ENG 7 Q2, WEEK 3 Context Historical Biographical

English

1. HISTORICAL- BIOGRAPHICAL CONTEXT Quarter 2, Week 3 ENG 7

2. QUESTIONS 1. Have you ever experienced leaving home to live in another place temporarily or permanently, such as having a vacation, staying in your relative’s house for an occasion, moving to another place for family reasons, etc.?

3. QUESTIONS 2. How did you feel while you were in another place? Did you enjoy it? Did you feel like you wanted to go home because you felt homesick? Or did you feel like you never wanted to go home anymore?

4. Watch a video about the experiences of Filipino immigrants in the United States of America or any country abroad. You should take down notes as you watch the video. OBSERVE AND DISCUSS

5. After watching the video, accomplish the worksheet Observe and Discuss! The idea organizer synthesizes the content of the video. OBSERVE AND DISCUSS

6. 3. Can the author reflect on their life experiences as they write their own story, produce the video/film, or share the story over the radio/podcast show? 1. Have you read a story, watched a video or film, or listened to a radio/podcast program about the life of Filipinos abroad, particularly in the United States of America? THINK, PAIR AND SHARE 2. Can you share the story, video/film, or radio/podcast program you have encountered?

7. UNLOCK AND EXPLORE! The jumbled words will be flashed on the screen. You have to put the letters to form each correct word through the definition as a clue.

8. gyohbarip This is a detailed description of a person’s accounts and life experiences.

9. biography This is a detailed description of a person’s accounts and life experiences.

10. lhaicsitro-lbaicoighrpa This is one approach in reading that posits that a literary text (e.g., poem or short story) is written by actual people within a specific period. Further, the text is produced and shaped by the writer’s life experiences and the socio-cultural-political context of a particular time.

11. historical- biographical This is one approach in reading that posits that a literary text (e.g., poem or short story) is written by actual people within a specific period. Further, the text is produced and shaped by the writer’s life experiences and the socio-cultural-political context of a particular time.

12. sainsayl This refers to the process of reading a story or poem by identifying the literary elements.

13. analysis This refers to the process of reading a story or poem by identifying the literary elements.

14. raouht S/he is the writer or producer of the literary work.

15. author S/he is the writer or producer of the literary work.

16. opdeannsoi This pertains to Filipino students who are sent abroad as government scholars to study or specialize a field.

17. Pensionado This pertains to Filipino students who are sent abroad as government scholars to study or specialize a field.

18. tinmamrig This refers to people who go abroad to live permanently.

19. Immigrant This refers to people who go abroad to live permanently.

20. aniogslta This refers to the feeling of being homesick, the desire to return home, or the idea of thinking about the past.

21. Nostalgia This refers to the feeling of being homesick, the desire to return home, or the idea of thinking about the past. Nostalgia

22. READ AND ANNOTATE! In this activity, you will read the short biography of Bienvenido N. Santos. After reading, you will accomplish the worksheet Read and Annotate!

23. READ AND ANNOTATE! In this activity, you will read the short biography of Bienvenido N. Santos. After reading, you will accomplish the worksheet Read and Annotate!

24. READ AND ANNOTATE!

25. READ AND ANNOTATE!

26. READ AND ANNOTATE!

27. READ AND ANNOTATE!

28. NOTE AND SUMMARIZE! Using the worksheet Note and Summarize! You will summarize the biographical details from your previous activity.This worksheet allows you to group the ideas together so that it is easy for you to relate the life events of Bienvenido N. Santos to the short story Scent of Apples.

29. SYNTHESIZE AND SOCIALIZE! The class will be divided into eight groups. Each group brainstorms and prepares a short discussion on one of the eight topics in the summarized biographical details. You will work on the group topics presented on tabled data. Then, each group is given time to present their summarized information. Other groups may be called to add or react to the presenters’ discussion.

30. Group Topics 1 Personal information (e.g., name, birthdate, family details) 2 Educational background 3 Work experiences 4 Literary works written GROUP TOPICS Group Topics 5 Awards received 6 Educational background 7 Work experiences 8 Literary works written

31. READ AND DIGEST! You will read the short story Scent of Apples by Bienvenido N. Santos . The story may be read during the class period or may be given as a reading assignment. After reading the text, you willl supply the worksheet Read and Digest! with the line/s that struck them the most or their favorite line/s.

32. Scent of apples By: Bienvenido n. santos The scent of apples in Santos's short story symbolizes the nostalgia that people who are far away from home feel for their homes. Every time the character of Fabio smells apples, he is transported back to his country of origin. He also feels nostalgia from his "lost youth" and feels that he is all alone in the world. Hence, the apples are the symbol of nostalgia, exile, sadness, and memories. The story opened with a brief introduction of where the author was. The author, Mr. Santos, was asked to speak before an audience. He met Celestino Fabia the night Mr. Santos left his hotel. The scent of apples in Santos's short story symbolizes the nostalgia that people who are far away from home feel for their homes.

