Professional Documents
Culture Documents
Autobiographical Fiction
Autobiographical Fiction
Autobiographical Fiction
Competencies:
EN12Lit-IIg-35: examine the relationship between text and context
EN12Lit-IIh-36: understand literary meanings in context and the use of critical
reading strategies
I Objectives
1. Gather facts related to the literature.
2. Recognize similarities and differences of situations of LGBT communities from what
they read and what they encounter.
3. Analyze the elements of the literature that makes it an example of testimonio.
4. Evaluate the situation and struggles of the LGBT community in your area. .
II Subject Matter
A. Lesson
Testimonio: Autobiogaphical Fiction
Carl Jerome Velasco
B. Sources
21st Century Literature from the Philippines and the World for Senior High
School
C. Materials
Pictures
Copies of Autobiographical Fiction
Activity Sheets
Response Journal
Pens
Preparatory Activities
1. Prayer
2. Greetings
3. Checking:
3.1 Attendance
3.2 Uniform
3.3 Classroom/Seating Arrangement
4. Review of the past lesson
Analysis
Read the example of Testiomonio.
Autobiograhical Fiction
Carl Jerome Velasco
Implementation of the Literature Circle
Biographer:
1. How does conformity to the He struggled to mold
moves of society become a himself to the
*Author to Text struggle for the author? expectations of the
society for what he
2. How did the author come to actually is was different
reach renewed sense of from society’s
himself? standards.
Summarizer
Setting Illustrator
1. Describe how the author The author uses
mentions the setting of text. flashback to tell his
story.
Literary Luminary
1. Explain the last part of the It means that the writer
testimonio. is telling himself to face
“I love all my characters but they the reality and accept
need to grow up. Like everyone himself o he can make
else should.” decisions based on
what he truly values.
Lesson 2 (Double Period)
40 mins The teacher provides feedback Assessment for learning
on the output of learners’ and peer learning is
discussion with reference to the promoted in the process.
role sheets collected. The teacher and peer
The teacher displays some feedback and
insightful analysis or flawed suggestions for
ideas and encourages learners improvement help
to comment on the validity of the learners to reflect on
ideas presented, which extends their own understanding
learners’ thinking and guides of the story and refine
them to further develop the the answers on the role
ideas. sheets.
30 mins The teacher plays the role of The hot-seating activity
the narrator in the story. is designed to deepen
Learners take turns to express students’ learning
a message for the narrator and experience and
ask the narrator questions. The encourage their
teacher responds to the imaginative expansion
messages and answers the and personal response
questions in the role of the to the story. It also
narrator. offers some room for
the teacher to present
an alternative view to
the story to help
learners analyse and
appreciate the story
from a different
perspective.
10 mins The teacher asks learners to
reflect on the experience of the
literature circle and share their
views on this mode of learning
and exploring the text.
IV Closure
Listen to the song “No Matter What” by Boyzone.
Validated by:
______________________________
MARIA CHRISTINA B. CEQUENA
SBIHS Subject Coordinator, English