I. OBJECTIVES 1. Differentiate context, intertextuality and hypertext; and 1. State assertions and counterclaims found in a text read.

2. Apply their knowledge in context, hypertext and 2. Characterize assertions and counterclaims.
intertextuality by creating a multi-media presentation about 3. actively participate in various classroom activities.
their advocacy as a member of a community.
3. actively participate in various classroom activities.
First Day Second Day Third Day Fourth Day

understands the relationship understands the relationship understands the relationship of understands the relationship of a
of a written text and the of a written text and the a written text and the context written text and the context in which
A. Content Standards
context in which it was context in which it was in which it was developed. it was developed.
developed. developed.
writes a 1000-word critique of writes a 1000-word critique writes a 1000-word critique of writes a 1000-word critique of a
a selected text on the basis of of a selected text on the a selected text on the basis of selected text on the basis of its
Performance
B. its claim/s, context, and basis of its claim/s, context, its claim/s, context, and claim/s, context, and properties as a
Standards
properties as a written and properties as a written properties as a written written material.
material. material. material.
6. Identifies the context in 6. Identifies the context in Explains critical reading as Explains critical reading as reasoning
which a text was developed which a text was developed reasoning EN11/12RWS- EN11/12RWS-IVac-8
(EN11/12RWS-IVac-7) (EN11/12RWS-IVac-7) IVac-8 Formulates evaluative statements
a. Hypertext (EN11/12RWS- a. Hypertext Formulates evaluative about a text read
IVac-7.1) (EN11/12RWS-IVac- statements about a text read EN11/12RWS-IVac-9
b. Intertext (EN11/12RWS- 7.1) EN11/12RWS-IVac-9
Learning IVac-7.2) b. Intertext Formulates assertions about the
Competencies / (EN11/12RWS-IVac- Formulates assertions about content and properties of a text read
C. Objectives. 7.2) the content and properties of a EN11/12RWS-IVac-9.1
Write the LC code text readEN11/12RWS-IVac-
for each 9.1 Formulates meaningful
counterclaims in response to claims
Formulates meaningful made in a text read
counterclaims in response to EN11/12RWS-IVac-9.2
claims made in a text read
EN11/12RWS-IVac-9.2

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
II. CONTENT
HYPERTEXT AND HYPERTEXT AND Critical Reading as Reasoning Critical Reading as Reasoning
INTERTEXT INTERTEXT
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning.
 Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES
concept development.
Fernandez, E., et. al (2013). A Worktext in English 2 Writing in the Discipline. Quezon
City: C & E Publishing, Inc.
A. References Stern, Steven L. (2000). Mastering the MCAS in English Language Arts. USA: AMSCO
Publication
Tiongson, Marella Theresa A., et. al. (2016). Reading and Writing skills. Quezon City: Rex
1. Teacher's Guide
pages
2. Learner's
Material pages
http://kairos.technorhetoric.net/2.2/
Other Learning features/paralogic/textuality.html
B.
Resources https://www.youtube.com/watch?
v=c9wpjL38020
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
IV. PROCEDURES
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.

