Day 23: Elements of Fiction Review Using Gore
Synthesize your skills with a masterclass in suspense. In Day 23 of the Grade 9 English course, students conduct a comprehensive elements of fiction review using the short story Gore by Sarah Ellis. This lesson challenges students to apply their knowledge of plot diagrams, character motivation, situational irony, and atmospheric setting to a single complex text, serving as the ultimate preparation for the Unit 1 Exam.
75 Minutes | Key Concepts: Plot Mapping, Protagonist vs. Antagonist, Setting as Suspense, Narrative Perspective
Learning Goals and Standards
By the end of this lesson, students will be able to:
- Identify the major elements of fiction within a short story
- Explain how plot, character, setting, conflict, and theme interact to shape meaning
- Support interpretations using textual evidence
- Analyze how point of view influences reader understanding
- Apply literary terminology accurately in discussion and written responses
- Demonstrate readiness for the short-story unit test
Aligned Global Competencies / Standards / ELA Curriculum
This lesson supports international secondary English expectations such as:
Ontario Curriculum Alignment (ENL1W)
Strand C: Comprehension Strategies
Use comprehension strategies before, during, and after reading to understand increasingly complex texts (C1.1)
Identify key ideas and supporting details in literary texts (C1.2)
Make inferences about character, setting, and theme using textual evidence (C1.3)
Interpret explicit and implicit meaning in texts (C1.4)
Analyze how plot, character, conflict, setting, and point of view contribute to meaning (C1.5)
Strand A: Literacy Connections and Applications
Apply knowledge of literary elements and devices to interpret texts (A1.2)
Strand B: Foundations of Language
Use appropriate literary terminology to explain meaning and structure in texts (B2.1)
Interpret how stylistic elements contribute to effectiveness and meaning (B2.2)
Common Core (Grades 9–10 Reading Literature)
Cite strong textual evidence to support analysis (RL.9–10.1)
Analyze how complex characters develop and interact (RL.9–10.3)
Analyze how structural choices contribute to meaning (RL.9–10.5)
IB Language & Literature (ATL Skills)
Develop analytical vocabulary and interpret relationships between literary elements
Cambridge IGCSE English Literature
Recognize writers’ methods and explain how structure and language create effects
OECD Global Competence Framework
Interpret communication across literary texts using discipline-specific vocabulary
UNESCO Literacy Framework
Strengthen inferential reading and interpretive analysis skills
Resources
Bell Ringer for the Elements of Fiction Review
“Which Element Matters Most?” (5 minutes)
Write on the board:
Which element matters most in a story: plot, character, setting, conflict, or theme?
Students choose one and justify their answer in one sentence.
Then reveal:
Strong stories don’t rely on one element—they rely on how the elements work together.
This helps students move from identifying elements to analyzing relationships between them, which is the goal of the review lesson.
Lesson Flow
1. Silent Reading – 15 Minutes
As always, begin class with 15 minutes of silent reading time. Encourage students to continue their independent reading novels and to look for strong examples of characterization, conflict, and theme as they read. This primes their thinking for today’s review activity.
2. Read the Short Story, Gore
Introduce the short story Gore (by Sarah Ellis).
Provide context before reading:
Gore explores sibling rivalry, imagination, and perception.
As students read, ask them to think about how the author uses setting and conflict to build tension and reveal character traits.
Read Gore aloud as a class, or have students read in pairs or small groups.
Pause briefly to clarify key vocabulary and moments of suspense.
3. Elements of Fiction Review Activity
After reading, students will complete an Elements of Fiction Review based on Gore.
Remind students that this is a comprehensive review—each element should be supported with text evidence.
Elements of Fiction Review: Gore
A. Plot
Draw a plot diagram for the story.
Label each part clearly: exposition, rising action, climax, falling action, and resolution.Be sure to include major events that shape the story’s tension and resolution.
B. Character
2. Who is the protagonist of the story? Describe their main traits and explain what motivates them.
Support your answer with one piece of textual evidence.
Identify the antagonist in the story. How does this character (or force) create conflict for the protagonist?
Use at least one quote or description from the text to justify your answer.
C. Conflict
4. What is the main conflict in Gore? Is it internal, external, or both?
Explain your reasoning and cite evidence that shows how the conflict develops.
D. Setting
5. Describe the setting of the story.
How does the author use setting to enhance the story’s suspense or mood?
Include at least one descriptive phrase or detail from the text as evidence.
E. Point of View
6. Identify the point of view of the story.
How does this perspective influence how readers understand the events or characters?
Provide one piece of evidence from the text that reveals the narrator’s perspective.
F. Theme
7. What is the theme (central message or insight) of Gore?
Explain what lesson or idea the story conveys about human behavior or relationships.
Support your interpretation with evidence from the story.
| Fiction Element | Application to “Gore” | Teacher Checkpoint |
| Protagonist | Amy; an imaginative, bookish sibling. | Focus on her use of psychology to win. |
| Antagonist | Lucas; the physically dominant, twin brother. | Analyze how his actions drive the conflict. |
| Climax | Amy’s “theatrical” performance at the bathroom door. | Is this the moment of highest tension? |
| Setting | A typical suburban home turned into a “psychological” battlefield. | How does the home setting create isolation? |
| Theme | The power of intellect and imagination over physical strength. | What does Amy’s victory say about “brain vs. brawn”? |
First-Hand Suggestions
Review the answers together after students complete the activity to reinforce how to use textual evidence effectively.
Encourage students to discuss alternative interpretations, especially for theme and conflict.
If time allows, have students share their plot diagrams on the board or wall for a gallery-style discussion.
Differentiation
For Students with IEPs
- Provide an elements-of-fiction organizer chart
- Allow bullet-point answers instead of paragraph responses
- Highlight example passages before analysis
- Offer reduced element selection tasks if needed
- Use small-group review before independent work
For English Language Learners
Pre-teach vocabulary:
| Term | Student-Friendly Meaning |
|---|---|
| plot | what happens in the story |
| character | people in the story |
| setting | where and when the story happens |
| conflict | the main problem |
| theme | the message about life |
| point of view | who tells the story |
Support strategies:
- Use visual story-element diagrams
- Provide sentence frames:
- “The conflict in this story is…”
- “The theme suggests that…”
- Review one story together before independent responses
- Allow partner discussion before writing
Elements of Fiction Review FAQ
What is the main conflict in Sarah Ellis’s Gore? The main conflict is a character vs. character struggle between twins Amy and Lucas. It is a battle of ‘brains vs. brawn’ as Amy uses her imagination and acting skills to reclaim her book from her brother.
How does Gore serve as an elements of fiction review? Gore contains a very clear plot structure, distinct character archetypes, and a strong theme. This makes it an ideal text for students to practice identifying all six major elements of fiction in a single sitting.
Why is point of view important in Gore? The first-person perspective allows the reader to experience Amy’s internal strategy and psychological maneuvering, which is essential for understanding how she ultimately defeats Lucas.
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