Detailed Lesson Plan for Reading and Writing Skills 11

APRIL 1, 2024
I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner 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 : At the end of the lesson, 80% of the leaners

identified claims explicitly or implicitly made in
a written text: a) Claim of Fact b) Claim of
Policy c)Claim of Value (EN11/12RWS-IVac-9)

K – Understanding of objective truth

versus subjective interpretation.
S – Ability to analyze and evaluate
evidence objectively.
A – Willingness to challenge and revise
beliefs based on new evidence.

II. Content
A. Subject Matter : Recognizing Information Explicitly and
Implicitly; Types of Claims
B. Integration : Science
C. Strategy : Group Strategy

III. Learning Resources

A. Reference : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : Explicit and Implicit Claims in a Text (2017)
https://www.slideshare.net/tinelachica04/readinglesson-7-explicit-
and-implicit-claims-in-a-text
Identifying Implicitly and Explicitly
https://d2ct263enury6r.cloudfront.net/IFukWoCuCTgqtDdk
Gd2JPlWVsJ2ieYaEhqGgtjXantkY9hlh.ppt
C. Materials : Laptop, PowerPoint Presentation, 1/16 illustration boards
(10 pcs or as desired), Chalk,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class,
 seat arrangement
 picking up pieces of papers/wrapper on the floor
 Prayer
 greeting
 Checking of attendance.

Instruction: Divide the class into 10 groups (or as desired). Each group will be given an illustration
board and chalk. They will be using them throughout the class time. The groups will be
given points according to their correct answers and participation in the class activities
and discussion. The teacher will keep track of the scores by tallying the scores on the
board. Group with the lowest points will present a 30-second commercial.

Reading and Writing Skills for Grade 11 | 1

A. Activating Prior Knowledge (5 minutes)
Activity 1: Fact or Bluff (By Group)
Instructions: Series of trivia and information will be shown on screen, the students will
identify whether they are fact or bluff.

1. Oranges are always yellow or orange.

2. A person whose mother tongue is very different from English will ever lose his/her accent
when moving to the United States.
3. A cloud weighs like 100 elephants.
4. Pangea was the name of the Earth’s original (first) continent.
5. Tomatoes are fruit, as well as okra and eggplant.
6. There are people who believe that the earth is flat.
(Answers are found in the PowerPoint Presentation)

B. Analysis (2 minutes)
1. Is it important to identify statements as a fact or bluff? Why?
2. Should we understand a text (claim) explicitly or implicitly?

C. Abstraction (20 minutes)

Activity 1: Unlocking of Terms
Give the definition of the following terms.
1. Explicit 4. Implicit
2. Fact 5. Claim
3. Opinion 6. Inference

Interactive Discussion: Recognizing Explicit and Processing the Implicit

Let the students observe two

things about each photo and say
them in class.
Example:
1. Spongebob is yellow.
2. Lady Gaga is covering her
left eye.
3. Justine Bieber is wearing
blue.
4. Rihanna’s hair is short.

Explicit information is any idea that is stated. Therefore, you need not look for clues because
the information is already stated in the text. On the other hand, implicit information is
understood, it is not stated. You need to think about it and look for clues as you read.
Inference is made when using implicit information.

HOW TO MAKE AN INFERENCE:

1. Read the text and find the clue.
2. Analyze the clues – reading between the lines
3. Decide what inference (conclusion) is justified based on the text.

Example:
“All living things are made up of cells. Since humans are alive, we are also made of cells.
Cells make our body tissue. Tissue makes our body organs. Organs make our body systems.
Cells are the building blocks of our bodies.”

Questions:

Reading and Writing Skills for Grade 11 | 2

(Explicit) 1. What are made of cells?
2. What is the main idea?
(Implicit) 3. How do you know birds are made of cells?

Practice Paragraphs:
“That Summer the fence that stretch through our town seemed bigger. We lived in a yellow
house on one side of it. White people lived on the other. And Mama said, “Don’t climb over
that fence when you play.” She said it wasn’t safe. “

Question: What can you infer from the text?

