This document discusses elements of fiction such as setting, characters, plot, and theme. It defines fiction as a deliberately fabricated story based on imagination rather than fact. It describes the key components of setting, characters, and plot, including linear, circular, and in medias res plot structures. It also discusses closed plot structures and their typical elements of exposition, complication, crisis, climax, and denouement. The document concludes by proposing strategies for student responses to literature like journaling, show-and-tell, and creating movie posters.

2. Everyone is interested to know
something about someone and
about the experiences of other
people. Whenever we hear
story that is all made-up and is
not presented as objectively as
possible, it is called fiction.

3. A fiction is a deliberately fabricated account of
something. It can also be a literary work based on
imagination rather than on fact, like a novel or short
story.
The Latin word fictus means “to form,” which seems like
a good source for the English word fiction, since fiction is
formed in the imagination.

5. 1. Setting is the time and
location in which the story
takes place. This also consists
of the use of local collar that
is defined as the superficial
elements of setting, dialects
and customs.

6. 2. Characters are the representations of
a human being – the complex
combination of both inner and outer
self. There are five ways of revealing
literary characters:
1. what the characters do along with
the circumstances in which the do it.
2. how the characters are described –
both by their persons and their
environment.

7. 3. What the characters say and think
4. What other characters say about them
5. What the author says about them
In addition fictional characters are classified
into two types namely:
The round and flat characters. The round
character is a dynamic,
fully developed character that recognizes
changes with or adjusts to circumstances.
The flat character does not grow and
remains the same. This type of character
exhibits conventional traits and is known as
the stock or stereotype.

8. 3. Plot is the way the actions are arranged in
the story. The following are examples of plotted
stories:
 Linear actions or events arranged
chronologically. This is the most common
plot because it follows the natural order of
events.
 Circular – this type of development
combines linear with flashback. The opening
scene will be repeated in the series toward
or at the end.
 En medias res – the story begins in the
middle part of the action.

9. c. Crisis is the point in which
curiosity, uncertainty, and tension
are greatest.
d. Climax is the story’s highest
point which may take the shape of
a decision, an action, an
affirmation, or a realization.
e. Denouement is the finishing of
things right after the climax.

10. These three types of plots are called closed plots because
they normally follow the pyramid pattern of development.
The following aspects form the skeletal pattern of closed
plots:
a. Exposition lays out the main characters, their
backgrounds, characteristics, interests, goals and limitations,
potentials, and basic assumptions.
b. Complication is the onset of the major conflict in the plot.
c. Crisis is the point in which curiosity, uncertainty, and
tension are greatest.
d. Climax is the story’s highest point which may take the
shape of a decision, an action, an affirmation, or a
realization.
e. Denouement is the finishing of things right after the
climax.

11. 4. Theme is described as a significant
truth about life and human nature that
is illustrated in the actions,
preoccupations, and decisions of the
characters. Some principles in stating
the theme of the story have to be
observed:
1. It should be expressed in complete
statements.
2. It must be stated as a generalization
about life.

12. 3. It must account for all major
details of the story.
4. It may be stated in more than
one way.
5. It should avoid statements
that reduce the theme to some
familiar saying or moral.

14. The following strategies proposed by Purves and beach (1987)
point out five basic categories of response strategies, for
literature assignments that would contribute to student’s
appreciations and understanding of short stories:
Engaging: defining one’s emotional experience or relationship
with a text.
Connecting: relating similar experiences, attitudes, knowledge of
other texts to the texts.
Describing: describing the nature of a character's acts, traits,
beliefs, plans, goals or an author’s use of language.
Interpreting: inferring, explaining or interpreting the symbolic
meaning of acts, author’s intentions, character’s perspectives,
themes, social norms, predictions, or difficulties in
understanding the text.
Judging: judging the characters ot the quality of the text.

15. Journal writing is a good example of an
engaging task. The recording of
experiences, ideas, insights, or reflections
on a regular basis encourages students to
articulate their ideas than merely restating
or recasting information. In a study by
Newell and Weingart (1986), students who
were asked to write their own opinion
about a text wrote significantly longer
essays at a higher level of interpretation
than did students who were assigned a
definite topic.

16. A show-and-tell activity
provides opportunity for
students to talk about their
choice readings and share their
journal entries on a vocabulary
basis.

17. Movie poster making is a novel way of
discussing the important elements of
fiction. Instead of the typical question and
answer discussion, the students present
their arguments with regard to their
‘production’ that is, their choice of
performers, setting, costumes, and
highlighting of events. In addition, their
choice of illustration and ad blurb indicate
their understanding of the theme. Overall,
the students are more involved and
interested.