Objectives

• Analyse how London uses the man's dismissal of instinct and feeling — 'the absence of sun from the sky', 'it was not merely colder than fifty below zero' — to construct a naturalistic argument about human arrogance.
• Identify and explain how the dog functions as a structural counterpoint to the man, embodying instinctive knowledge the man lacks.
• Evaluate the role of the old-timer on Sulphur Creek as a narrative device that frames the man's fate as foreseeable and therefore tragic.
• Write an evidenced analytical paragraph that embeds at least two quotations from the story and comments on London's specific language choices.
• Explain how London's third-person limited narration controls reader sympathy and dramatic irony throughout the story.

The sequence

1. Lesson 1: Instinct, Arrogance, and Inevitability: Close Reading 'To Build a Fire'

   55 min · ch. 1

   Do now

   In a life-or-death situation, 'building a fire' symbolizes the ability to create warmth and safety amidst chaos. Someone who lacks resourcefulness or remains paralyzed by fear might struggle to accomplish this vital task.

   Teacher input

   Model a close reading of the passage that starts with "The trouble with him was that he was without imagination" (about one-third through the story). As you think aloud, consider how London's use of free indirect discourse allows us to understand the man's thought process while also revealing its critical flaw — he can acknowledge facts like "seventy-five below zero," yet he struggles to connect them to an actual sense of danger. Highlight the word "merely" in the phrase "it was not merely colder than fifty below zero" and discuss how this adverb reflects the man's tendency to downplay situations. On the board, annotate the following: diction, narrative distance, and irony.

   Independent task

   Re-read the three paragraphs where the man's first fire gets put out by snow falling from the spruce tree (starting with 'Each time he had pulled a twig'). Write a PEEL paragraph of at least 150 words analyzing how London uses the spruce tree incident to show that nature operates beyond human control. Be sure to include at least one quotation, comment on a specific word or phrase, and connect your point to the story's larger naturalistic theme. Afterward, give your paragraph to your partner for a peer review based on the focus question: does the paragraph explore HOW London writes, rather than just WHAT happens?

   Exit ticket

   In one or two sentences, explain what the word 'instinct' means in this story and why the dog has it but the man does not, using at least one detail from the text to support your answer.

2. Lesson 2: Writing About Fate and Hubris: The Old-Timer's Warning and the Man's End

   55 min · ch. 1

   Do now

   The man disregarded the old-timer's advice because he believed he could handle the extreme cold alone. London wants the reader to feel a sense of foreboding and concern for the man's well-being as he makes this reckless decision.

   Teacher input

   Model how to construct a comparison paragraph using the old-timer's warning and the man's final moments. On the board, project the passage "Well, here he was; he had had the accident; he was alone" alongside the old-timer's recalled words. Show students how to start with a conceptual claim ("London uses the old-timer as a structural irony device"), weave in a quotation, focus on a specific word ("alone" — noting its bluntness, finality, and lack of self-pity), and then shift to what this reveals about the story's naturalistic philosophy: that nature doesn't punish arrogance; it simply doesn’t make room for it.

   Independent task

   To effectively illustrate the theme of human arrogance in "To Build a Fire," Jack London contrasts the man with the old-timer on Sulphur Creek. The old-timer embodies wisdom and respect for nature, while the man represents a reckless disregard for the environment. When the narrator notes that "the old-timer on Sulphur Creek was right," it underscores the man's failure to heed the old-timer's advice, showcasing a central element of arrogance—believing one knows better than those with experience. This phrase highlights the wisdom of listening to those who have endured the harsh realities of nature, contrasting sharply with the man’s misguided confidence.

   As the story progresses, the man's struggle becomes increasingly desperate. When London writes that "he was losing in his battle with the frost," it effectively conveys the futility of his efforts against the overwhelming force of nature. The word "losing" suggests a fight that is not only physical but also symbolic of the man's internal battle against his arrogance. His determination to conquer the elements, despite clear signs of danger, reflects a broader commentary on humanity's tendency to overestimate its capabilities. This moment serves as a pivotal reminder of the consequences of underestimating nature's power.

   In his final attempts to survive, the man reflects on his situation, admitting that "it was his own fault or, rather, his mistake." This admission is crucial, as it reveals a moment of clarity amidst his arrogance. The phrase "his own fault" signifies a turning point where he acknowledges his responsibility for his predicament. Yet, the addition of "or, rather, his mistake" suggests a reluctance to fully accept this truth, indicating that arrogance can cloud one's judgment even in the face of dire consequences.

   Ultimately, London's portrayal of the man and the old-timer serves as a cautionary tale about human arrogance in the face of nature. The stark contrast between their perspectives emphasizes the importance of humility and respect for the natural world, reflecting London's naturalistic worldview that warns against the dangers of overconfidence.

   Exit ticket

   Write one sentence that completes the following prompt without using the word 'theme': 'London's contrast between the man and the old-timer shows that in a naturalistic world, human beings who ignore instinct and experience will inevitably…' — your completion must refer to at least one specific moment in the story.

Activities

Assessment

• Lesson 1 do-now: checking whether students can hypothesise about character failure before reading, to establish a baseline for dramatic irony understanding.
• Peer-mark of the Lesson 1 PEEL paragraph: checking whether students distinguish between what London writes and how he writes it.
• Lesson 1 exit ticket: checking whether students can articulate the dog/man contrast using specific textual detail rather than general assertion.
• Lesson 2 do-now: checking whether students can identify authorial intention behind a character's choice, not just describe the choice itself.
• Lesson 2 exit ticket: checking whether students can connect a specific story moment to London's naturalistic worldview without using the word 'theme' as a crutch.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about an interpretation of literature.
• Explain the function of character (CHR-1) — Explain the function of contrasting characters in a narrative.
• Explain the function of narration (NAR-1) — Explain how the author's choice of narrator affects the narrative and shapes readers' interpretations.
• Explain the function of word choice and imagery (STR-1) — Analyse how specific diction and figurative language contribute to meaning.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form and structure.
• AO4 — Explore connections across literary texts, including the ways in which texts reflect and engage with historical, social and literary contexts.