“It’s hard to live in a small studio apartment with a man who is learning how to play the
violin”. That’s what she told the police as she handed them the broken bat.”

Questions:
1. What do you think has happened?
2. Why did it happen?
3. How does the story end?

When we understand a text and make inferences, we are making claims. A claim is made
when you state something to be true (Meriam Dictionary). Claims are significant in
supporting proposition/arguments. It is the logical and meaningful arrangement of claims
allows a better judgement of a reader while he/she determines the value of the claims cited
(Gabelo, N., Geron, CT., et.al., 2016).

Types of Claims
1. Claims of Fact. (existence of something/definition or classification/facts -- inferences
about past present or future)
- Interferences made based on data, documents, and scientific observation result, and
research.

Types of factual claims (generally "objective")

 Factual / historical
 Relational - causal connections
 Predictive

proof required:
 sufficient and appropriate grounds
 reliable authority
 recent data
 accurate, typical data
 clearly defined terms -no loaded language
 clear distinction between fact and inference.

Example: Polar bears are on the verge of extinction due to melting ice caps.

2. Claims of Value (taste & morals / good-bad) [make value judgments/ resolve conflict
between values/ quasi policy (rightness of it; relative merit)]
- Value judgment based on morals, standards, and norms. Claims of Value require the
use of standards and evaluation, presentation of advantages or moral of standards
used, use of examples to concretize abstractions, and use of credible authority/experts
for support.

proof required:
 Establishing standards of evaluation (i.e. a warrant that defines what constitutes
instances of the relevant value)
 note the priority of the value in this instance.
 Establish the advantage (practical or moral) of your standards.

Reading and Writing Skills for Grade 11 | 3

  Use examples to clarify abstract values
 Use credible authorities for support.

Example:
1. Military boot camp is a degrading and humiliating experience.
2. It is immoral to participate in voluntary suicide.
3. The hunting of animals is a barbaric practice.

3. Claims of Policy (action / should or ought) - usually involves sub-claims of fact and
value
- Specific and measurable actions that need to be done in order to address issues or
concerns presented in an argument or proposition.
- Claim of Policy require proposal of clear and measurable actions or steps,
justification of the proposed action, advantages of the proposed action, possible
counter arguments.

proof required:
 Making proposed action clear
 need (justification)
 plan, (must be workable)
 benefit (advantages)
 consider opposition / counter arguments

Example:
1. People who refuse to recycle should be forced to do alternative community service.
2. A dress code should be introduced for all public high school students.
3. Texting while driving should be an offense punishable by jail time.

D. Application (8 minutes)
Activity 2: 30-second round debate
(note: The divided groups will be fused temporarily to make 2 groups.)

Each group will be discussing a topic and every speaker of the group will be given 30 seconds
to talk. Brevity is the key.
Group 1 will be “PRO.” While Group 2 will be “AGAINST” (or they could toss a coin).
The students are required to use the different claims learned from the discussion to defend
their point. A rubric will be used to rate the speaker’s point.
The class will be given 2 minutes to prepare and 5 minutes for the actual debate.

Sample topics for GAS, HUMMS, STEM

 Same Sex Marriage or Child Abuse
Sample topics for IA and ICT
 Is hacking ethical or not?
 Automation in Work or Manual Labor?

E. Assessment (10 minutes)

Activity 3: Show-Me-Board
Instructions. The students will identify given statements as claim of fact, claim of value, or
claim of policy.
1. Video games make their players violent.
2. Marijuana should be legalized.
3. Using cellphones while driving is dangerous.
4. Adoptees should have the right to know who their parents are.
5. Zoos are not good for the conservation of the species.
6. Examination results provide real indication of ability.
7. Knowing your ancestry is important.

Reading and Writing Skills for Grade 11 | 4

 8. Absences cause students to fail.
9. Love is more powerful than hate.
10. Forgiving is forgetting.
11. The separation of church and state should be maintained.

