Teaching | yarc 7 ing | parch 12,2025 |B. Performance Standards | ¢. Learning Competencies/ Objectives ‘Agro Industrial Hi jark Cesar R. Villanueva _ Al the end of the lesson, the st igh School ing of drama as stal s and he learners have an under: lyze its element a genre and are able to anal technique: ae __ ‘The learners shall be able to compose at least one vene for a one-act play that can be staged. ‘adents should be able to: Analyze the concept of intertextuality and Its various forms as a technique of drama. Appreciate the role of intertextuality in enhancing | meaning and depth in dramatic works. | Create a one-act play that effectively incorporates chnigue. aL \ intertextuality as a dramatic te : i, CONTENT | Understanding Intertextuality as a Technique of = Drama, = Hii, LEARNING RESOURCES | References T. Teacher's Guide pages 2, Learners’ material pages 3. Textbook pages 4. Additional Material from Learning Resource Portal Creative Writing Module (Quarter 4, Module 2) Pages 6-10, Q4, M2 module =| Pages 143-150, Creative Writing 1 PowsPoint Presentation: "Understanding | Intertextuality as a Technique of Drama” ‘Multimedia resources for interactive engagement _| B. Other Learning Resources TV. __ PROCEDURES [ A, Preliminaries > Prayer | «Greetings | \ «Checking of Attendance ST Recall the fundamental clements of drama B. Review | Motivation | (characters, setting, plot, dialogue, ete.) | Andicator 3: Use a range of teaching strategies that Unhance learner achievement in literacy and numeracy skills. | Annotation: For literacy skills, students_will be | Gsked about the proper way to deliver the lines from ‘script, and for numeracy skills, students will be asked how many part_the plot has. « Movie/Series Association - Show short clips or images from popular movies/series and ask students to identify familiar references from other works. | fandicator 2: Ensure the positive use of ICT to! Jacilitate the teaching and learning process.) socvotation: make use of the PowerPoint || presentation in playing the video clips.ao 2 ES eee | verbal | non | andicator 5: Use effective me oe om classroom communication learners’ understanding, participation, engagement, and achievement.) ‘Annotation: Give instructions on the activity the ‘students will work on, let them answer specific questions. D. Presentation see inaduce students to the topic (Understanding Drama). Intertextuality as a Technique of «Let the students know what the at the end of the lesson: > Analyze the concept of intertextuality and its various forms as a technique of drama. > Appreciate the role of intertextuality in enhancing meaning and depth in dramatic works. » Create a 01 incorporates intertextuality as technique. ry expect to learn ne-act play that effectively a dramatic E. Activity known play: Original Excerpt (from Hamlet) HAMLET: ‘To be, or not to be: that is the question: Whether ‘tis nobler in the mind to suffer ‘The slings and arrows of outrageous fortune, (Or to take arms against a sea of troubles ‘And by opposing end them? + Students will be tasked to arrange figures based on the sample lines giv learners will be given the freedom to look for formed figure means. (7 minutes) + Each group presents their findin: minutes) Group 1 - Allusion (Biblical Reference) HAMLET: ‘To be, or not to be: that is the trial. Shall I, like Job, endure the suffering of fate, Or, like David, take my sling against the giant? Group 2 ~ Parody (Humorous or Exaggerated Imitation) HAMLET: xr not to sleep: that is the struggle! Whether tis wiser to pull en all-nighter for an exam, e for the best? (Or to close my books and bop Group 3 - Pastiche (Imitating Shakespearean Style with a New Topic) To sleep, o1 fat is the heart's plight ifection’s warmth, of passion? aNew To love, or not to love: th Whether ‘tis nobler to embrace a Or to guard agait Group 4 - Adaptation ( Context) inst the treacheries Modernized Version in = Group students and give them excerpts from well- | the intertextual | en. After which, | what the gs to the class. (3 |F. Analysis aan HAMLET: of To stay, or not to stay: that’s the decisi® Should I keep fighting for this relationship, | ‘Or walk away and start again alone? (Indicator 6: Maintain supportive learning | environment that nurture and inspire learners to participate, cooperate, and collaborate in continued learning.) Annotation: Teacher will make sure to check each group equally if they are all participating and working with