Abstract

In the 2018 General Education Curriculum for Literature, author-focused units are identified as a means of supporting text comprehension; however, teaching practice still tends to emphasize biographical information rather than competency development. This article proposes a five-step instructional process for organizing the teaching of author-focused lessons in textbooks through project-based learning in order to enhance integration and promote students’ active roles in learning. The proposed process is grounded in competency-based education, constructivist theory, and project-based learning, and is illustrated through a specific lesson at the upper secondary level. It contributes to repositioning authorial knowledge as a tool for supporting reading comprehension and text production.

Keywords: Author-focused lessons, competency development, project-based learning, reading comprehension, teaching Literature at upper secondary school.