F. Assignment
Write a 200 word essay on any of the questions below (choose one).
1. Should SHS students undergo mandatory ROTC? Why or why not?
2. Are OFW heroes or traitors?
3. Do you agree on giving sanctions to students who rally and vandalize the streets
protesting against the government?
4. How to develop and show one’s love for the country?
In the essay, you are required to use any claims you learned from the lesson. The claims
should be stated or evident in your paper. Enumerating the claims at the bottom part of
our essay is also accepted.

V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________

Prepared by: Checked:

MA. RITCHEL F. BANAWA MARIA CANDELARIA GABRIELES

Reading and Writing Skills for Grade 11 | 5

 Detailed Lesson Plan for Reading and Writing Skills 11
APRIL 2, 2024
I. Objectives
A. Content Standard : The learner understands the relationship of a
written text and the context in which it was
developed.

B. Performance Standard : The learner 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 : At the end of the lesson, 80% of the leaners

identified claims explicitly or implicitly made in
a written text: a) Claim of Fact b) Claim of Policy
c) Claim of Value (EN11/12RWS-IVac-9)

K - Knowledge of common language patterns

and indicators that signal different types of
claims.

S - Reading comprehension skills to extract

explicit and implicit information from texts.

A - Persistence in seeking clarity and

understanding when encountering complex or
ambiguous claims.
II. Content
A. Subject Matter : Recognizing Information Explicitly and
Implicitly; Types of Claims
B. Integration : Music, Science, Philosophy
C. Strategy : Small Group Discussion

III. Learning Resources

A. Reference : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for Senior
High School. Malabon City: Mutya
B. Other References : Explicit and Implicit Claims in a Text (2017)
https://www.slideshare.net/tinelachica04/readinglesson-7-\explicit-
and-implicit-claims-in-a-text
Identifying Implicitly and Explicitly
https://d2ct263enury6r.cloudfront.net/IFukWoCuCTgqtDdk
Gd2JPlWVsJ2ieYaEhqGgtjXantkY9hlh.ppt
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class,
 seat arrangement,
 picking up pieces of papers/wrapper on the floor
 greeting,
 Checking of attendance.
 Collecting of Agreements

A. Activating Prior Knowledge (5 minutes)

Activity: Complete the Table

Reading and Writing Skills for Grade 11 | 6

 Fill in the table with information on the different types of claims. Write your answers on the
board.
Claim of Fact Claim of Value Claim of Policy

B. Analysis (2 minutes)
1. What are the unique features of each claim?
2. What influences us when we make claims? What guides or determines our claims?

C. Abstraction (12 minutes)

Guidelines for Claims (Gabelo, N., Geron, CT., et.al., 2016):
1. The thesis statement or the claim must be debatable. It does not only present facts but
must be open for varied opinions and perspectives.
2. The thesis statement or claim must be narrow.
3. It must have a credible source. Arguments need to have evidence.
4. Resources must be properly cited. Use good referencing.

There are 3 concepts that determines the effectivity of our claims. These concepts guides the
claims made, also called as the Three Rhetorical Appeals.

As we try to discern whether to accept the claims presented, here are some steps suggested for
us to follow in reading and writing claims.
1. Be attentive. Pay attention to the structure and details of the text.
2. Check the facts. Verify the facts and supporting details based on documents, research,
and observations.
3. Be keen in language use. Read the text carefully and try to get the meaning of words
used.
4. Do cross-referencing. Validate the statements and claims by checking the information
published in books, posted via electronic resources, reports, and other references to
avoid misinformation.

Reading and Writing Skills for Grade 11 | 7

 D. Application (10 minutes)
Activity: Our Claims.
Group the class according to their specialization. Have them formulate 5 claims of fact, 5
claims of value, and 5 claims of policy based on their specialization.
The students will write their claims in a ½ size cartolina.
*note: this activity can be done during the class or as the teacher may decide.

E. Assessment (20 minutes)

Activity 1: Proof Chart
Directions. Based on the statements listed below, plot in the Proof Chart the category where
each statement belongs. It is possible to have an unequal number of items per category.

