The focus of this lesson is to take each element of fiction and
create a written example of each. The goal is for students to
understand the elements from a reading perspective and transfer that
learning to the writing stage.
Lesson fundamental understandings:a. Writing a character into a story
involves describing specific character traits.
description of time and place describes the setting.
sequencing of the plot includes the introduction, conflict /
resolution, and conclusion.
d. Including appropriate literary
devices and descriptive language enhances the interest of the story.
e. Dialogue gives insight into the character and plot of the
f. Without a conflict in a story, there would be no
story, and the characters would not have the opportunity to change
National StandardsStudents adjust their
use of spoken, written, and visual language (e.g. conventions,
style, and vocabulary) to communicate effectively with a variety of
audiences, and for different purposes. Students use technology to
locate, evaulate, and collect information from a variety of sources.
State Standards5.6.3 Write narratives
or short stories that include relevant and meaningful dialogue.
5.6.4 Write responses to literary selections that demonstrate and
understanding of character motivation and development. 6.6.2
Organize ideas through activities such as categorizing and
outlining. 3.6.1 Analyze the influence of setting on characters and
how the problem or conflict is resolved. Literacy Standard #5:
Appreciation of written expression can be effected by students'
understanding of the process and the work involved.(eh)
Prior to this lesson, students should have been introduced to the
elements of fiction in a story, the writing process, the proper use
of Standard English, and how to include descriptive language and
literary devices in a written format.
days (50 minute periods)
flow map / plot line overhead
Teacher presents literary examples on the board and
Students create a flow map / plot line overhead
for the students to use in the English journal.
A portfolio including written examples of each element studied.
Student Activity/TasksDay One
a class, create a fictitous character.
2. After a whole class
discussion, web the character traits on the overhead or board.
Students use descriptive language to write a description of the
4. Begin a Elements of Fiction portfolio and place
character description in the portfolio.
As a whole-class, discuss setting, time, and place.
descriptive words on white board.
3. As a class, create a vivid
description of a setting.
4. Individually, create a description
of a setting and place in Elements of Fiction portfolio.
1. The students will listen to a story read by the
2. As a whole-class, use a plot line to sequence the
3. Label introduction, conflict/resolution, and
conclusion on the plot line.
4. Individuals create a plot line
with appropriate labels of a different story (students can use a
story from any medium).
5. Students will put their plot line in
the Elements of Fiction portfolio.
1. As a
whole-class, compose a story using the fictitous character froom day
one, the setting from day two, and the plot from day three.
The students will copy the story the class created into their
1. The students will view a
transparency of a four box cartoon.
2. As a whole-class, the
students will discuss the conversation.
3. The class will use
correct capitalization and punctuation to rewrite the
4. The students will write their own four box cartoon
5. The students will place their four box
cartoon in their Elements of Fiction portfolio.
The teacher provides a collection of cartoons for the students to
rewrite, a collection of front page newspaper for the to students to
rewrite one of the stories, a series of pictures for the students to
describe as the setting, and/or a collection of pictures of people
the students can describe using a web or bubble map.
Reading & Art
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.