REPUBLIKA NG PILIPINAS

KAGAWARAN NG EDUKASYON
REHIYON XI
SANGAY NG LUNGSOD NG DABAW
LUNGSOD NG DABAW
EMILIO J. ESTIPONA NATIONAL HIGH SCHOOL
Manuel Guianga, Tugbok District

LESSON PLAN

SUBJECT AREA Reading and Writing GRADE LEVEL 11

TOPIC Intertextuality QUARTER 3
DATE & TIME November 06, 2019/2:00 – 3:30pm OBSERVATION NO. 1

I. OBJECTIVES
A. Content Standard The learner understands the relationship of a written text and the
context in which it was developed.
B. Performance The learner writes a 1000-word critique of a selected text on the
Standard basis of its claim/s, context, and properties as a written material.
C. Learning The learner identifies the context in which a text was developed.
Competencies (EN11/12RWS-IVac-7)

 Intertext (EN11/12RWS-IVac-7.2)

D. Specific Objectives The learners are expected to:

a. Tap on prior knowledge through class discussions;
b. Identify the context by which a text is produced;
c. Present a context of intertextuality; and,
d. Cite the importance of understanding intertextuality.
II. LEARNING CONTENT Intertextuality
III. LEARNING RESOURCE
A. Textbook Pages Gabelo, N. C. et. al. (2016). Reading-writing: the effective connection
for senior high school. Malabon City, Philippines: Mutya Publishing
Incorporated.

(pages 210-215)
B. Other Learning cabbage paper, PPT, speaker, art materials, lecture notes
Resources
Audio-visual presentations:

https://www.youtube.com/watch?v=O71fetlkCZo
https://www.youtube.com/watch?v=zpcJdMHQM3M
https://www.youtube.com/watch?v=UW5SMrURVbM
https://www.youtube.com/watch?v=_b9I3WoEHBo
https://www.youtube.com/watch?v=xPBMaUu3KwQ
https://www.youtube.com/watch?v=iSp3_33NIig
https://www.youtube.com/watch?v=Lm_qChSp1TY

C. Strategies/Methods/
Techniques

*Indicator 7: Plans, manages and Four A’s, Last Man Standing (Alternative Participation), Language
implements developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.
IV. PROCEDURE
A. Routine Activities
*Indicator 5: Manages learner
behavior constructively by applying
positive and non-violent discipline to
ensure learning-focused
environments
*Indicator 3: Applies a range of
teaching strategies to develop critical
and creative thinking, as well as
other higher-order thinking skills.
B. Activity
*Indicator 4: Manages classroom
structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments.
*Indicator 8: Selects, develops,
organizes, and uses appropriate
teaching and learning resources,
including ICT, to address learning
goals.
C. Analysis
*Indicator 3: Applies a range of
teaching strategies to develop critical
Experience Approach, Discovery Learning, Exploration, Cabbage
Discussion, Scaffolding. Freewheeling Discussion
1. Prayer
2. Greetings
3. Checking of attendance
4. Setting of rules of conduct in the classroom
 Participate actively in all classroom discussion and
activities.
 Do the task on time.
 Ask questions for clarifications.
 Listen.
 Do not answer in chorus.
 Do not use gadgets when not necessary.
 Behave. Tap your seatmate and remind them to
behave when misbehaving.
 Be aware that your behavior will affect your
performance.
5. Review of the previous lesson
6. Establishing the lesson (Motivation: Questions)
a. What is your favorite movie/story?
b. What makes it a favorite one?
c. Can you relate it to other stories you have
read/watched?
d. How are they similar and different?
Tap on your Prior Knowledge
Clip Presentation
In this part of the lesson, the learners will be shown with 3 video
clips.
Chips Ahoy! Wizard of Oz
https://www.youtube.com/watch?v=xPBMaUu3KwQ
Wizard of Oz M&M Commercial
https://www.youtube.com/watch?v=iSp3_33NIig
Reese's Peanut Butter Cups Noah's Ark commercial (1987)
https://www.youtube.com/watch?v=Lm_qChSp1TY
Their task is to listen and observe intently.
Last Man Standing
The teacher will process the activity following the guide questions
below. The questions will lead the learners to tap on their existing
knowledge and discover facts about the new concepts to be
introduced.
1. What is the clip all about?
and creative thinking, as well as
other higher-order thinking skills.
D. Abstraction
*Indicator 4: Manages classroom
structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments.
*Indicator 2: Uses a range of
teaching strategies that enhance
learner achievement in literacy
and/or numeracy skills.
*Indicator 1: Applies knowledge of
content within and across curriculum
teaching areas. (Social Science,
History, Religion, Literature)
*Indicator 8: Selects, develops,
organizes, and uses appropriate
teaching and learning resources,
including ICT, to address learning
goals.
*Indicator 3: Applies a range of
teaching strategies to develop critical
and creative thinking, as well as
other higher-order thinking skills.
2. What is your observation?
3. What is familiar in the clip?
4. How does your familiarity (with the part of the clip) help
you in understanding the whole content of the clip?
The facilitator will process learners’ answers. Then, the teacher
will establish the purpose by presenting the objectives of the day.
*The facilitator will assist the learners as questions might require higher-order thinking.
*Students answer will be recognized and appreciated.
Free Wheeling Discussion and Scaffolding
The facilitator will introduce an overview of the topic through a
number game. Quickly, students will guess the word flashed on
screen by unlocking the numbers.
A=1 B=2 C=3 D=4 E-5 F=6 G=7
H=8 I=9 J=10 K=11 L=12 M=13 N=14
O=15 P=16 Q=17 R=18 S=19 T=20 U=21
V=22 W=23 X=24 Y=25 Z=26
9 – 14 – 20 – 5 – 18 – 20 – 5 – 24 – 20 – 21 – 1 – 12 – 9 – 20 – 25
Answer: Intertextuality
Intertextuality: A matrix of meanings established in other works
that provide points and terms of reference familiar to both the
author and the reader.
3 types of Intertextuality: Appropriation, Allusion, Parody
4 types of Allusion: Cultural, Historical, Biblical, Literary (In this part,
the teacher will discuss further the application of intertextuality in the context of different
disciplines such as Society and Culture, History, Religion, and Literature. The goal is for
students to grasp the idea that intertextuality is also applicable to other disciplines and area
such as advertising, editorial cartoon, movies, etc.)
A 5-minute video
(https://www.youtube.com/watch?v=_b9I3WoEHBo) will be
presented to explain further. The video will be paused from time to
time to tap on students’ understanding of the topic (scaffolding).
The following guide questions will be asked during the
freewheeling discussion:
1. What familiar context is present in the examples given?
2. How were you able to know about that existing knowledge?
3. What are the types of intertextuality? How do they differ
from each other?
4. How do these types of allusion relate to other disciplines
such as Society and Culture, History, Religion, and
Literature?
5. What challenges will you encounter in identifying
intertextuality in a text?
*See attached content of the lesson in full detail.