Claim of Fact Claim of Value Claim of Policy

1. The transition of Philippine presidents mark significant changes in our culture and
society. Despite the fact that History classes provide a comprehensive discussion on these
salient events, very few appreciate the positive influence, the moral changes, and the
contribution of the Presidents of the country.
2. Global warming is a serious phenomenon that affects every facet of human life. We are
all responsible and accountable for the environment that we experience at the moment.
This could be addressed by garbage segregation, water conservation, and marine life
conservation.
3. Materialism has invaded every Filipino partly due to advertising. A typical household is
exposed to various types of media: television, radio, print media, and the internet. The
repetitive nature of advertisements through media reinforces recall among consumers that
influence their buying habit.
4. Globally, about 1 in 3 women will be beaten or raped in her lifetime.
5. Positive values need to be reinforced among students. The value of honesty and integrity,
hard work, and resilience are expected to be developed and be cultivated both in the
family and in school.

Activity 2: Inferences.
1. Based on the paragraph below, answer the questions provided.
“It’s hard to live in a small studio apartment with a man who is learning how to play the
violin”. That’s what she told the police as she handed them the broken bat.”

a) What do you think has happened?

b) Why did it happen?
c) How does the story end?

2. What does the photo infer?

(Text: Well done to Audi and BMW for winning the beauty context. From the winner of
the 2006 International Engine of the Year.)

3. Listen to the song Rainbow Connection by Paul Williams and Kenneth Ascher from the
The Muppet Movie. Compose a 500-word essay (critique) on the song by making

Reading and Writing Skills for Grade 11 | 8

 inferences and claims the song contains.

Rainbow Connection lyrics

Why are there so many What's so amazing

Songs about rainbows That keeps us star gazing
And what's on the other side What so we think we might see
Rainbows are visions Someday we'll find it
They're only illusions That Rainbow Connection
And rainbows have nothing to hide The lovers the dreamers and me
So we've been told and some chose to
Believe it Have you been fast asleep
But I know they're wrong wait and see And have you heard voices,
I've heard them calling my name,
Someday we'll find it Is this the sweet sound that calls
The Rainbow Connection The young sailors,
The lovers, the dreamers and me The voice might be one and the same.

Who said that every wish I've heard it too many times to ignore it
Would be heard and answered It's something that i'm supposed to be,
When wished on the morning star Someday we'll find it
Somebody thought of that The rainbow connection...
And someone believed it The lovers, the dreamers and me
And look what it's done so far La lala la lala la la la lala la la la

V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________

Prepared by: Checked:

MA. RITCHEL F. BANAWA MARIA CANDELARIA GABRIELES

Reading and Writing Skills for Grade 11 | 9

 Detailed Lesson Plan for Reading and Writing Skills 11
APRIL 3, 2024

I. Objectives
A. Content Standard : The learner understands the relationship of a written
text and the context in which it was developed.

B. Performance Standard : The learner 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 : At the end of the lesson, 80% of the leaners identify
the context in which a text was developed: a)
Hypertext b) Intertext (EN11/12RWS-IVac-7)

K - Understanding of what constitutes hypertext

and intertext.

S - Close reading skills to identify hypertextual

and intertextual references within a text.

A - Respect for the diverse cultural and

historical backgrounds that shape textual
production
II. Content
A. Subject Matter : Hypertext and Intertext
B. Integration : Media Information Literacy (video critique), MAPEH
C. Strategy : Interactive Learning

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References : Powerpoint: Hyperlinks (2016)
https://www.youtube.com/watch?v=bYkUuaA63vc
C. Materials : Laptop, PowerPoint Presentation,

IV. Procedure
Preliminary activities: (5 minutes)
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance

A. Activating Prior Knowledge (5 minutes)

(The teacher will show the images below)
Can you identify the photos shown below? Say something about them.
The teacher calls students to share their insights about the images.

