Department of Education

Region IV-A CALABARZON

Division of San Pablo City
San Pablo City

San Bartolome Integrated High School

Lesson Plan Using the Reader-Response Strategy

Grade 11 21st Century Literature from the Philippines and the World

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

III Learning Tasks

Activity
Explain the quote, “To be yourself in a world that is constantly trying to make you
something else is the greatest accomplishment.”
- Ralph Waldo Emerson

Analysis
Read the example of Testiomonio.
Autobiograhical Fiction
Carl Jerome Velasco
 Implementation of the Literature Circle
Lesson 1 (Double Period)
15 mins  The teacher explains the
procedure of the literature circle
(i.e. Each student will spend 5
mins on the presentation of
answers to the first few
questions and another 5 mins
leading the group to discuss the
last question).
65 mins  The teacher asks the class to
start the first round with the
different roles:
 Biographer:
1. How does conformity to the
moves of society become a
*Author to Text struggle for the author?
2. How did the author come to
reach renewed sense of
himself?
 After presenting the
answers to the first few
questions as input, the
learner can be asked to
lead the group to
discuss the evaluative
and open-ended
question at the end of
the role sheet he/she is
in charge of. This is
designed to stimulate
group interaction and
exchange of ideas
among learners.
 The teacher may
demonstrate the level of
analysis and the
presentation language
expected in the
individual presentation
and group discussion
through modelling if
necessary.
 He struggled to mold
himself to the
expectations of the
society for what he
actually is was different
from society’s
standards.
  Summarizer

1. What message does the  The author wishes to

author wish to convey?
 Character Investigator
1. What significance does the
author place on the characters
that he portrays in his fictions?
convey the issue of the
struggles of growing
different from the rest of
society.
 The author unknowingly
portrays himself on his
characters.

*Reader to Text  Plot Analyst

1. What was the tone of the
testimonio?  The tone of the
testimonio is serious.

 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
learners’ thinking and guides
them to further develop the
ideas.
30 mins  The teacher plays the role of
the narrator in the story.
Learners take turns to express
a message for the narrator and
ask the narrator questions. The
teacher responds to the
messages and answers the
questions in the role of the
narrator.
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.
their own understanding
of the story and refine
the answers on the role
sheets.
 The hot-seating activity
is designed to deepen
students’ learning
experience and
encourage their
imaginative expansion
and personal response
to the story. It also
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.

*Personal Experiences to Text

Abstraction
Relate a similar situation that depicts discrimination of a group of people. How do they
overcome the struggle?
Application
Make an editorial cartoon that describes the struggles and discrimination experienced
by the members of the LGBT community. Write a 3-5 sentence explanation about it.

IV Closure
Listen to the song “No Matter What” by Boyzone.
 Validated by:

______________________________
MARIA CHRISTINA B. CEQUENA
SBIHS Subject Coordinator, English