E. Application
*Indicator 6: Uses differentiated,
developmentally appropriate
learning experiences to address
learners' gender, needs, strengths,
interests and experiences
3 Differentiations:
Content: Parody, Appropriation,
Allusion
Process: Beginning, Intermediate,
Advanced
Output: Re-enactment,
Explanation, Drawing
*Indicator 9: Designs, selects,
organizes, and uses diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
F. Generalization
*Indicator 4: Manages classroom
structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments.
V. EVALUATION
*Indicator 9: Designs, selects,
organizes, and uses diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
*Students answer will be recognized and appreciated.
Small Group Differentiated Activity
The class will be grouped into 4. Members of each group have
already been pre-identified based on levels as beginning,
intermediate, and advanced. Each will be given a task card and a
rubric to be accomplished in 10 minutes. During presentation, each
of the group will be assigned to give their feedback on the group
using the rubric given. Then, the facilitator will process the activity.
Group 1 and Group 2 (Beginning): Choose an advertisement and
create a Parody. Reenact this advertisement where humor is
evident. You are only given 30 seconds to present your parody.
Group 2 (Intermediate): Recall a story where you think shows
Appropriation. Identify the context from which it is taken. You are
given 45 seconds to present your answer.
Group 3 (Advanced): Choose two types of Allusion and explore the
context from which it can be alluded from. Draw your allusion. You
are given 1 minute to present your concept.
*See attached rubric.
*Students’ answer will be recognized and appreciated.
Cabbage Discussion
Students will be asked to answer questions written on the cabbage
paper. The cabbage paper will be passed from one person to
another. The one who holds the cabbage paper after the music
stops will have to peal the cabbage and answer the questions
written. The process goes on until all review and evaluative
questions are given. The guide questions are as follows:
1. What is intertextuality?
2. What are the three types of intertextuality?
3. What is the concept of each of the types?
4. What are the types of Allusion?
5. How will you identify the context from which a text is taken
from?
6. What is challenging in identifying intertextuality in a text?
7. Why is it important to learn the skills of identifying
intertextuality in a text?
8. How does it help in your skills in reading and writing?
*Students answer will be recognized and appreciated.
Individual Activity
Learners will be given three songs through video presentation and
hard copy of the songs.
We are the Champions
https://www.youtube.com/watch?v=O71fetlkCZo
Survivor – Eye of the Tiger
https://www.youtube.com/watch?v=zpcJdMHQM3M
 Roar
https://www.youtube.com/watch?v=UW5SMrURVbM

Their task is to identify the context from which the text (song) is
developed. Then, they will answer the following guide questions:

1. Discuss in one sentence the concept/meaning of each of the

song.
2. What words/phrases are common among the three songs?
3. What concepts are developed in the song Roar out from the
two other songs?
4. What common context is present in the three songs?
Expound your answer.
*See attached task cards and rubric.
*Students answer will be recognized and appreciated.
VI. ASSIGNMENT No assignment.
VII. REMARKS

Prepared by: KAREN ANN D. VISAYA

SHS – MT1
Checked and Observed by:

ELMER A. SUAREZ
Principal 1

Date: November 06, 2019