Reading and Writing Skills for Grade 11 | 10

B. Analysis (5 minutes)
 The teacher will ask the students the following questions, consolidate them and lead them
to the lesson
1. Can you tell why there are underlined words and other pages connected to the main page?
2. Can you identify where the 2nd image is gotten from or based on?

C. Abstraction (25 minutes)

Definition of Terms:
1. Intertextuality – process in which independent texts are interfaced with another text to
produce meaning (Richard Nordquist). It also refers to a matrix of meanings established
in other works that provide points and terms of reference familiar to both the author and
reader.
2. Hypertext – a nonlinear way of showing information.

INTERTEXT
The modeling of a text's meaning by another text. It is defined as the connections between
language, images, characters, themes, or subjects depending on their similarities in language,
genre or discourse.

This view recognizes that the text

is always influenced by previous texts.

Julia Kristeva (1960) coined the word intertextuality from the Latin word intertexto which
means “to mingle while weaving.”

Intertextuality could be applied in literary texts and media content.

Intertextuality does not require citing or referencing punctuation (such as quotation marks)
and is often mistaken for plagiarism (Ivanic, 1998).

Literature Media

Title Published
storyline manuscripts
Scenes Delivered speech
characters News stories
articles

(Note: In every pictures presented, the teacher will let the students say something about it and
on how intertextuality is found in them.)

Examples of Intertextuality:
1. Intertextuality in Film

Reading and Writing Skills for Grade 11 | 11

 The Lion, The Witch, and the Wardrobe by C.S. Lewis is a fantasy novel for
children. C.S. Lewis adapts Jesus Christ’s crucifixion and resurrection. His clever
judgment weaves together biblical principles and religion portrayed in a manner that
children could relate to them. The film has cinematically presented the use of
significant events in the New Testament of the Holy Bible and transformed them into
a story of hope and redemption. It also presents the interwoven themes of freedom of
man, reality of evil, losing innocence, and redemption.

2. Intertextuality in Newspaper/Printed materials

Reading and Writing Skills for Grade 11 | 12

3. Intertextuality in advertising

4. Intertextuality in Text/Stories/Simple Speech:

a) He was lying so obviously, you could almost see his nose growing.
b) He’s asking her to the prom. It’s like a happy version of Romeo and Juliet.
c) It’s hard being an adult! Peter Pan had the right idea.

HYPERTEXT
Hypertext is a computer-based text retrieval systems wherein the user could access particular
locations or files in webpages or other electronic document by clicking on links within
specific webpages or documents (The American Heritage as cited by Gabelo, N., Geron, CT.,
et.al., 2016). Hypertext also connects topics on screen to related information, graphics,
videos, music. However, the information is not simply related to text.

It is a special database system that was developed by Ted Nelson where objects and programs
are creatively linked together.

The use of the internet has become a need nowadays more than a want. The influx of
information generated from the worldwide web is immensely overwhelming especially so that
is caters to the short attention span of users. The combination of audio and video materials,
the condensed explanation of the concepts, the illustrated and animated exposition of
technical procedures have made the Internet a powerful tool in disseminating information, in
conducting research, in changing values, and in complementing the learning process.

1. Information dissemination
In order to ensure that credible and reliable sources are consulted, take note of the
following:
a. There is an identifiable author.
b. The publisher/source of the information could be identified

Reading and Writing Skills for Grade 11 | 13

 c. The date of posting/date modified is indicated.
d. The material is produced by a reputable institution or group
e. The sources cited could be validated through links;
f. The links could be retrievable
g. Type of site (database, personal homepage, news or journalistic, special interests,
commercial)

2. Conduct research
In the conduct of research, the use of the internet especially the intertext and the hypertext
tools allows you to have a convenient access to voluminous information. However, avoid
committing plagiarism by taking note of the following:
a. Get accurate information regarding the resources.
b. Acknowledge the source by citing the author’s name and year of publication
c. Write in your own words, the read and quoted materials
d. Summarize lengthy paragraphs and use appropriate referencing tools.