their groupmates. e * Answer and discuss the activity engaging the concept on intertextuality. * Ask students: Why do writers use intertextuality in drama? G. Abstraction * Discuss how intertextuality enhances meaning | and audience engagement. * Introduce Intertextuality - its origin (Julia Kristeva, 1966) and meaning (interweaving of | texts). * Explain the different forms of intertextuality with examples: © Allusion — References to famous literary | works (e.g., Romeo and Juliet in modern dramas). © Quotation - Direct citation from a prior | text. o Parody & Pastiche - Mocking or celebrating, another work. | © Adaptation & Appropriation - Retelling a | story in a new form. o Plagiarism -academic dishonesty and a breach of journalistic ethics. © Calque- loan translation is a word or phrase borrowed from another language by literal, word-for-word or root-for-root translation. | | (Indicator 1: Apply knowledge of content within and across curriculum teaching areas.) Annotation: For within curriculum teaching areas, | students will be able to recall the previous topic | ‘about elements of drama and _know that it has connection to the topic to be discuss. For across curriculum areas, the term plagiarism _will be discuss as a crime according to Intellectual Property Code (IPC), the E-Commerce Act, or the) | Gibercrime Prevention Act ___—__—’+ Discuss the implications of intertextuality i how it influences readers’ interpretations. (indicator 4: Used research-based knowledge and principles of teaching and learning to enhance professional practice.) Annotation: the lessons on implications of intertextuality to be discuss was taken from research or study of Julia Kristeva, a semiotician. * Introduce the steps in identifying intertextuality: © Identify references in a text. © Research their original sources. © Analyze their significance in the new context, H. Application * Students will be group into five (5) * Each will be assigned with a movie to “intertextualize” from. ‘in advenscus eens sl out on a dating misono sav her sone, Dut | nerurmey Moan meats he nce hy Serge aw we gua her in ht ‘questo become a aster ay: fre Together hey eae the open oenan on Sn acion packed voyage, encountering enermous monsirs and imposible 033s. | iy (Katyn Dias) is a happy, hockey ovng 11-year-old Midwestem gi, bu het ‘wots ums upside dwn when she and her parents move fo San Francaco. lays ‘emotions led by Joy (Amy Pochler) ~ ty to guide her through tis diet Hex hanging event Howover, he siese of the move rings Sadness (Phys rh) to {he foretont When doy and Sadness are nadvertnly swepl note far reaches of Fly's mid, ho only amchona atin Headquarters are Anger. Fear and segue in bois predigy Hi ives in he cy of San Fransokyo, Nex! his oer bather, ‘Tadashi Hic’ closest companion is Baymax. a rebat whose sole pupose iso {ake care of people. Whan a devastating tu ol events Bows Hirani the mids ‘fa dangerous po he vansforms Bayan and hs cher ends, Go Go Tamege, ‘Wasab, Honey Lamon and Fed iio aband ot high-tech heroes, Hardworking and ambitious, Tiana dreams of opening the finest restaurant in New Orleans. Her dream takes a sight detour when she ‘meets Prince Naveen, who has been turned inio an amphibian by eu Dr. Faciier. Mstaking her for a princess and hoping to break the Spell, | ‘Naveen plants a kis on poor Tiana thereby turing her into a frog as well. The pairhop along on an adventure thraugh the bayous to seek the help ofa powerful voodoo priestess, “This Disney arimated feature folows the adventures ofthe young ton nba (Gonatnan Taylor Thomas), thee of hs fater, Mutosa (James Ear Jones) | ‘Sess wicked uncle, Sear (Jeremy Kons), plots 12 usurp Mulasa’s tone by | luting father and son ino a staipede of widebeests Gul Simoa escapes, and | ‘only Mutasa is hile Simba elune as an act (Matthew Broder) tne back | ‘i homeland fom Scar wit the help of ie nee Tenon (Nathan Lane) and Punta (Em Sabet) * Students will write a short play for 10 minutes. | After which, presentation will follow where each group will be given 3 minutes to act out their script. Their performance will be guided and evaluated by the attached rubrics. tin tesVv. EVALUATION ss | (indicator 7: Apply @ range of successful that maintain learning environment that learners to work productively by responsibility for their own learning) | Annotation: Té ‘ise of their imagination in making their_own version of the assigned movie. __ ie * Peer/group evaluation cher will instruct students to Quiz on types and functions of intertextuality. 