CREATIVE WRITING: QUARTER 2 MODULE 8 LESSON 1

1. Define intertextuality;
2. Identify the types of intertextuality; and
3. Value the importance of intertextuality as a technique of drama.

If you are a ‘bookworm’ and into writing, perhaps you have been using intertextuality in
one of your masterpieces. It is inevitable among authors and it is a technique in writing. To give
you a clearer concept about this topic, ask yourself the following questions.
Direction. Put a check mark if you agree with the following statements. Use
your answer sheet.

I use quotations or sayings of some phenomenal writers or philosopher.

I borrow movie lines to express my thoughts.
I have watched parody movies before .
I want to compare new adaptation of a movie to its classic version.
I can generate more ideas after reading or watching .

You are now halfway there to finish your training. You have learned the
definition, types and importance of Intertextuality. Now, I think you are more eager to pass this
quest.
Direction: Read the questions carefully. Write the letter of the correct answer on your answer
sheet.
1. What is intertextuality?
A. The relationship between texts.
B. Allusions from one text to another.
C. The translation of a text into a different language.
D. Copying of ideas and texts
2. Who introduced intertextuality in literary linguistics?
A. Graham Allen C. Ferdinand de Saussure
B. Julia Kristeva D. Mikhail Bkakhtin

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 3. A filmmaker decides to make a remake of Senakulo . This is an e
example of
A. Allusion B. Appropriation C. Parody D. Citation
4. Which of the following would not be an example of intertextuality?
A. A translation of one work into a different language.
B. A poetic homage to an earlier writer by adopting that writer’s
theme and tone.
C. The main characters of two unrelated works coincidentally both
named Bob.
D. Movies having different titles but same characters and content.
5. Which of the following statements is not an example of intertextuality in
Tom Stoppard’s Rosencrantz and Guildenstern Are Dead?
A. Tom Stoppard used the same character names as in
Shakespeare’s original play.
B. The Disney movie The Lion King is also based somewhat on
Shakespeare’s Hamlet.
C. Parts of the Rosencrantz and Guildenstern Are Dead are exact
quotes from Shakespeare’s Hamlet.
D. None of the Above

Direction: Complete the task card below by providing definition or

example of Appropriation, Allusion, Parody, Quotation and Adaptation.
Appropriation Allusion Parody Quotation Adaptation
Task Definition: Example: Definition: Example: Example:

You have gone this far Learner; this is the last phase of your training. On this part, you
are given the chance to show your creativity in writing using Intertextuality technique. Good
luck!

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Direction: Carefully read the synopsis of Hamlet by William Shakespeare. Write your own
version of this play. You can use any type of intertextuality such as Appropriation, Allusion,
Parody, Quotation or Adaptation. Write your answer on your answer sheet. This activity is
equivalent to 15 points.

A Synopsis of Hamlet
By Scott Bartelson, Management Associate

Hamlet, Prince of Denmark, is home from

school to mourn the death of his father, King
Hamlet, who has died two months earlier. Hamlet is
disgusted by the marriage of his newly widowed
mother, Queen Gertrude, to his Uncle, King
Hamlet’s brother, Claudius, who now has the throne.
Czachórski: Actors before Hamlet
Shortly thereafter, a ghost has appeared to
guards on nightly watch as well as Hamlet’s good friend, Horatio, who thinks the spirit has a likeness to
the former King Hamlet. When prompted to speak by Horatio, the ghost will not. Horatio asks Hamlet to
wait for the ghost and see if it will speak to him. The ghost of his father beckons Hamlet to follow him
and reveals that his brother Claudius poisoned him in the ear. Hamlet vows to avenge his father’s murder.
Meanwhile, Laertes, son to the King’s advisor Polonius is set to return to France. Before he leaves,
he tells Ophelia, his sister, to be weary of Hamlet’s affections towards her. Polonius gives Laertes advice
on how to act abroad and orders Ophelia to stay away from Hamlet.
Hamlet’s sanity begins to be questioned by all. Claudius and Gertrude
are both concerned; Polonius suggests it is Ophelia’s rejection of his
advances. Claudius and Polonius decide to spy on Hamlet and Ophelia.
Claudius further employs Rosencrantz and Guildenstern, two
childhood friends of Hamlet, to spy on him further. Hamlet quickly
realizes their intentions.
A troupe of players happens to be in town and Hamlet utilizes the
actors to determine the validity of his father’s murder. He will have
them perform the very act of murder, killing a king through poison in
the ear, which the ghost has claimed. He asks Horatio to watch
Claudius’ reaction throughout the play. While the court is watching,
Claudius is enraged and leaves the play convincing Hamlet that he is
the murderer.
Hamlet comes upon Claudius in the chapel, kneeling down to pray. He
considers killing him then and there, but since Claudius is in mid-
prayer, and will therefore go to heaven if he dies,
Second Quarto cover page of Hamlet
Hamlet decides to wait until Claudius is committing some sin, so that he will go to hell like Hamlet’s
father before him.

