School: BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Teacher: LEAH JEAN G. VILLEGAS Learning Area: Reading and Writing Skills (English)
Date: JANUARY 15, 2018 Quarter: IV
Section: GRADE 11-PYTHAGORAS, REIMANN Division: BAYUGAN CITY
OBJECTIVES
Content Standards The learner demonstrates understanding of the relationship of a
written text and the context in which it was developed.
Performance Standards The learner is able to:
1. write an original story through intertext; and
2. present the story in either pdf or word or PowerPoint
through hypertext.
Learning Competencies/Objectives At the end of the 60-minute period, students are expected to:
1. identify the context in which a text was developed
A. write an original story through intertext
B. present the story in either pdf or word or PowerPoint
through hypertext.
LC Code EN11/ 12RWS-1Vac-7; EN11/ 12RWS-1Vac-7.1; EN11/ 12RWS-
1Vac-7.2
I. CONTENT The learners will be able to know the basic understanding of
hypertext and intertext including their similarities and differences,
advantages and disadvantages.
II. LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Material pages
Textbook Dayagbil, F. Et. al. 2016. Reading and writing for SHS. Quezon
City: Lorimar Publishing, Inc.
Additional Materials for Learning
Resource (LR) portal
B. Other Learning Resources
III. PROCEDURES Teacher’s Activity Students’ Activity
Reviewing previous lesson or presenting
the new lesson (5 mins)
A 1. Preliminaries

 Greetings Good morning, class. Good morning, ma’am.

 Prayer It is believed that the best way to (The teacher leads the
start a day is thanking God for that prayer.)
another time to live, love, and learn.
So, shall we start our day with a
prayer? Please stand, and let us put
ourselves in God’s presence.

 Attendance Checking Class, please say “present” when you (The teacher checks the
are called. attendance.)

 Reading of the House Before we proceed to our lesson, I

Rules have here significant house rules that
I wish you to follow. Please rise and
place your right hand on your right
chest and repeat after me. (Read the
rules)

I will listen to the discussion.

I will participate in the group
activities.
I will speak English to express my
ideas.
I will respect the opinions of my
classmates.

Can I expect all of these from you? Yes, ma’am.

Reviewing of the previous lesson Who can give me a short recap about

Reading of the objectives
ACTIVITY (6 mins.) Presenting
example/instances of the new lesson
our lesson last meeting? Our lesson last time was
mainly on identifying
explicit and implicit claim in
a text—its definition,
characteristics, types, and
examples.
At the end of the 60-minute period,
students are expected to:
1. identify the context in which a
text was developed:
A. write an original story
through intertext; and
B. present the story in either
pdf or word or PowerPoint
through hypertext.
Since we will have a string of group
activities, you will be divided into
four teams according to the color of
the strips of paper I distributed
earlier. I will give you 3 minutes to
assemble with your group and make
a circle.
Are you now set with your group? Yes, ma’am.
Each group has a designated area on
the board where you can tack your
output and, at the same time, where I
can place your victor’s badge if ever
your group tops in a certain activity.
Green Team, yours is the first
column from the left; Blue Team,
yours is the second column; Red
Team, yours is the third one; and
Yellow Team, yours is the last one.
Are you now ready? Yes, we are.
Good! This time, you will have an
activity. This is called Look for Me.
As its name suggests, all you need to
do is look for the words in the
crossword puzzle and write it on the
piece of paper I gave you. After
answering, tack your outputs on the
board and we will check it. The
group who finish first with the most
points will be declared as the winner.
Are my instructions clear? Yes, ma’am.
Group Name: _________________ (Students answer the puzzle)
Very good! You all have found the
words. How about five claps for
that?

