11

READING AND
WRITING SKILLS
QUARTER 4

ACTIVITY SHEETS
For inquiries or feedback, please write or call:

Department of Education – SDO of Tacloban City

Real St., Barangay 54, Tacloban City (Capital), Leyte, 6500

Telephone: 053-888-5239

Email Address: lrmds.depedtacloban@gmail.com

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Reading and Writing Skills-Grade 11
Learning Activity Sheet 1
Quarter 4 Week 1

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheet are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Schools Division of Tacloban City

Schools Division Superintendent: Mariza S. Magan
Assistant Schools Division Superintendent: Edgar Y. Tenasas

Development Team of the Activity Sheet

Writers: Ivy Fleda M. Adel and Romeo L. Pestilos, Jr.

Evaluator: Deropbie Minda D. Aseo

Management Team:

CID Chief: Mark Chester Anthony G. Tamayo

Division EPS of LRMS: Gretel Laura M. Cadiong

Division Learning Area EPS: Annie D. Pagatpat

Department of Education - Region No. VIII – Schools Division Office of Tacloban City

Office Address: Real St., Tacloban City

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 READING and WRITING SKILLS
LEARNING ACTIVITY SHEET 1
QUARTER 4, WEEK 1

Name: Grade & Section:

After going through this activity sheet, you are expected to:
1. Identify the context in which a text was developed:
a. Hypertext
b. Intertext

“Let’s Kick It Off!”

Do the activity below. Remember, honesty is the best policy.

1. If your birthday is within January to June, do Task A of no. 2; if it is from July
to December, proceed to no. 3 and do Task A.
2. Task A: If the second digit of your age is an odd number, you can proceed
to no. 3 and do Task A. If it is even, jump to no. 4 and do Task A.
Task B: If you were an honor student last school year, go to no. 5 and do
Task B. If you were not an honor student last year, go to no. 5 and do Task
A.
3. Task A: If you have siblings, do Task A of no. 6. If you are an only child, do
Task A of no. 5.
Task B: If you live with your family, go to no. 5 and do Task B. if you live
with your relatives (grandparents, uncles/aunts, cousins, etc.) go to no. 5
and do Task B. If you live alone or with non-relatives, go to no. 4 and do
Task B.
4. Task A: If your family name starts with a vowel, go to no. 5 and do Task A.
If it starts with a consonant, go back to no. 3 and do Task B.
Task B: If your given name is composed of two or more words, go back to
no. 2 and do Task B. if it has only one word, go to no. 5 and do Task A.

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 5. Task A: If you usually walk to get to your school, do Task B of no. 4. If you
need to take a ride getting to your school, do Task B of no. 5.
Task B: If you are a male student, do Task A of no. 6. If you are a female
student, do Task B of no. 6.
6. Task A: If you are doing this activity and the sun is still out, then you have
successfully completed this activity. If the sun has already set as you do this
activity, go Task B of no. 6.
Task B: If you have written you name, grade, and section on this LAS, then
you have successfully completed this activity. If you haven’t yet, do it now
to complete the activity.

“Are You Taking It?”

1. How did you feel doing the activity?

2. Were you able to finish or complete the activity? Why? or why not?

3. What significant concepts have you discovered while answering the

previous activity? What are the implications of your discovered
concepts with respect to reading and writing?

“Here’s How It Is!”

Identifying the Context of Text Development

Being critical reader also involves understanding that texts are always
developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances. Thus,
context is defined as the social, cultural, political, historical, and other related

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circumstances that surround the text and form the terms from which it can be
better understood and evaluated. Knowledge of the text’s context helps in
appreciating the text’s message more deeply. In discovering a reading’s context,
you may ask questions like:

1. When was the work written?

2. What were the circumstances that produced it?
3. What issues does it deal with?

Another important technique in analyzing the context of a text’s

development is defining its intertextual link to another. Intertextuality is the
modeling of a text’s meaning by another text. It is defined as the connections
between language, images, characters, themes, or subjects depending on their
similarities in language, genre, or discourse. This is seen when an author borrows
and transforms a prior text, or when you read one text and you reference another.
This view recognizes that the text is always influenced by previous texts and in
turn anticipates future texts. A text contains many layers of accumulated cultural,
historical, and social knowledge, which continually adds to and affects one
another. Thus, intertextuality becomes a dialogue among different texts and
interpretations of the writer, the audience, and the current and earlier cultural
contexts.

Take for instance, the local legend of folk hero Bernardo Carpio. Many
versions of his tale exist, but local folklore says he is a giant who is the cause of
earthquakes. In Greek mythology, there is also Poseidon, who is the god of the
sea and the earthquakes. Many cultures attribute natural disasters to legendary
figures. This is an example of intertextuality.

Meanwhile, hypertext is a relatively new way of reading a text online.

Traditionally, reading was viewed as a linear process, where you read from the
beginning until the end. However, the advent of the Internet and technology has
created new ways of reading and processing a text, which includes hypertext.

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 Hypertext, therefore, is a nonlinear way of showing information.
Hypertext connects topics on a screen to related information, graphics, videos,
and music – formation is not simply related to text. This information appears as
links and is usually accessed by clicking. The reader can jump to more information
about a topic, which in turn may have more links. This opens up the reader to a
wider horizon of information or to a new direction.