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 Hamlet meets Gertrude in her room and an argument ensues. When he hears Polonius who is hiding
behind the curtain shout for help, he stabs him thinking it is Claudius. The ghost appears to Hamlet to
refocus him on the task of killing Claudius.
Fortinbras, Prince of Norway, whose father’s lands were seized by the late King, decides to head to
Denmark. Claudius demands that Hamlet, Rosencrantz and Guildenstern head for England. Claudius has
sent a letter with them ordering Hamlet’s execution during the trip. While at sea, however, Hamlet
discovers his planned murder and switches the orders, causing Rosencrantz and Guildenstern to be
executed. Hamlet returns to Denmark.
Meanwhile back at Elsinore, Ophelia has gone mad with grief. Laertes returns from France and
learns it was Hamlet who has killed his father, Polonius. Claudius suggests that Laertes duel with Hamlet
and poisons the tip of Laertes foil for a fatal blow. If Laertes loses the duel, Claudius will put poison into
a drink for Hamlet. Gertrude enters and announces that Ophelia has drowned.
In the graveyard, Hamlet reminisces on a friend of his whose skull he has found. When the
processional arrives with Ophelia’s corpse, Laertes and Hamlet argue. A duel is scheduled.
During the fight, Gertrude accidentally drinks from the poisoned chalice and dies. Hamlet is
wounded with the poisoned sword, but in a scuffle, the foils are switched and Laertes is also wounded
with the poisoned foil. In dying, Laertes confesses Claudius’ plot to kill Hamlet. Hamlet stabs Claudius
and Hamlet dies asking Horatio to tell his story. The Norwegian forces arrive at Elsinore, and Prince
Fortinbras seizes control of Denmark.

QUARTER 2 MODULE 8 LESSON 2

1. Enumerate examples of Allusion, Appropriation, Parody, Quotation and Adaptation;

2. Identify the type of intertextuality used in a text; and
3. Apply any type of intertextuality in a chosen Filipino Drama.

Direction: Examine the photos below then answer the guide questions that follow.
Use your answer sheet.

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Guide Questions:
1. Are the characters in the pictures familiar to you?
2. Enumerate the names of the characters that are familiar to you.
3. What makes them different from their usual photos?

Mind map diagrams are used to outline information in a visual and often colourful way.
All you have to do is place a single word or phrase in the centre of a sheet of paper and add
associated ideas, words and concepts radiating out from the centre, often with connecting links.

Directions: Make a mind map about types of intertextuality and its

examples. Write the type of intertextuality and its example. You can
freely cite stories that are close to your heart or built from your
interests like 21st century literature. You may use any genre.
You can use this template or make your own design.

Sometimes people say that they don’t want to read other novels in their genre, because
they don’t want to be influenced by them. Unfortunately, this often means that they inadvertently
write something that’s already been done or that completely fails to match the expectations that
readers have when they buy a book in this genre and the next thing they know, they’re influenced
by the ideas, characters and whole structure of the story they’ve read.