3. Changes values
In the past, it is a delight for students to go to the library and look for information for
book reports, assignments, research, and many others. This process helps develop in
students diligence, resilience and patience. However, the presence of the internet and the
convenience it offers slowly takes toll in the students’ way of searching for information.
The gratification of easy access to information resulted to the decline of attention span
among students. The temptation of copy-pasting is rampant. Based on observation, the
reading habit deteriorates because there are other resources that have taken its place in a
student’s life like games, audio and video resources, broadcast, and smart phones
application.

4. Complementing the learning process

Technological advancement is part of the inevitable changes in the academic institutions.
It also influences your academic preparedness, computer literacy, and exposure to varied
and dynamic resources.

D. Application (15 minutes)

GAME: Pop-Com-Drama
Pop-any pop song; TV Com- commercial scenes;
Drama – any Drama/Movie Scenes
Mechanics of the game:
1. The class will be divided into groups. Each group will be given two lives.
2. To start the game, the teacher will choose the category and assign it to group by yelling
Pop-Com-Drama. (Example: Pop-com-drama, Pop-com-drama, Pop-COM! To group 3.
The group 3 will perform a TV Commercial Scene)
3. The group called will perform the assigned category. After performing, it will be their
chance to challenge other groups by yelling “Pop-Com-Drama” twice and end the yell
with the category the group wants the other group to perform.
4. If the group fails to perform within 5 counts, a life will be deducted from them. The first
group to lose two lives will lose the game.
5. The group who will survive the game will be given incentives (the teacher may decide on
this e.g. exemption in a quiz, fine deduction, snacks, etc.)

E. Assessment (5 minutes)
Activity 1: Six-word Story
Write a 150-word essay on the photo below and discuss how intertextuality is employed in the
photo.

Reading and Writing Skills for Grade 11 | 14

 F. Assignment
o Review the format on APA citations.
o Cite the difference between Hypertext and Hyperlink.

V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. Reflection

1. No. of learners who earned 80% in the evaluation

______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________

Prepared by: Checked:

MA. RITCHEL F. BANAWA MARIA CANDELARIA GABRIELES

Reading and Writing Skills for Grade 11 | 15

 Detailed Lesson Plan in Reading and Writing Skills 11
APRIL 4, 2024

I. Objectives
A. Content Standard : The learner understands the relationship of a written
text and the context in which it was developed.

B. Performance Standard : The learner 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 : At the end of the lesson, 80% of the leaner identified
the context in which a text was developed: a)
Hypertext b) Intertext (EN11/12RWS-IVac-7.1-2)

K - Understanding of intertextuality and its significance in literary

and cultural studies.
S - Ability to trace connections between texts and identify
influences, inspirations, or thematic resonances.
A - Appreciation for the richness and complexity of intertextual
relationships in literature and culture.
II. Content
A. Subject Matter : Hypertext and Intertext
B. Integration : Media Information Literacy (video critique), MAPEH
C. Strategy :

III. Learning Resources

A. References : Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City: Mutya
B. Other References :
o Powerpoint: Hyperlinks (2016) https://www.youtube.com/watch?v=bYkUuaA63vc
o Intertext and Hypertext. //www.youtube.com/watch?v=QeR3Q40dKdA
o The Real Brothers Star (2019). Official Trailer | 'Barcelona: A Love Untold' |
PARODY. https://www.youtube.com/wat ch?v=u-TB28d2VfA
o Wah!Banana Production (2019). Bird Box Parody. https://www.youtube.com/
watch?v=wTMom418970
o https://www.youtube.com/watch?v=xBPz_5mqPuI
o Mikey Bustos (2018). If Aladdin Were Filipino. https://www.youtube.com/
watch?v=3eM-_-lSJWk

C. Materials : Laptop, PowerPoint Presentation, Speaker

IV. Procedure
Preliminary activities:
 Setting the class,
 seat arrangement,
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting,
 Checking of attendance.