Discussing new concepts and practicing new
skills #1 (10 mins.)
(The teacher will ask students a
string of questions regarding the
activity.)
Now that those terms are introduced,
let us proceed to unlocking their
denotations. This time, you will have
another activity with your group.
You are to complete the vocabulary
word map by unlocking each term.
Supply its synonyms and, then, use it
in a sentence. You shall manage to
do this task for three minutes only.
When you are through, please have
your output posted on your
designated area in the room. Then
choose a representative to present
your work. Am I clear, class?
Yes, ma’am.
Time is up, class. Please tack your
outputs now; we will then have the (Each group reporter
reporting. Representative of each presents the team’s output.)
team, please get ready.
Green Team 1
GROUP 2
GROUP 3
GROUP 4

Discussing new concepts and presenting new
skills #2 (15 mins.)
INTERTEXTUALITY AND HYPERTEXTUALITY
Very good! You all have defined and
provided synonyms and antonyms
for the term given to each of the
groups. How about five claps for
that?
By the way, how were you able to
supply the definition and synonyms
and a sample sentence of the term
given to you?
I suppose you have considered your
prior knowledge in elaborating such
term, haven’t you?
Okay, in your own understanding,
what is hypertext?
Exactly! How about the term,
“intertext”?
Absolutely. How about the term,
“linking”?
Precisely! Lastly, how about the
term “limitation?”
That is right. Let us give hands for
your well said statements.
Again, hypertext, intertext, links,
and limitation—these terms that you
have spotted and unlocked and
elaborated are greatly related to the
topic that we are about to unravel
this morning: Hypertext and
Intertext.
Ma’am, our group did
brainstorm about the word
assigned to us. Then we
wrote down what we
believed to be the nearly
precise idea as for the
denotation, synonyms, and
sample sentence of the term.
Yes, we have.
Hypertext is a 21st Century
way of presenting idea and
enriching the information by
opening the highlighted parts
or links of the text.
Just like hypertext, it is a
way of presenting
information by connecting
the text with similar
narrative or issue thus
making the reading material
more comprehensible and
meaningful.
A link is a way of
connecting information.
These links allow the
students to jump to another
reading material for further
information.
In searching for information,
we also have to consider
limitation as this limitation
keeps us on track with our
interpretation.
In this era of technology readers are very much open to use either the print of the non-print medium for reading.
In the course of browsing information, there are readers who find pleasure and satisfaction in the text by connecting
it with a similar narrative or issue thus making the material more comprehensible and meaningful. However, some
readers with the intention to further enrich the information at hand, deliberately open the highlighted parts or links of
the text. Both practices cover the intertextuality and the hypertextuality of the content and the context of the reading
material.

A.

Intertextuality is a literary discourse strategy (Gadavanij, n.d.) utilized by writers in novels, poetry, and theatre
and even in non-written texts (such as performances and digital media). Examples of intertextuality are an author’s
borrowing and transformation of a prior text, and a reader’s referencing of one text in reading another. Intertextuality
does not require citing or referencing punctuation (such as quotation marks) and is often mistaken for plagiarism
(Ivanic, 1998).
Stories with phrases, concepts, or ideas from other works to be reflected in another text is called intertextuality.
Examples:
 Encantadia and Mulawin vs. Ravena
 Into the woods
 Shrek

Novels that are adapted to movies are examples of intertextuality since the movie is a text and the novel is a
text obviously.

Examples:
 Harry Potter
 A Walk to Remember

The function and effectiveness of intertextuality can often depend quite a bit on the reader’s prior knowledge
and understanding before reading the secondary text; parodies and allusions depend on the reader knowing what is
being parodied or alluded to. However, there also are many examples of intertextuality that are either accidental on
the part of the author or optional, in the sense that the reader is not required to understand the similarities between
texts to fully grasp the significance of the secondary text.
B.
Hypertextuality according to K.Amaral, 2010 is simply a non-linear way of presenting information. Rather
than reading or learning about things in the order that an author, or editor, or publisher sets out for us, readers of
hypertext may follow their own path, create their own order—their own meaning out of the material.
This is accomplished by creating “links” between information. These links are provided so that readers may
“jump” to further information about a specific topic being discussed (which may have more links, leading each
reader off into a different direction). For instance, if you are reading an article about marine mammal bioacoustics,
you may be interested in seeing a picture of a dolphin. Or you may want to hear the sound it makes (80K). Or you
may even be interested in seeing what a marine mammal sound “look like” in a spectrogram. You might even want
to find out more about sounds made by other animals in the sea, thus leading you on a completely different, detailed
path. As you can see by these examples, this medium is not limited simply to text. It can cooperate pictures, sound,
even video. So it presents a multimedia approach to gaining information—hypermedia.
Moreover hypertext is used because in general, humans learn better associatively. That is, we are better able
to figure out material if we are allowed to move at our own pace, investigating that which interests us, and
stimulating more senses through multimedia.
Hypertext is text which is not constrained to be linear.
Hypertext is text which contains links to other texts. The term was coined by Ted Nelson around 1965.
HyperMedia is a term used for hypertext which is not constrained to be text: it can include graphics, video
and sound , for example. Apparently Ted Nelson was the first to use this term too.
Hypertext and HyperMedia are concepts, not products.
There are three main pedagogical benefits provided by the incorporation of hypertext in the composition
class:
1. Hypertext promotes dialogues.
2. Hypertext can be constructed as a collaborative medium, and it makes possible forms of collaboration
that emphasize the social construction of meaning.
3. Hypertext can be used in nearly any computer-facilitated classrooms.

