Learning

Teacher: Ibay, Archie Y. Area: RWS

GRADES 11 May 01 – 05, 2023 (Week 1)
DAILY LESSON LOG Mon (AFA 1 6:00 – 8:00) (IA 2 8:00 – 10:00)
Tue (HE 3 1:15 – 3:15)

Teaching Dates and Time:

Thurs (IA 2 8:00 – 10:00)
(AFA 1 1:15 – 3:15)
(HE 3 10:15 – 12:15)
Quarter
4th
1 Session
st
2nd Session
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards: understands the relationship of a written text and the context in which it was developed.
B. Performance Standards: writes a 1000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
C. Learning Competencies: Identify the context in which a text was developed. Identifies the context in which a text was developed (EN11/12RWS-IVac-7)
Write the LC Code for each EN11/12RWS-IVac-7
a. Hypertext (EN11/12RWS-IVac-7.1) a. Hypertext (EN11/12RWS-IVac-7.1)
b. Intertext (EN11/12RWS-IVac-7.2) b. Intertext (EN11/12RWS-IVac-7.2)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT HYPERTEXT AND INTERTEXT

HYPERTEXT AND INTERTEXT

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
III. LEARNING RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Reading and Writing, Anudin G., et.al Reading and Writing, Anudin G., et.al
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Reading and Writing Module Reading and Writing Module
Quarter 4 – Module 4 Quarter 4 – Module 4
Title: Hypertext and Intertext Title: Hypertext and Intertext

IV.PROCEDURES 1ST Session 2ND Session

 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

 Reviewing Previous Lesson or Preliminaries Play the video clips from the movies “Four Sisters and a Wedding” and “Kusina
Presenting the New Lesson  Prayer/Greeting Kings”. Let the student watch and analyze the two video clips. Encourage them to
 Checking participate in the discussion with the help of the following guide questions.

- Classroom Orderliness
- Attendance

*Review of last week’s lesson about the different types of claims.

1. What do you think is the commonality of the two films?

2. What lines are mentioned in both films?
3. How does it feel hearing the same lines in different films?

At the end of the lesson the learners should be able to:



 Establishing a Purpose for the Lesson At the end of the lesson the learners should be able to:
1. Define intertextual meanings among literary pieces 1. Identify how hypertext differs to intertext in terms of use
2. Determine the different types of intertextualities 2. Apply their knowledge about context, intertext and hypertext using
multimedia presentation
 Presenting Examples/Instances of the Critical reading does not only mean analyzing the language of a given text and
Lesson Let the students analyze the picture presented and ask them if they have examining deeply the claims put forth by the author. Critical reading goes
seen it before or if they can refer it to an existing work. beyond finding the linkage of the evidence and corresponding texts and
identifying and interpreting possible ambiguities and flaws in the reasoning of
the author.

Critical reading also means understanding that texts are always developed with
a certain context, thus its meaning and interpretation are affected by a given
set of circumstances. Moreover, critical reading now involves a relatively new
Let the students give their examples of works which are used as reference way of reading a text online as brought by the advent of the internet and
to another works. technology. Today let us practice our critical reading skills as we discuss
intertextuality and hypertext.
 Discussing New Concepts and Discuss the lesson about how a text is developed using intertextuality. A. The teacher divides the class into five groups. He/ She shows among the
Practicing New Skills #1 Chunk the idea for the students to better understand the term. students’ photos of mythological, folk or local heroes. Each group picks one
photo and thinks of other characters or stories which resemble to the story of
 “Inter-" is the Greek word for "between" or "among" their chosen hero. Each group also thinks of associations (music, objects, and
  Text refers to things we can read or interpret: poetry, graphics) which they can relate with the picture through an idea map. (See
books, films, essays, and the like. attached photos.)
 The suffix "-ity" has to do with the "quality" or "state of."
 Intertextuality is the shaping of a text's meaning by B. The teacher shows in class a short video presentation about one of the Philippines’
another text. well-known local legend hero, the Legend of Bernardo Carpio through
 It is derived from the Latin intertexto, meaning to https://www.youtube.com/watch?v=c9wpjL38020.
intermingle while weaving.
 Intertextuality is a term first introduced by French The teacher also provides necessary information on the many versions of this tale.
semiotician Julia Kristeva in the late sixties. Based on the activity, the teacher raises the following questions to the students. The

Activity 1: Is it okay to be not okay? teacher asks:

Ask the student this question: 1. What is the legend about?
1. Do you think intertextuality is similar with plagiarism? Why? 2. When was the work written?
3. To what other texts can you relate the story of Bernardo Carpio? Cite specific
instances or situation to support your answer.