33. Fabia, who is from the Philippines, owns an apple orchard, but, as the narrator states, there is "no such thing in our own country." The house Fabia lives in with his wife Ruth and son Roger also smells like apples, and their back room is filled with them. Even though Fabia has apples in abundance, a kind wife, and a handsome son, the apples are a reminder he is far from home. When the narrator says he hopes he can visit Fabia's town in the Philippines one day soon, Fabia says no one would remember him there now. The smell of apples reminds Fabia that he is in the United States and can't return to his native country, and the smell is therefore a symbol of longing and nostalgia for his homeland.

34. This was able to determine why the story is to be entitled “Scent of apples” wherein every time the character of Fabio smells apples, he is transported back to his country of origin. This was a story of a person who is in another country, this story was applicable to those who are Overseas Filipino Workers that are miles away with their love ones.

35. WRITE DOWN and Describe! You will identify the setting ( time and place ), the characters , and the point of view of the short story by accomplishing the worksheet Write Down and Describe! as you relate the elements to historical-biographical data.

36. ARRANGE AND TELL! Answer the worksheet Arrange and Tell! This activity allows you to focus on the major events of the story and connect them with the life experiences of the author, Bienvenido N. Santos.

37. HISTORICAL- BIOGRAPHICAL APPROACH Historical-biographical context refers to the specific time period, place, and events that shape a character's life and actions in a story. The historical-biographical approach of reading a short story combines the biographical and the historical aspects of information as the primary insight in the creation of the text.

38. Historical Context : When does the story take place? Where does the story happen in the Philippines? What was happening in the Philippines at that time? How did these events affect the characters in the story? Biographical Context : Who is the author? When were they born? Where did they grow up in the Philippines? What were their experiences? How did their life experiences influence the story? What is Context? Context is like the big picture around a story. It helps us understand why things happen in the story.

39. Let's say we're reading a story about a young Filipino girl who lives in Manila during the Japanese Occupation. Historical Context : The story takes place during World War II. The Philippines was under Japanese rule. Many Filipinos were struggling to survive. Biographical Context : The author might have lived through the Japanese Occupation and wanted to share their experiences. The author might have studied history and wanted to teach readers about that time period.

40. The biographical context relates the events in the short story to the actual experiences of the author as this kind of reading assumes that the author’s work is his/her/their way of revealing himself/herself/themselves or a way of expressing his/her/their actual experiences. To prove the claim that the author is present in the text, one has to read the author’s biography to see how much an author’s experience influences the text .

41. Not all short stories are related to the personal life of the author because some authors tend to revise the facts of their own lives, which could be misleading should one wish to connect the author’s life with the text. Hence, not all short stories can be read and analyzed from a biographical perspective .

42. The historical context seeks to understand the text based on the social, cultural, and political aspects and occurrences of a particular time , which could directly or indirectly shape the events in the short story. To better understand the text from a historical point-of-view, one has to research the period in which the events are set and happen. By going back to the time of the events, one can clearly see how the story unfolded in relation to the author's experiences.

43. TALK AND DECIDE! 1. The class will be grouped into five for small group discussions. 2. Each group is given a card that contains a question. Brainstorm and decide on your answer to the question at hand while referring to your worksheets: 1) Synthesize and Socialize! 2) Write Down and Describe! and 3) Arrange and Tell!

44. Why do you think B. N. Santos wrote the story? What aspects of the author’s personal life are relevant to the story? What major problems or issues (e.g., national identity, homesickness, etc.) of the Filipino immigrants are highlighted in the short story? Do the problems and issues from the story also reflect any of the author’s personal experiences? Justify your answer. GROUP QUESTIONS

45. Do any of the events in the story correspond to events experienced by the author? Provide your reasons. Do any of the characters in the story correspond to some people encountered by the author? Who are they in the story? Give examples. GROUP QUESTIONS

46. Accomplish the table found in the worksheet Learn, Discover, and Explore! with your answers based on what you learned from the biography of B. N. Santos and what they discovered and explored in his story Scent of Apples. LEARNERS’ TAKEAWAYS

47. Complete the worksheet Think and Reflect! The teacher should provide the students with enough time to finish the activity. Then, they may call some students to share their work with the class. REFLECTION ON LEARNING

48. For the evaluation of learning, the students answer the 20-item test found in the Learning Activity Sheet . FORMATIVE ASSESSMENT