Lesson plan of Narrative Typology: Biography and Autobiography

Objectives (5 - 7 minutes)

1. Understand the Difference between Biography and Autobiography: Students should be able to clearly distinguish between biography, which is a story about someone’s life written by someone else, and autobiography, which is a story about someone’s life written by that person. This includes understanding the terms "biographer" and "autobiographer".

2. Identify Characteristics of Biographies and Autobiographies: Beyond understanding the differences between the two genres, students should be able to identify characteristics that are common to both, such as the focus on the protagonist's life, historical relevance, and shared personal experiences.

3. Analyze Real-World Examples of Biographies and Autobiographies: Students should be able to apply the knowledge they gained to analyze and discuss real-world examples of biographies and autobiographies. This includes understanding the context in which they were written, the author's motivation, and the impact of the work.

Secondary Objectives:

• Foster Critical Thinking: Through the analysis of examples of biographies and autobiographies, students will be encouraged to think critically about the importance of these literary genres and how they contribute to our understanding of history and culture.

• Develop Reading and Writing Skills: By studying narrative typology, students will have the opportunity to enhance their reading and writing skills, including the ability to comprehend complex texts, identify themes and arguments, and express their own ideas clearly and persuasively.

Introduction (10 - 15 minutes)

1. Review of Content: The teacher begins class with a brief review of the concepts of textual typology and narrative, highlighting the genres that were studied in previous lessons. This includes reminding students about the difference between narration, description, and exposition, so that they can make connections to the new content. (2 - 3 minutes)

2. Problem Situations: Next, the teacher presents two situations that illustrate the importance of the narrative typology of biographies and autobiographies. For example, the teacher might ask students how we would know about the lives and accomplishments of historical figures if these genres did not exist. The teacher might also ask students if the perspective of the author, as in an autobiography, can influence the interpretation of the narrated events. (3 - 4 minutes)

3. Contextualization: The teacher then contextualizes the topic by explaining that biographies and autobiographies are widely read and studied genres, not only in literature, but also in the fields of history, sociology, and psychology. The teacher can cite examples of famous books, such as the biography of Gandhi and the autobiography of Nelson Mandela, which have had a significant impact on global perceptions of these historical figures. (2 - 3 minutes)

4. Capturing Students’ Attention: To pique students’ interest, the teacher can share a few interesting facts related to the topic. For example, the teacher might mention that the first known autobiography was written by Marco Polo in the 13th century, or that biographies and autobiographies are often adapted into films and television shows, such as the movie "The Theory of Everything", which was based on the biography of Stephen Hawking. Another interesting fact is that the line between biography and autobiography can sometimes be blurry, as in books such as "In Cold Blood" by Truman Capote, which is based on real events but is written in an autobiographical style. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Definition and Differences between Biography and Autobiography (5 - 7 minutes)

   • The teacher should begin the theoretical part of the lesson by clearly explaining what a biography and an autobiography are. The teacher should emphasize that a biography is a story about someone’s life written by someone else, while an autobiography is a story about someone’s life written by that person.
   • Next, the teacher should explain the etymology of the words, highlighting that "bio" means life in Greek, "graphy" means to write, and "auto" means self.
   • The teacher should emphasize that while they are different genres, both biographies and autobiographies have the main purpose of telling the story of a person’s life, focusing on their experiences, accomplishments, and challenges.
   • The teacher should discuss the importance of these genres, explaining that they allow us to learn more about the lives and contributions of historical and cultural figures, and that they also help us understand the time and place in which these people lived.

2. Theory - Characteristics of Biographies and Autobiographies (5 - 7 minutes)

   • The teacher should then move on to discuss the common characteristics of biographies and autobiographies. The teacher should explain that both genres are typically written in the third person, although autobiographies can be written in the first person.
   • The teacher should point out that both biographies and autobiographies tend to be structured chronologically, beginning with the protagonist’s birth and ending with a significant event or the protagonist’s death.
   • The teacher should explain that these genres also tend to include information about the historical, social, and cultural context in which the protagonist lived.
   • The teacher should discuss the importance of research in biographies, explaining that biographers typically interview people who knew the protagonist, consult documents and primary sources, and visit locations that are relevant to the protagonist’s life.