1st Session 2nd Session

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

 Discussing New Concepts and Discuss the different types of intertextualities. Engage the learners
Practicing New Skills #2 in the discussion by asking them to give examples of each type.
The class reflects on the answers they provided in the activities. The teacher
Types of Intertextualities asks, “What is context?” and “How can one analyze the context of a text’s
1.Quotation – It is the method of directly lifting the exact statements development?”
or set of words from a text another author has made.
Example:
“The youth is the hope of the fatherland”. (Note: The teacher provides necessary information on the topic.)
2. Allusion - An expression that calls attention to something without
explicitly mentioning it.
Four Types of Allusion
a. Historical – an allusion to a historical event or person.
Example: Our team has done well this season, but it is about
to meet its waterloo.

This term alludes to Napoleon's defeat at Waterloo,

Belgium, in 1815, marking the end of his military
domination of Europe.
b. Mythological – an allusion to a mythological figure or story.
Example: “Chocolate is my Achille’s Heel”! – Greek Mythology

c. Literary – an allusion to a literary text or figure.

Example: He was lying so obviously, you could almost see his nose
growing” – Pinocchio

d. Religious – an allusion to a religious text, story, o figure.

Examples: She was a Good Samaritan when she helped the older
lady.

3. Parody - It is a work that’s created by imitating an existing original

work to make fun of or comment on an aspect of the original.

We can use parody to promote business or products.

“Girls Just Wanna Have Lunch”, parodic of

“Girls Just Wanna Have Fun” by Cindy Lauper

4.Pastiche - Pastiche is any form of art that deliberately copies the

work of a different artist, a different style, or a different period.

Pastiche is not parody or satire. Rather, it is a sincere homage to the style of

the other artist or writer.
 Example:
E.L. James’ Fifty Shades of Gray is a pastiche that imagines two
characters from the famous Twilight series, Bella and Edward, in
new roles.

5. Appropriation - A reworking or re-imagination of a well-known text to

change or extend its meaning.

Example:
Marcel Duchamp’s artwork, L.H.O.O.Q is an appropriation of Da Vinci’s
Mona Lisa. Duchamp took an image of Da Vinci’s painting and drew a
moustache on it.

 Developing mastery Activity 2: Intertextuality in Roar! SHOW IT!

(Leads to Formative Assessment 3) The teacher divides the class into five groups for the activity. Each group is tasked to
Let the students watch and analyze the music video of “Roar” by apply their knowledge of context, intertextuality and hypertext in a three-minute multi-
Katy Perry. Tell them to note down any references to other media presentation on a topic which will reflect their advocacy as a Tayabense. The
media texts which they will notice in the music video. presentation is graded using the rubric below.

Quality of information presented- 25 points

Use of multi-media layers (videos, photos, texts, music etc.)- 25 points
Context of the presentation- 25 points
Technicalities, grammar and mechanics- 25 points
TOTAL 100 points
 Finding practical applications of Engage the students in analyzing the intertextuality in the music
concepts and skills in daily living video. Ask them if they spot the following:
What is the importance of Hypertext and Intertext in our daily living?
1. Tarzan 3. Action heroes e.g. Indiana Jones
 2. Comic books 4. Shampoo advertisement
5. Survivor’s Eye of the Tiger

Ask the students:

1. What is the message of the music video?

2. How is intertextuality used to reinforce the video’s
message?
 Making Generalizations and The teacher will ask for the learners’ takeaways from the lesson by providing The teacher will ask for the learners’ takeaways from the lesson by providing examples
Abstractions about the Lesson examples on how intertextuality is applied in their daily lives. on how intertextuality and hypertext is applied in their daily lives.

 Evaluating Learning Formative Assessment

Decide whether the following statements are TRUE or FALSE. Write
INTERTEXTUALITY if the statement is true. If the statement is false, write
HYPERTEXT.

_________1. Intertext is a nonlinear way of showing information.

_________2. Hypertext is a relatively new way of reading a text online.
_________3. Context is defined as social, cultural, political, historical, and other
related circumstances that surround the text.
_________4. Intertextuality does not recognize connects between or among different
texts.
_________5. Hypertext connects topics on screen to related information, graphics,
videos, and music.
  Additional Activities for Application Assignment
or Remediation Write a short story using “Fault from the Stars” as a reference. Study Text and Context Connections for our quiz next meeting.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work well?
Why did these works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with
other teachers?

Prepared: Checked: Noted:

ARCHIE Y. IBAY ALVIN G. BUÑAG MARCELINO L. PORCAL

Subject Teacher Master Teacher II/SGH Asst. Principal II-SHS