Grade 12
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCE
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources laptop, pointer, power point slides,
IV. PROCEDURES
PRELIMINARIES
School Lawig National High School-Main Senior Grade Level 12
High School
Teacher Sonia L. Loñez Learning Area Creative Writing
Teaching Date January 10, 2024 Semester First
The learners have an understanding of drama as a genre and are able to analyze its elements and techniques.
The learners shall be able to compose at least one scene for a one-act play that can be staged.
Understand intertextuality as a technique of drama(HUMSS_CW/MPIj-IIc-16).
1. Define correctly intertextuality as a technique in drama;
2. Identify correctly the described types of intertextualities in drama and the intertextualities used in given video clips;
3. State correctly the importance of being knowledgeable about intertextuality in drama in academic and in personal life.
INTERTEXTUALITY AS A TECHNIQUE IN DRAMA
MELC of SHS Specialized Subject
LEARNING ACTIVITY Annotation
Prayer
Checking of Attendance: The teacher checks the attendance through the secretary’s report.
Setting of Class Standards: The teacher sets class standards by identifying values to be
practiced by the students in the class using the acronym R.U.L.E.S
R-espect
Respect begets respect. Treat everyone with dignity and courtesy and value different perspectives and
opinions.
 U-nity

Be an active member of your group. Participate in the activities and collaborate with others to
achieve lesson goals.

L- ove for learning

Ask questions, be eager to learn new things and to explore different topics. Learn from others and from
your mistakes

E-Excellence

Be active listeners, critical thinkers, open-minded and communicators of knowledge.

S-elf Responsibility

Take responsibility of your actions and choices. Manage your time effectively.
A. Reviewing previous TREASURES OF THE PAST: Volunteer students will show their summarized elements of
lesson or presenting drama and explain their given titles.
the new lesson

B. Establishing a purpose QUESTION QUEST

for the lesson The teacher presents the topic and presents questions to show coverage of the lesson and ask students
to add more questions they would like to search for answers about the topic?

INTERTEXTUALITY INTERTEXTUALITY

INTERTEXTUALITY

INTERTEXTUALITY

C. Presenting JUMBLE RAMBLE

examples/
instances of the new The teacher instructs the students to analyze the jumbled letters with picture and word clues and try to
lesson form these into words.

1. Intertextuality
2. Inter
3. Texts
4. -uality
5. Parody
6. Allusion
7. Quotation
8. Adaptation
The teacher tells students that the words formed are actually the concepts to be discussed in their
lesson.

Intertextuality -is a literary technique used by writers that creates an interrelationship between and
among texts and generates related understanding in separate works.

Intertextuality is coined by a French semiotician Julia Kristeva in the 1960’s.

Kristeva argued that all works of literature being produced contemporarily are intertextual with the works
that came before it. This means that literary pieces are actually influenced or inspired by previous
writings or even their contemporary ones.
Examples:
1. An author’s borrowing and transformation of a prior text; from the text (novel) to stage
performance (drama) to film/movies.
2. Reader’s referencing of one text in reading another through elements like characters, plot,
theme, symbolism and others.
3. Writing research paper’s Review of Related Literature

D. Discussing new Basic Types of Intertextualities in Drama

concepts and 1. Parody- when one piece of writing uses many of the same elements of another but does it in a
practicing new skill new and funny way.
#1 - May copy the setting, characters, plot, and other parts of the original work.
- An imitation of a work in a satirical (sarcastic manner).
- Usually made to mock or to produce humorous effect to the original work.
2. Allusion- an intertextual figure that references a person, place, thing or event from a classic or
famous literature.
3. Quotation- a direct reference to another text done by inserting famous lines from a previous
text.

Why do writers use intertextuality in drama?

1. To enrich meaning and interpretation of the text?
2. To express or convey message indirectly.
 3. To invite multiple interpretations of the literary work.
4. To create humor.
5. To activate prior knowledge of the audience encouraging them to participate actively in
interpreting the work.
6. To pay homage or tribute to artists who inspired the writers.

F. Developing Mystery Box Game

Mastery
The students will be grouped into 2. Each group will choose a letter from the choices and answer the
question. They should be able to explain their answers if needed. If their answer is correct, their group
will decide whether to keep of give the box to the other group. If their answer is wrong, the other group
will answer, give explanations if needed then decide whether to keep or give the box. The content of the
box to be kept or to be given by each group can be a negative number or a positive number.

G. Finding practical Have you ever met someone who parodies or imitates another person’s mannerisms or speech? How
applications of does this make you feel? What message are they trying to convey?
concepts & skills in
daily living How can understanding intertextuality in drama helpful to you as students?

H. Making
generalizations &
abstractions about
the lesson

I. Evaluating
Learning
J. ASSIGNMENT Research on other types of intertextualities.

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 strategies worked
well? Why did these work?
F. What difficulties did I encounter
which my principal/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:

SONIA L. LOÑEZ
Subject Teacher
Noted and Observed by: MONALIZA H. GUEVARRA
Head Teacher EFIGINIA B. IN-UYAY
Principal