A. Activating Prior Knowledge (3 minutes)

 Let’s review the concepts of hypertext and intertext by viewing the video below:

Reading and Writing Skills for Grade 11 | 16

 Source: https://www.youtube.com/watch?v=QeR3Q40dKdA

B. Analysis (2 minutes)
Question:
1. How are intertext and hypertext important in reading and writing and gathering
information?
2. In what ways are intertext and hypertext important in your daily life?
 The teacher consolidates the answers of the students and lead them to the new lesson.

C. Abstraction (30 minutes)

How to create hypertext and Hyperlink in PowerPoint presentation
Watch the video below:

Source: https://www.youtube.com/watch?v=bYkUuaA63vc

 The teacher will also demonstrate on how to use hyperlinks

Advantages in using hypertext. (Gabelo, N., Geron, CT., et.al., 2016).

1. Most printed literary materials are already digitized.
2. Use of new techniques in the study of literature is possible in digital format.
3. Use of networked literature is possible through digital format.
4. Research could be done efficiently and effectively
5. Reading could be done at ones pace.
6. Students have access to the internet and could download a Portable Document Format
(PDF) file of a reading material.
7. Most teachers already have utilized technology based learning management systems such
as blackboard, Google Docs, and Schoology that provide avenues for creating and sharing
of academic content with social networking capability for interactive experience.

o The teacher will also present examples of parody for the class to observe and get
ideas on how to do their activities.

Reading and Writing Skills for Grade 11 | 17

FOR THE PERFORMANCE TASK (PARODY) SAMPLES:
Apply the concept of intertextuality by making a parody of a song or a movie clip/trailer of
your own choice.

Source: The Real Brothers Star (2019). Official Trailer | 'Barcelona: A Love Untold' |
PARODY. https://www.youtube.com/watch?v=u-TB28d2VfA

Source: Wah!Banana Production (2019). Bird Box Parody. https://www.youtube.com/watch?

v=wTMom418970

Source: https://www.youtube.com/watch?v=xBPz_5mqPuI

Reading and Writing Skills for Grade 11 | 18

 Source: Mikey Bustos (2018). If Aladdin Were Filipino.
https://www.youtube.com/watch?v=3eM-_-lSJWk

D. Application
Note: These activities will be given as projects or performance tasks. However, Activity 1 can
be done in class if the students have laptops with them.

Activity 1: Hypertexting
Instruction: Have the students group themselves by 3’s. Let them make a PowerPoint
presentation employing hypertext. The content of the presentation will be based on their
specialization or strand. Maximum of 15 slides and minimum of 8 slides per presentation.
This activity should be submitted digitally.

Activity 2: Song Choice.

Instruction: In a short bond paper, write a 200-word critique of a song of your choice (OPM
or English) and point out the intertextuality present in its lyrics and music video. Along with
your critique, please provide the lyrics of the song, with the name of the singer.

Activity 3. Parody.
The class will be divided into 5 groups. All groups will be tasked to make a parody of a song
or a movie trailer of their own choice. The video should be 3-5 minutes long only. The group
performance will be rated by using a rubric.

E. Assessment
Questions: short essay.
1. In what context were the parody samples shown based on? (based on the samples
previously shown)
2. In your own opinion, what are the uses of intertext?
3. Do you find hypertext useful?
4. Give 2 examples of intertext found in famous literary texts.

F. Assignment
Activity 1: Critic Paper
Identify the development of context in the music video, Love Story by Taylor Swift. State in
your paper if it employed hypertext or intertextuality. Explain why. Do this by writing a 200-
word critique of the music video

Reading and Writing Skills for Grade 11 | 19

V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VI. Reflection

A. No. of learners who earned 80% in the evaluation

______________________________________________________________________
B. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
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 worked well? Why did these work?
______________________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
____________________________________________________________________

Prepared by: Checked:

MA. RITCHEL F. BANAWA MARIA CANDELARIA GABRIELES

Reading and Writing Skills for Grade 11 | 20

Reading and Writing Skills for Grade 11 | 21