It’s time to unfold the types intertextuality used in some famous writings.

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Direction: Identify the type of intertextuality used in the following texts. Write your answer on
your answer sheet.
1. Martin Luther King’s writing was heavily influenced by the work of Mohandas Gandhi,
especially in the area of nonviolent resistance.
2. The various chapters in Joyce’s novel correspond to the adventures of Odysseus in
Homer’s epic poem
2. The Legend of Bagger Vance, which was adapted into a movie starring Will Smith, was
originally written as a re-telling of the Hindu epic Bhagavad Gita.
3. To Kill a Mockingbird is a 1962 American drama film directed by Robert Mulligan was
adapted from the novel with same title.
4. “My library is an archive of longings.” - Susan Sontag

Remake-or-Break-Me Challenge
For this activity, you will be working in groups of 5. Since we are living in the new
normal setting where face-to-face interaction is prohibited, virtual conference for video recording
is highly suggested. Each person in the group should have an individual task to complete.

Follow these steps:

1. Select any type of intertextuality technique that you either really liked or struggle with
but are now more confident with.
2. Have each person in the group select his/her role (Director, Researcher, Script writer,
video editor, etc.). All members need to play a character.
3. Select any Filipino drama and apply your selected technique. Write out step by step
process in order to recreate a scene from it.
4. Write out a script for your video presentation that describes all required information or
steps.
5. Determine what type of device and apps you will use to record your presentation.
6. Rehearse your script multiple times.
7. Use your creativity to determine what type of video you will create. Don’t be afraid to
use your imagination.
**Video must not exceed 3 minutes in length.

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 MODULE 8 LESSON 1
Vocabulary Learning Challenge Keeping you in Practice
1. E Answers vary
2. A 1. A 2. A 3. A 4. C 5. B
3. C
4. F Rubric: Clarity -5
5. B Cooling Down
Relevance -5
Answers vary Completeness -5
TOTAL 15 pts

MODULE 8 LESSON 2
VOCABULARY WARMING UP KEEPING YOU IN PLACE
1. Oligarchy 1. Yes 1-5 Answers may vary
2. Frankenstein, Mona Lisa,
2. Novel
Harry Potter and Peter Pan
3. Defile 3. The images show that
fictional characters are
accompanied by another
fictional character. They
were never together in one
movie.
More so with the painting of
Monalisa, it shows a new
design of her painting.

COOLING DOWN

1. Appropriation 2. Adaptation 3. Adaptation 4. Adaptation 5. Quotation

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 MODULE 8 LESSON 1

Shakib, M. (2013). International Journal of English and Literature Vol. 4(1):Iran

Bartelson, S. (2020). Hartford Stage. Retrieved from Hartford Stage:

https://www.hartfordstage.org/stagenotes/hamlet/synopsis/
Practical Lesson For the New English Syllabus. (n.d.). Retrieved from Band 6 HSC English
Resources: https://www.ignitehsc.com.au
Moore,K. Six Most Important Qualities of An Effective Writer. Retrieved from https://inc.com
Shattock, A. (2016, Aug 1). Youtube. Retrieved from Aimee Shattock:
https://youtube/b913WoEH

MODULE 8 LESSON 2
Allen, G. (2000). Intertextuality. 11 New Fetter Lane, London EC4P 4EE: Routledge.
Education, M. (2018). Matrix Education. Retrieved from www.matrix.edu.au.
Shattock, A. (2016, Aug 1). Youtube. Retrieved from Aimee Shattock:
https://youtube/b913WoEHBo
Video Project Rubric. (2018, November Nov. 15). Retrieved from www.uwstout.edu:
https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

Images
THEYETEE.COM matrix.edu.au janeaustendetectives.com
en.wikipedia.org simonandschuster.com deviantar.com medium.com
APPENDIX

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FIGURE 1. Video Project Rubric