A reader can skim through sections of a text, freely jumping from one part
to another depending on what aspect of the text interests him/her. Thus, in reading
with hypertext, you are given more flexibility and personalization because you get
to select the order in which you read the text and focus on information that is
relevant to your background and interests. Therefore, you create your own
meaning out of the material.

For example, you are doing research about the Philippine eagle. A quick
Google search would lead you to a Wikipedia article on it. Information on it would
include a picture and a brief, written description. While reading about the
Philippine eagle, you will also encounter links to its conservation status. This may
lead you to more information about conservation efforts. However, if you were
interested in the appearance of the Philippine eagle because you wanted to
sketch it for your art class, the same page would provide for its physical
description and even give you links to pictures and videos of the Philippine eagle.
Thus, depending on your purpose and interests, the article on the Philippine eagle
could lead you to a variety of different, detailed paths.

The concept of hypertext and intertext is actually more familiar to you than
you realize. When you read reference books, you often go to the table of contents
first to locate the topic you want to read about. After which, you immediately go to
the page where the topic you want to read is located. For example, if you have an
encyclopedia and you wish to read about the rafflesia, you can go to either the
table of contents or the index to see where in the book it can be found. If the article
on rafflesia is located on page 99, you do not need to go through pages 1-98 to
get to that article. You simply skip pages 1-98 and go directly to page 99.

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 Many books use instructions to direct readers to pages where
supplementary figures, tables, or charts can be found. This, too, is an application
of the concept of hypertext and intertext which makes reading books non-linear.
For example, the paragraph below starts off by mentioning figure 7-9, thereby
drawing the attention of the readers to the illustration. The reader may pause for
a while to look at the illustration before continuing to read the paragraph.

“Now Do It!”

Activity 1: Read sentences below then rewrite them by replacing the underlined word/s
with the options provided in the box to establish intertextuality.

1. I am a consistent academic achiever but Mathematics has always been my

weakness.
2. This writing assignment is an extremely difficult task for me.
3. The kindness you are showing me, I’m afraid, feels like a pretentious show
of affection.
4. Our class president acts like a heartless dictator.
5. There is an exceptionally talented visual artist in our class.

Herculean Judas kiss Hitler

Waterloo Fernando Amorsolo Sharon Cuneta

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Activity 2: Write T if the statement is true and F if false.
1. The meaning of a text is dependent on the other texts.
2. Authors tend to build on what previous authors have published or started.
3. We can gain full understanding of a concept by referring to one text.
4. A well-written research paper has several references.
5. If you want to know more about the topic, you need to read references
tackling the same thing.

“Ace It!”

Activity 1. Directions: Underline the word/phrase that shows intertextuality.

1. Christian was upset that his father forced him to have his prize tattoo removed.
He felt like Samson after Delilah cut his hair.
2. If it continues to rain heavily like this tomorrow, I might as well build myself an
ark.
3. Samantha acts and dresses like a true-blue Filipina – a demure Maria Clara.
4. The family cried happy tears with the return of their pet dog that went missing
for two weeks. The atmosphere was comparable to when the bells were brought
back to Balanggiga.
5. Your girlfriend’s demands will be the fall of you. Eventually they will destroy you,
pretty much like how Momo’s challenges drove victims insane.

Activity 2. Directions. Below are some descriptions of different stories. On the line
before each number, write I if the context of each story is in Intertext; write H if it is in
Hypertext. The underlined words will serve as your clue.
1. Snow, Glass, Apples is a short story by Neil Gaiman. This piece tells
the story of Snow White from the point of view of her stepmother, who was actually
trying to save the kingdom from her bloodthirsty stepdaughter.
2. Wicked by Gregory McGuire revolves around the story of the Wicked
Witch of the West from Frank Baum’s The Wizard of Oz and reimagines her as the
misunderstood protagonist, Elphaba.

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 3. Fast City by Don Bosco is an interactive narrative which presents a
set of conflicts and psychological landscapes placed within a technology-obsessed
urban space.
4. The Museum by Adam Kenney emulates the experience of being in
the museum by allocating a page to each part of the museum and giving the reader
free rein as to where he/she wants to go by providing links to different ‘areas’ of the
museum.
5. Bridget Jones’s Diary by Helen Fielding is written in a diary format and
chronicles events within a year in the life of protagonist Bridget in the 90’s; it is loosely
based on Jane Austen’s Pride and Prejudice.

Additional Activity
Directions. Search the internet for three references for each topic.
1. Climate change
a.
b.
c.
2. Social media
a.
b.
c.
3. Bullying
a.
b.
c.
4. Study habits
a.
b.
c.

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Answer Key
“Let’s Kick It Off!” “Are You Taking It?”

Answers may vary. Answers may vary.

“Now Do It!” “Ace It!”

Activity 1. Activity 1.

1. Waterloo 1. Samson…Delilah
2. Herculean 2. ark
3. Judas kiss 3. Maria Clara
4. Hitler 4. bells…Balangiga
5. Fernando Amorsolo 5. Momo’s challenges

Activity 2. Activity 2

1. F 1. I
2. T 2. I
3. T 3. H
4. T 4. H
5. T 5. I

“Additional Activity”

Answers may vary.

References
Barrot, Jessie S. 2016. Academic Reading & Writing for Senior High School. 85-86.
Quezon City: C&E Publishing, Inc.

Rodriguez, Maxine Rafaella and Tiongson, Marella Therese A. 2016. Reading and
Writing Skills. 22-23. Quezon City: REX Book Store.

https://www.elcomblus.com/context-hypertext-and-intertext/