How to hyperlink: An Overview

To insert a hyperlink to another slide:
1. Right-click the selected text or image, then click Hyperlink.
2. The Insert Hyperlink dialog box will appear.
3. On the left side of the dialog box, click Place in this Document. Creating a hyperlink to another slide.
4. A list of the other slides in your presentation will appear. ...
5. Click OK.
In Word 2007 and in Word 2010 and 2013, follow these steps:
1. Save the document.
2. Select the text or the image that you want to use as the destination for the hyperlink.
3. Click the Insert tab.
4. In the Links group, click Bookmark.
5. In the Bookmark name box, type a unique name for the bookmark, and then click Add

Creating hyperlinks in PDF Documents

1. Open your PDF document in Adobe.
2. From “Tools”, click on “Advanced Editing”, then click on the “Link Tool”.
3. Now, locate the word or sentence you want to have the hyperlink attached to.
4. Click just above and to the left and start drawing a box around the word or sentence you want to be the link
Developing mastery (leads to formative Do you have any questions or
assessment 3) (5 mins.) clarifications? None, ma’am.

Hearing none, you will now proceed

with another activity. On your ½
crosswise sheet of paper, cite
similarities and differences between
Intertextuality and Hypertextuality
using a Venn Diagram. You will
manage to do this in 5 minutes. Am I Yes, ma’am.
understood, class?

Abstraction about the lesson (8 mins.) Please exchange papers with your
seatmate and let us check your work.

(The teacher will then process the

answers of the students.)

Making Generalizations (3 mins.) As learners, how significant are

these hypertextuality and
intertextuality to you?
Intertextuality and
hypertextuality give us
pleasure and motivation
especially that we belong to
the generation Y and Z to
browse reading materials as
it offers a wide array of
information which boosts
our knowledge.

Again, digital learners, like you,

should learn to contextualize the text
you are reading by always
remembering to keep track of your
interpretation. No matter how vast
the information the internet could
give you, always remember to check
the content. You should also look for
reliable sources in choosing your
topic—and check out their
availability whether in your library
or in the Internet.
Application This time you will be working on
Evaluate learning (16 mins.) another group activity. But, you will
have another set of groups.
 General Directions: With your new
groups, create an original story and
enhance it through intertext. Present
it through hypertext in either a
PowerPoint presentation or word
document or pdf.

Please be guided with these criteria:

Content--------------------------------35
Use of Hypertext
and Intertext--------------------------45
Teamwork-----------------------------20
Total----------------------------------100

Assignment (2 minutes) Directions: Visit the school library

or any searching engines online.
Find and collect information about
explainations on critical reading as
reasoning. You may print or write it
on your notebook. Submit it next
meeting.
IIV. REMARKS
V. REFLECTION
No. of Learners who earned 80% on the
formative assessment
No. of learners who requires additional
activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked
well?
Why did these work?
What difficulties did I encounter which my
Cooperation Teacher can help me solve?
What innovation or localized materials did
I /use/discover which I wish to share with
other Practice teachers?

Prepared by:

LEAH JEAN G. VILLEGAS

Demonstration Teacher
Prosperidad National High School

Checked by:

PROF. JEANETTE T. GONGORA

Supervising Instructor
Philippine Normal University-Mindanao

Observed by:

MS. CONSUELO MARIE PAZ

Cooperating Teacher
Bayugan National Comprehensive High School-Senior High