Partially Unsatisfactory POINT

ACTIVITY Exemplary 5 Proficient 4
Proficient 3 1 S
Use of Resources and Sources of All sources of Most sources of No citations are  
Citations During information and information are information are included.
Research and Note graphics are properly clearly identified identified using
Taking cited using citations. and credited proper citation.
using citations.
Storyboard The storyboard The storyboard The thumbnail There is no  
illustrates the video includes sketches on the evidence of a
presentation thumbnail storyboard are storyboard.
structure with sketches of each not in a logical
thumbnail sketches video scene and sequence and do
of each scene. Notes includes text for not provide
of proposed each segment of complete
transition, special the presentation, descriptions of
effects, sound and descriptions of the video
title tracks include: background audio scenes, audio
text, background for each scene, background, or
color, placement & and notes about notes about the
size of graphic, fonts proposed shots dialogue.
- color, size, type for and dialogue.
text and headings.
Notes about  
proposed
dialogue/narration
text are included.
All sketches are All sketches are      
numbered, and there organized and
is a logical sequence numbered in a
to the presentation. logical sequence.
Content/Organization The content includes Information is The content The content  
a clear statement of presented as a does not present lacks a central
purpose or theme connected theme a clearly stated theme, clear
and is creative, with accurate, theme, is vague, point of view
compelling and current and some of the and logical
clearly written. A supporting supporting sequence of
rich variety of information that information information.
supporting contributes to does not seem to Much of the
information in the understanding the fit the main idea supporting
video contributes to project's main or appears as a information in
understanding the idea. disconnected the video is
project's main idea. series of scenes irrelevant to the
The project includes with no unifying overall message.
motivating questions main idea. The viewer is
and advanced unsure what the
organizers that message is
provide the audience because there is
with a sense of the little persuasive
presentation's main information and
idea. Events and only one or two
messages are facts about the
presented in a logical topic.

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 order. Information is
incomplete, out
of date and/or
incorrect.
Introduction The introduction is The introduction The introduction The introduction  
compelling and is clear and does not create a does not orient
provides motivating coherent and strong sense of the audience to
content that hooks evokes interest in what is to what will follow.
the viewer from the the topic. follow.
beginning of the
video and keeps the
audience's attention.
Production Quality
Video Continuity/ The tape is edited The tape is edited The tape is The tape is  
Editing with only high throughout with edited in few unedited and
quality shots only quality shots spots. Several many poor shots
remaining. Video remaining. A poor shots remain. No
moves smoothly variety of remain. transitions
from shot to shot. A transitions are Transitions from between clips are
variety of transitions used. Good shot to shot are used. Raw clips
are used to assist in pacing and choppy, and the run back to back
communicating the timing. types of wipes in the final
main idea and and fades video.
smooth the flow selected are not
from one scene to the always
next. Shots and appropriate for
scenes flow the scene. There
seamlessly. Digital are many
effects are used unnatural breaks
appropriately for and/or early
emphasis. cuts.
Audio Editing The audio is clear The audio is clear The audio is The audio is cut-  
and effectively and assists in inconsistent in off and
assists in communicating clarity (too inconsistent or
communicating the the main idea. loud/too overpowering.
main idea. soft/garbled) at
Background audio is times and/or the
kept in balance. background
audio
overpowers the
primary audio.
Lighting Additional lighting is Additional Some scenes are Only ambient  
used to eliminate lighting is used. too dark or too (available) light
shadows and glares. Few shadows or light to is used. Most
All scenes have glares are determine what scenes are too
sufficient lighting for apparent. is happening. dark or too light
viewer to easily see to determine
action. what is
happening.
Camera Techniques All shots are clearly Most shots are Some shots are Many shots are  
(Exposure/Focus) focused and well clearly focused unfocused or unfocused and
framed. The camera and well framed. poorly framed. poorly framed.
is held steady with Excessive

