Printed Activity 1 For:

Grade 11-HUMSS 1
Grade 11 – Creative Writing Grade 11-HUMSS 2
Grade 11_HUMSS 3
vcxvcvv Quarter 2 - Weeks 3 & 4

MELC #1: Understand intertextuality as a technique of drama.

Name:____________________________________ Scores
Grade and Section:__________________________ Written Works: _________

Date Submitted:____________________________ Performance Task: ________

Montenegro-Gasulas, et. al. (2017) describe intertextuality to be present when a text’s meaning (story, book,
article, song, video, or movie) is influenced by another text which may be done either subtly or noticeably.
An implicit reference is when the composer alludes to another text through ideas, symbols, genre or style.
An explicit reference is when the composer directly mentions, quotes, or references another text in their work.

Types of Intertextuality
1. Allusion – A subtle or indirect reference to another text, historical period or religious belief.
2. Parody – An imitation of another text for satirical purpose usually to mock.
3. Quotation – A direct reference to another text with an acknowledgement of its composer.
4. Appropriation – A reworking or re-imagination of a well-known text to change or extend its meaning.
5. Adaptation – A film, TV Drama, or stage play that is based on a written work.

Easy Level
Instructions: Match the title of a movie to a film adaptation scene. Write the letter of your answer.

Title Film-adaptation

1. She’s Dating the Gangster A.

2. Romeo and Juliet

B.

3. Harry Potter

C.

4. Lord of the Rings

D.

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 5. The Beauty and the Beast E.

Instructions: Find the different types of intertextuality in the puzzle. Use highlighter or marker

Average Level
Instructions: Write T if the statement is TRUE and FALSE if it is not.
1. Stories with intertextual references are entirely similar.
2. The World is an Apple and the story of Adam and Eve are related.
3. Intertextuality is not an effective literary technique.
4. Movie parodies are some examples of intertextuality.
5. Intertextuality is used to confuse the readers and audience of the story’s true meaning.
6. Intertextual references allow for a deeper understanding of the text.
7. Only excellent writers are able to apply intertextuality.
8. You can think of an intertextual reference as a story retold in another story.
9. Using intertextuality is similar to copy-paste approach in writing.
10. The play “The World is an Apple” uses intertextuality.

Average Level
PERFORMANCE TASK

Instructions: Study the lyrics of the song “Roar” by Katy Perry and “Eye of the Tiger” by Survivor.
Analyze the underlined phrases or lines carefully. How is intertextuality being applied in the songs?

ROAR EYE OF THE TIGER

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 I got the eye of the tiger, a fighter Dancing through the It’s the eye of the tiger, It’s the dream of the fight
fire
Risin' up to the challenge of our rival
'Cause I am a champion, and you're gonna hear me roar
And the last known survivor stalks his prey in the
Louder, louder than a lion night
'Cause I am a champion, and you're gonna hear me roar! And he's watchin' us all with the eye of the tiger

Now I'm floating like a butterfly Stinging like a bee I Risin' up, straight to the top
earned my stripes
Had the guts, got the glory
I went from zero, to my own hero
Went the distance, now I'm not gonna stop
Just a man and his will to survive
You held me down, but I got up (hey!)
Already brushing off the dust
It's the eye of the tiger, it's the dream of the fight
You hear my voice, your hear that sound
Risin' up to the challenge of our rival
Like thunder, gonna shake the ground
And the last known survivor stalks his prey in the
night
You held me down, but I got up
Get ready 'cause I've had enough And he's watchin' us all with the eye of the tiger
I see it all, I see it now The eye of the tiger
Roar, roar, roar, roar, roar! The eye of the tiger
The eye of the tiger
The eye of the tiger

Describe what similar concepts are used in the songs.

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How is your knowledge and understanding of one of the songs help you relate or understand the other song?
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RUBRIC IN ASSESSING THE TASK

Criteria 3 2 1 SCORE
Understanding Demonstrates Demonstrates Demonstrates gaps in
the Task substantial understanding in explaining the
understanding in explaining the intertextuality of the
explaining the intertextuality of the two pieces.
intertextuality of the two pieces.
two pieces.
Completion of All the questions were One of the questions One of the questions
Task comprehensively was properly answered. was answered but has
answered. ambiguous idea.

Structure Writing shows a very Writing shows a clear Writing lacks

clear, sophisticated structure. Few errors in consistency. There are
structure. No errors in spelling, punctuation many errors in spelling,
spelling, punctuation and grammar. punctuation and
and grammar. grammar.

The output is presented The output is presented Needs improvement on

in a very neat, clear and in a neat, clear and the neatness, clarity and
Neatness organized way. All organized way that is organization of the
parts are easy to read. easy to read. Most parts output.
are easy to read.

TOTAL SCORE:

SIGNATURE OF STUDENT: ______________________ SIGNATURE OF PARENTS:

Prepared by: Validated: Approved:

CHARMAINE GRACE V. CAMAGON JOEAN R. BALADAD ELIZA C. VEDANIA

SHS Teacher III Head Teacher III School Principal IV

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