1. What does the term “intertextuality” mean? | 2 a) The rejection of previous literary influences b) The interconnection between similar or related works of literature ¢)A strict rule of writing that prevents borrowing from | past texts &) The complete originality of a text without outside influences Which literary figure developed the concept of | intertextuality? | 4. a) Jacques Derrida b) Julia Kristeva | o) Ferdinand de Saussure | d) Michel Foucault | Which of the following is an example of allusion? a) A direct quote from a famous book | b) A reference to a well-known story or historical event without explicitly mentioning it | ¢) Translating a novel into another language 4) Using the same plot from another story with different characters | Which type of intertextuality involves the borrowing of | ‘word or phrase from another language through direct translation? | a) Quotation ¢) Calque | bj Adaptation 4) Appropriation ‘Which of the following best describes pastiche? a) A work that mocks the original through satire or irony +) A work that directly copies another text without credit 6) A work that celebrates and imitates the style of another without mockery ‘d) A work that translates a text from one language to ‘What is the main purpose of intertextuality in literature? a) To limit creativity by enforcing the use of previous texts b) To create an interrelationship between texts and add depth to the reader's understanding ) To prevent modern authors from creating original works CS) a To encourage plagiarism in writing Which of the following scenarios best represents appropriation? a) ‘A direct quote from Shakespeare's Hamlet in a research paper i) ‘A modern reimagining of Little Red Riding Hood where the | wolf is a friendly guide a another | y@ A translated version of The Thad @) A historical play with no connec 8. How does parody differ from | a) Parody mocks or makes fun of an origina pastiche honors and imitates it Bj Parody and pastiche are the same, with no clear distinction ¢) Parody translates a text, while pastiche adaptation | oa 4) Parody and pastiche both use plagiarism to create new | works | aen 3°" wich of the following statements about plagiarism 18 TRUE? | a) It ig a form of intertextuality that requires proper CANS | p) It is an ethical offense that involves using someone else's work without credit | ¢) It is always acceptable in creative writing 4) Itis only a problem in academic writing, not in literature | 10, Which of the following best illustrates adaptation in | 4, drama? an f) A stage play based on J.K. Rowling's Harry Potter series | b) A comedy film that makes fun of The Godfather ¢) A direct copy of another play’s script without acknowledgment 4) A novel that includes a subtle reference to another literary work istiche? Periginal work, while =| | creates a direct + Adjustments to accommodate students with) > disabilities and diverse learning needs te 2) (Indicator 8: Design, adapt, and implement | teaching strategies that are responsive to learners | with disabilities, giftedness, and talents.) \ ii ‘Annotation: Teacher prepare a printed quiz for) those students who have poor eyesight. | ‘Vi. ASSIGNMENT Finalize and submit the one-act play for grading. | «Read an excerpt from a famous play and identify intertextual elements. | (indicator 9: Plan and deliver teaching strategies that are responsive to the special education needs of learners in difficult circumstances.) ‘Annotation: Teacher prepare a printed activity to be given to those students who are not able to come| | to school due to illness or disease. | How many students achieved at least 80% on the ae evaluation? © Who needs remediation? What strategies will be a he used? | i) REPLSce * What strategies worked well in the lesson? Why? | What challenges were encountered, and how can they be addressed?Pieces eS ‘Sf learners who earned 80% in the evaluation e SNo. of leamers who require additional activities for remediation Which of my teaching strategies worked well? Why did these work? SAA aoe pee i. ‘What difficulties did I of dr encounter which my principal mei or supervisor can help me solve? mel Te ged. bea ra Prepared by pe nhe MARK CESAR R. VILLANUEVA Subject Teacher orp eo Evaluated by: = DR. WYRLO C. LONGCOP Te: Master Teacher II Checked by: LUCIO L. MORALLOS, HT-I Department Head Noted by: LEONIDA M. LONGCOP, HT-VI School Head