Ipon Hyper&inter

Senior High School Department
SY: 2022-2023; Second Semester
LEARNING PLAN IN READING AND WRITING SKILLS
Instructor: Ipon, Alyssa Geisha M. Date: April 12 , 2023 No. of meeting/s: 1 session
Checked by: Mr. Kent P. Duazo Signature: ____________ Date: _______________
I. Learning Outcomes
By the end of the 60-minute period, the students shall have done the following with 85%
accuracy:
1. identified hypertext and intertext;
2. provided the characteristics of hypertext and intertext; and
3. integrated intertextuality in making a haiku poem.
II. Subject Matter

Most Essential Learning Competency:
Identify the context in which a text was developed EN11/12RWS-IVac-7;
a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2
Topic:
Hypertext and Intertext
Reference/s:
Reading and Writing Module, pp. 21-23
Most Essential Learning Competency & Curriculum Guide
Materials:
• Chalk
• Board
• Printed Pictures
• Laptop
• Visual Aids
• Video/s
Time Frame:
60 Minutes
III. TEACHING-LEARNING ACTIVITIES
Preliminaries (10 minutes)

• Greetings
• Prayer
• Arrangement of Chairs
• Energizer
• Attendance
• Rules
• Drill on the following words: explicit, implicit, claims, hypertext and intertext.
Note: The students will utter the spelling of the words given by the instructor.
• Review / Recap
Review the previous topic “Claims in Written Text.”
Recap on the current topic, “Hypertext and Intertext.”
EXPLORE
(5 minutes)
I. Introduction of the topic

The teacher will give a task called "Unlock the Padlock, to Identify Me!". This activity relates to the
present topic. The purpose of this activity is to help the students improve their vocabulary while also
giving them a sense of what could be the subject matter for today.
The words in this activity were all jumbled. Students will first identify the main topics by forming the
correct words out of the scrambled letters found beneath the padlocks. To better understand the
correct word they formed, they will unlock the padlock by forming the correct words from the
scrambled letters written in the keys. Next to the keys is the padlock where the assembled words will
be written.
The teacher will then pick a few individuals to explain the discovered definition of words.
Example:
Connection
between
texts
Xeettitnr
Words to be formed:
Hypertext: Linking similar information.
Intertext: Connection between texts
With the answers given by the students, the teacher introduces the topic "Hypertext and Intertext"
and presents the learning outcomes of the day.
Transitional Statement: As we know the objectives of this session, we will now be moving on to
achieving them. Given that we are already familiar with the terms to be discussed in "Hypertext and
Intertext," let us begin by evaluating the characteristics of hypertext and intertext based on your
own ideas or previous lessons from previous grade levels.
FIRM-UP
(10 minutes)
The teacher will present two different images, and the students will be asked to give the
features/characteristics of the given pictures.
The teacher will divide the class into two groups, by asking the students which image they prefer.
Students who prefer to read from real books will all be grouped together, and the same goes for
those who prefer to read online using a digital device/s. In their groups, the students will brainstorm
their ideas or gather their prior knowledge from previous years.
Following the allotted time for idea gathering, each group must choose a representative who will be
writing their answers on the board.
Picture 1 Picture 2
DEEPEN
(15 minutes)
Integration of Values/Subject/s
Cecilian Core Values: Innovativeness and Commitment
Performance
Quiz
Test 1: Identification
Instructions: Read and understand the questions carefully. Write IN if it is intertextual and HL if it
is a hyperlink. (1 pt. each)
1. Unintentionally seeing patterns (that are apparent in another text) in the materials being
read.
2. This method of text development allows the writers to produce texts with borrowed ideas
from other writers.
3. Norse mythology of Europe was the inspiration of Victor Magtanggol, an action-fantasy
series of GMA Network. This is an example of_____________?
4. Creates a network of linked materials and encourages readers to go through the material at
their pace.
5. The complex inter-relationship between a text and other texts taken as fundamental to
creation and interpretation of the text.
Test 2.
Instructions: Supply what is being asked. (1 pt. each)
Example:
1-2 Similarities
Title of Text 1 Genre #1 Title of Text 2 Genre #2 based on the
overall concept
or plot.
1. The Fault Book turned Midnight Sun American movie, Main character/s
in Our movie romance, YA battle against a
Stars (American), terminal illness
romance, YA that keeps them
from being
together with
their love
interest.
TRANSFER
(10 Minutes)
Assessment
Individual Activity
Write a haiku poem or a free verse poem out of one of your’ favorite books, novels, stories, or
poems. It should consist of one or more stanzas. (15 pts.)
Reference: Noli Me Tangere

Example haiku:
They all have their guns

Aimed at the face of freedom
There’s nowhere to run
Note: The teacher will give a brief discussion on how to make a haiku poem.
Assignment
E-Portfolio
The students will create a blog that incorporates hypertextuality using the Microsoft Word program.
Students will choose a topic for their blogs based on their personal preferences. In the student's
blog, there should be at least six links, each of which must include a video, graph, image, figures,
etc.
Note: The teacher will present the example in class for students’ guidance.
Meaningful Closure
(5 Minutes)
Minute Activity
3H
Head- Knowledge
Heart- Reflection
Hand- Action

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Senior High School Department

SY: 2022-2023; Second Semester

LEARNING PLAN IN READING AND WRITING SKILLS

II. Subject Matter

Preliminaries (10 minutes)

I. Introduction of the topic

Reference: Noli Me Tangere

They all have their guns

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