from the man’s.”
Monitor student work time, providing support to student pairs as needed.
After approximately 10 minutes, engage students in a whole-class discussion about the questions on their split-page notes handout focused on questions #3-4. Ensure students understand the different perspectives that have been revealed about the man and the dog in relation to the cold.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Possible Supports During the Lesson:
If students have difficulty reading the text, provide additional support, such as helping students decode unfamiliar words or grouping students of different abilities together to engage in partner reading. If there is a larger group of students who need support, consider pulling together a small group and engaging in choral reading so students can hear a fluent reader reading the material while following along with the printed text.
If students are not providing answers similar to the Student Look-Fors:
Ask: “How would a newcomer act in a situation? What does the man do/what decisions does he make that demonstrate he is a newcomer? What does he think about the cold? How does this reflect that he is a newcomer?”
Ask: “What does the phrase, ‘sharp, explosive crackle’ suggest? What does this show about the cold? What does the man decide to do? What is he most motivated by? What does this show about his understanding of the cold and its dangers?”
Ask: “What adjective is used to describe how the man feels by the cold? What does this suggest about his understanding/familiarity with the cold and its dangers?”
Ask: “Where does the dog walk in relation to the man? Why? What is the dog motivated by? What does he want? How does the dog’s decisions reflect his understanding of the cold?”
Student Look-Fors:
Access the completed split-page notes: “To Build a Fire” handout.

9. Answer the summary question for paragraphs 1-8 on your split- page notes for “To Build a Fire.”
Consider the author’s tone as he describes the man and the significance of the man’s decisions given the setting.
Let’s Express Our Understanding!
Teaching Notes
Suggested Pacing: ~7 minutes
Directions:
Ask students to follow the directions on the slide.
Monitor student writing time, and provide support as needed.
If students need more time, ask students to finish writing their responses for homework.
Student Look-Fors:
Access the completed split-page notes: “To Build a Fire” handout.

10. In this lesson, you began reading “To Build a Fire” by Jack London.
You also analyzed how words and phrases establish a tone and mood and what the main character’s decisions reveal about his character.
Let’s Close!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.