3. Practice - Analysis of Examples of Biographies and Autobiographies (10 - 11 minutes)

   • The teacher should then transition to the practical part of the lesson by asking students to analyze examples of biographies and autobiographies. The teacher can provide students with an excerpt from a book in each genre, or ask students to bring their own examples to class.
   • The teacher should guide students to identify the characteristics that were discussed in the theory part of the lesson, and to discuss how these characteristics affect the reading experience.
   • The teacher should also ask students to reflect on the differences between the two genres, and to discuss how the perspective of the author, the relationship between the author and the protagonist, and the purpose of the author can influence the narrative.

By the end of this step, students should have a clear understanding of the difference between biographies and autobiographies, and the importance of these genres in literature and in understanding history and culture. They should also be able to identify the common characteristics of these genres and to analyze examples of them.

Feedback (10 - 12 minutes)

1. Group Discussion (4 - 5 minutes)

   • The teacher should lead a group discussion about what was learned during the lesson. The teacher can start by asking students about the differences and similarities that they observed between the biographies and autobiographies that they analyzed.
   • The teacher should then ask students to share their opinions about the importance of these genres in literature and in understanding history and culture. The teacher can ask students about how biographies and autobiographies can help humanize historical figures, or contextualize historical events.
   • The teacher should also encourage students to reflect on how the knowledge they gained can be applied to their own lives. For example, the teacher can ask students how the ability to analyze and understand biographies and autobiographies can help them better understand the people around them, or to be inspired by historical figures.

2. Connection to Theory (2 - 3 minutes)

   • The teacher should then make the connection between the practice and the theory, reinforcing the key concepts that were discussed during the lesson. The teacher can, for example, revisit the definition of biography and autobiography, the common characteristics of these genres, and the importance of research in biographies.
   • The teacher should also reinforce the importance of critical thinking, explaining that by analyzing biographies and autobiographies, students are practicing a skill that is valuable in many aspects of their lives, including making informed decisions, understanding different perspectives, and critically evaluating information.

3. Individual Reflection (4 - 5 minutes)

   • To finalize the lesson, the teacher should ask students to engage in individual reflection. The teacher can provide a few questions to guide their reflection, such as:
     1. What was the most important concept that you learned today?
     2. What questions do you still have?
   • The teacher should give students a minute to think about these questions, and then ask a few volunteers to share their answers. The teacher should listen attentively to the students’ responses, and use this information to plan the next lesson and adjust their teaching as necessary.

By the end of this step, students should have a solid understanding of the content of the lesson, and should be able to apply what they learned to their own lives. They should also have a clear idea of which concepts they need to review or explore further, which can help them prepare for the next lesson.

Conclusion (3 - 5 minutes)

1. Recap of the Content (1 - 2 minutes)

   • The teacher should begin the Conclusion of the lesson by recapping the main points that were discussed during the lesson. The teacher should revisit the difference between biography and autobiography, the common characteristics that both genres share, and the importance of these genres in literature and in understanding history and culture.
   • This should be done in a clear and concise way, so that students can solidify these concepts in their minds.

2. Connection between Theory, Practice, and Applications (1 minute)

   • The teacher should then highlight how the lesson connected theory and practice. The teacher should explain how the theoretical discussion about biographies and autobiographies was complemented by the practical analysis of examples of these genres.
   • The teacher should also reiterate the applications of the knowledge gained, explaining how the ability to analyze biographies and autobiographies can be useful in various situations, from understanding history to critically evaluating information.

3. Extra Materials (1 minute)

   • The teacher should suggest some extra materials for students who wish to further their knowledge about the topic. This can include books, films, documentaries, articles, and websites related to biographies and autobiographies.
   • The teacher can, for example, recommend that students read biographies and autobiographies of historical figures that they are interested in, or watch film adaptations of biographies and autobiographies.

4. Relevance of the Topic (1 - 2 minutes)

   • Finally, the teacher should highlight the relevance of the topic to students’ everyday lives. The teacher can, for example, explain that the ability to analyze and understand biographies and autobiographies can help students better understand the people around them, be inspired by historical figures, and become more critical and informed readers.
   • The teacher should also emphasize that understanding different literary genres, such as biographies and autobiographies, is a valuable skill that can be applied in many aspects of students’ lives, from school and university to their careers and personal lives.

By the end of the Conclusion, students should have a clear and comprehensive understanding of the content of the lesson, and should be motivated to continue learning about the topic. They should also have a clear idea of how the knowledge gained can be applied to their lives, which can increase their engagement and interest in the topic.