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 few pans and zooms. panning and
Close-ups are used to zooming
focus attention. distracts the
viewer.
Graphics The graphics and/or The graphics or Some of the The graphics  
animation assist in animation graphics and/or and/or
presenting an overall visually depict animations seem animations are
theme that appeals to material and unrelated to the unrelated to the
the audience and assist the topic/theme and content.
enhances concepts audience in do not enhance Graphics do not
with a high impact understanding the concepts. enhance
message. Graphics flow of understanding
explain and reinforce information or the content, or
key points during the content. are distracting
presentation. decorations that
detract from the
content.
Copyright Copyrighted Every photo, Some sources of There is no  
information for graphic or music photos, reference to
photos, graphics and is either original graphics, and copyright
music is clearly or permission for music are not information for
identified by source its use is clearly photos, graphics,
and nature of documented. identified with and music.
permission to references, and
reproduce. permission to
reproduce is
missing.
Moving Images and Motion scenes are The video The video The video  
Animations planned and includes some includes "talking features "talking
purposeful, adding "talking heads," heads" and a heads" with little
impact to the story and backgrounds few motion or no action to
line. "Talking heads" and video effects scenes are added add interest, or
scenes are used when add interest. Most but do not the video uses
crucial to telling the motion scenes improve action
story. make the story understanding of excessively.
clearer or give it the story line.
more impact.
Animations are Animations are Some blinking Animations blink  
smooth and brief -- smooth and brief, animations. or flicker,
no more than five for the most part. Some distracting from
seconds. Alternative Alternative animations the video.
(ALT) text for (ALT) text is greatly exceed Animation is
animated image is brief or five second excessively long.
provided. inaccurate. limit. Alternate No alternative
(ALT) text is (ALT) text is
missing or available for
inaccurate. vision-impaired.
Timing Video clips show no Most video clips Some video Video clips  
slack time. "Three are edited to clips need to be begin and end
beat" timing (three remove slack edited to remove with slack time
actions per clip or time and to slack time and or no action.
three clips per event) emphasize action. increase action.
is evident.

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Video Captioning
Synchronized Captions are synced Captions are Captions are No captioning  
up with the audio usually synced up often not synced was provided.
that is played. with the audio. up with the
audio.
Equivalent Captions are Captions are Captions are No captioning  
verbatim of what is nearly verbatim, rarely verbatim, was provided.
said, excluding with a few sound- containing
fillers like “umm” or alikes and sound-alikes and
“uhh.” substitutions. abbreviated
passages.
Accessible The captions are For the most part, Captions often No captioning  
readily available and captions do not block key was provided.
do not block any block important material on
important screen screen content. screen.
content.
Complete Captions span the Only a few Large sections No captioning  
whole length of the portions lack have no was provided.
video.  captioning. captioning.
Readable Captions provide Some issues with Captions are No captioning  
readability (font size font size and hard to read, was provided.
and color contrast), face; caption lines either for poor
and each caption line occasionally font choice, too
is on the screen only exceed or do not much content, or
for roughly four meet the four too short a time
seconds or less. second guideline. on the screen.
Media Hosting The site where media The site where The site where The site where  
is hosted/ the media is the media is the media is
played ensures that hosted/ played is hosted/played is hosted/ played is
the media player is not screen reader not screen not screen reader
screen reader and and keyboard reader and and keyboard
keyboard accessible. accessible. keyboard accessible.
accessible.
All controls have Most of the A few of the Controls do not  
text labels (text that controls have text controls have have text labels
is read aloud when a labels (text that is text labels (text (text that is read
screen reader goes read aloud when that is read aloud when a
over a button- i.e., a screen reader aloud when a screen reader
saying “play” over goes over a screen reader goes over a
the play button) button- i.e. saying goes over a button- i.e.
and an individual can “play” over the button- i.e. saying “play”
use only keyboard play button) saying “play” over the play
keys to access media and an individual over the play button) and an
controls (the can use only button) and an individual can
play/pause button, keyboard keys to individual can use only
volume, stop, CC access media use only keyboard keys to
button).  controls (the keyboard keys access media
play/pause to access media controls (the
button, volume, controls (the play/pause
stop, CC button. play/pause button, volume,
button, volume, stop, CC button.
stop, CC button.

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TOTAL POINTS  

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