A. Reviewing Critical reading does not only
previous lesson or mean analyzing the language
presenting the of a given text and examining
new lesson deeply the claims put forth by
the author. Critical reading
goes beyond finding the
linkage of the evidences and
corresponding texts and
identifying and interpreting
possible ambiguities and
flaws in the reasoning of the
author. Critical reading also
means understanding that
texts are always developed
with a certain context, thus its
meaning and interpretation
are affected by a given set of
circumstances. Moreover,
How was your learning on How to become a good How was your learning on the
the previous meeting? critical reader? Basically, it previous meeting?
Explain the following: requires critical analysis where Explain the following:
a. context in one can logically evaluate a. Assertions
b. hypertext claims of the writer. Certainly, b. Counterclaims
c. intertext a writer wants the reader to
agree with his / her claims and
through the reader assertions
on the writer’s claims, there is
what we call agreement
between the writer and the
reader. In this lesson, your
crafts in critical reading will be
enhanced through careful
analysis of reading texts where
in you will be able to identify
textual evidences to
substantiate either assertions
 critical reading now involves a
relatively new way of reading
a text online as brought by the
advent of the internet and
technology. Today let us
practice our critical reading
skills as we discuss
intertextuality and hypertext.
B. Establishing a A. The teacher divides the
purpose for the class into five groups. He/
lesson She shows among the
students photos of
mythological, folk or local
heroes. Each group picks one
photo and thinks of other
characters or stories which
resemble to the story of their
chosen hero. Each group also
thinks of associations (music,
objects, and graphics) which
they can relate with the
picture through an idea map.
(See attached photos.)
or counterclaims.
The students will be grouped
into five. They will be asked to
read the article with in-depth
analysis and they have to
discuss it among themselves.
There will be a
presentation/reporting of their
group discussion about their
claims on the article – whether
they agree with it (assertions)
or otherwise (counterclaims).
They have to prove their
assertions / counterclaims
based on their reading.

B. The teacher shows in class

a short video presentation
about one of the Philippines’
well- known local legend hero,
the Legend of Bernardo
Carpio through
https://www.youtube.com/wat
ch?v=c9wpjL38020. The
teacher also provides
necessary information on the
many versions of this tale.
Based on the activity, the
teacher raises the following
questions to the students. The
teacher asks:
 1. What is the legend about?
2. When was the work
written?
3. To what other texts can you
relate the story of Bernardo
Carpio? Cite specific
instances or situation to
support your answer.
The class reflects on the
answers they provided in the
activities. The teacher asks
“What is context?” and “How
Presenting can one analyze the context
examples/ of a text’s development?”
C. instances of the (Note: The teacher provides
new lesson necessary information on the
(ABSTRACTION) topic.)
D. Assessment A. Formative Assessment
(APPLICATION) Decide whether the following
statements are TRUE or
FALSE. Write
INTERTEXTIALITY if the
statement is true. If the
statement is false, write
HYPERTEXT.
_________1. Intertext is a
nonlinear way of showing
information.
_________2. Hypertext is a
relatively new way of reading
a text online.
_________3. Context is
defined as social, cultural,
political, historical, and other
B. SHOW IT!
The teacher divides
the class into five groups for
the activity. Each group is
tasked to apply their
knowledge of context,
intertextuality and hypertext
in a three-minute multi-
media presentation on a
topic which will reflect their
advocacy as a Tayabense.
The presentation is graded
using the rubric below.
Quality of information
presented- 25 points
Use of multi-media
1. How was it reading the
article with in-depth analysis?
2. What are your personal
claims towards the article?
3. Do you agree with it? Why
or why not?
4. What textual evidence can
you get gather from the article
which find credible and
powerful to prove a claim?
5. Based on the discussion,
differentiate assertion and
counterclaim?
Have an in-depth critical Organize a classroom debate about
reading of the article below. two currents issues in the country.
Write a reaction paper about it Consider the table below for the
by stating your own claim groupings.
towards the topic and proving Death Penalty Legalization of
it by textual evidences. in the Marijuana
Present it in not less than 1000 Philippines Group 3 : Agree
words using short bond paper, Group 1 : Agree (Affirmative)
with arial font 12 size, 1.5 (Affirmative) Group 4 :
spacing. Group 2 : Disagree(Negati
See Attached text. Disagree ve)
(Negative)
Consider the following criteria
for rating. See Attached Rubric.
Presentation of Claims and
Textual Evidences - 50 pts.
Organization - 25 pts.
 related layers (videos, photos, Mechanics/Language Use –
circumstances that surround texts, music etc.)- 25 25 pts.
the text. points
_________4. Intertextuality Context of the
does not recognize connects presentation- 25 points
between or among different Technicalities, grammar
texts. and mechanics- 25
_________5. Hypertext points
connects topics on screen to TOTAL 100 points
related information, graphics,
videos, and music.
Continuation of the unfinished lesson.
V. REMARKS