Control No: _______________

SLK for Creative Writing 11

QUARTER 4 WEEK 2

I. PRELIMINARIES

Competency Understand intertextuality as a technique of drama

HUMSS_CW/MPIj-IIc-16

Objectives At the end of the SLK, the students are expected to:
1. determine literary works that employ the technique of
intertextuality;
2. conceptualize the process of analyzing intertextuality through a
graphic organizer; and
3. compose a short dialogue applying the concept of
intertextuality.

Topic/
Subject
Matter INTERTEXTUALITY AS TECHNIQUE OF DRAMA

Textbook Pacut, R.M.,Paderanga, D.D & Subaldo, J.C. (2020). Creative

Writing Quarter 2 – Module 3 Reading and Writing Drama.
Department of Education.
Materials Paper, pen

Copyrights DepEd Talisay

Total Points 125 points

Date May 28 to June 04, 2021

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 II. CONTENT MAP

III. CONTENT NOTES

In writing a literary piece, you may have not noticed that you have already applied the technique
of intertextuality without knowing how it is called in literature. Have you tried borrowing phrases
and concepts from other’s works and integrate them to your own literary work? If so, then you
have already done intertextuality without knowing it. 1

Intertextuality denotes the way in which texts (any text, not just literature)
gain meaning through their referencing or evocation of other texts. It is the condition
of interconnectedness among texts and exhibits signs of influence or because its
language inevitably contains common points of reference with other texts through such
things as allusion, quotation, genre, style, and even revisions.

Intertextuality can be signified in the form of conversations, thoughts, architecture,

sounds and physical activity. Now, think about your intertextual references in the
songs you have heard, movies you have watched and books you have read.

1. Taylor Swift’s song “Love Story” is based on the story of Romeo and Juliet by

1
Rheza Mae M. Pacut, Dionnita D. Paderanga, Jeremy C. Subaldo. 2021. "About Page." pdfcoffee.com. Accessed May 24, 2021.
https://pdfcoffee.com/creativewriting12q2mod3reading-and-writing-dramav2-pdf-free.html.

2
William Shakespeare.

2. Regina Spektor’s song “Samson” is based on the biblical story of “Samson and
Delilah”.

3. The Anglo-Saxon epic Beowulf is related to what came before it-Greek epics.

4. Shakespeare used numerous sources to write Macbeth and Hamlet that are well
documented.

5. J.K. Rowling's Harry Potter series shares many similarities with J.R.R. Tolkien's
Lord of the Rings Trilogy. They both apply the use of an aging wizard mentor (Professor
Dumbledore and Gandalf) and a key friendship group formed to assist the protagonist
(an innocent young boy) on their arduous quest to defeat a powerful wizard and to
destroy a powerful being (Keller, 2013). These are fictional and fantasy novels.

For one to clearly identify intertextuality, it is important that he or she has a wide
knowledge of varied texts. Basically, this is where the need to read more and increase your
bank of books, poems, films, and plays comes in.

There are two common ways in which a writer applies intertextuality in his or her
works. These are through:
➢ Implicit reference
- It happens when the writer refers to a different text through the use
of ideas, symbols, genre or style
➢ Explicit reference
- It happens when the writer mentions, quotes or cites another text
in his or her work in a direct manner.

Figures of Intertextuality
While intertextuality as a technique in drama is only aimed at one thing – to produce
and shape meaning, it comes in various types with different characteristics. 1.
Allusion
➢ Among the types of intertextuality, this is perhaps the most common and effective
technique. It refers to an indirect reference in one text to another text, place, historical period,
or author for the purpose of enriching or developing meaning.

Below are the four types of allusion:

A. Historical
It is an allusion which refers back to a historical event or period.
For example: “He was a Nero”
This statement allows the readers to associate the character’s attribute of having a disturbing
behavior similar to that of the infamous Roman emperor.

B. Mythological
It refers to an allusion to a mythological figure or story.
For example: “She ran faster than Hermes.”
In this statement, the character’s ability to ran is compared to that of Hermes, the messenger
of the Greek Gods.

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 C. Literary
This refers to an allusion to a literary text or figure.
For example: “No matter how Dorian adjusted the electric blanket it
was either too hot or too cold, never just right.”
The statement is taken from the lines of the famous figure, Goldilocks.
D. Religious
This is an allusion to a religious text, story, or figure.
For example: “Reflecting on her cruel behaviour, Cinderella’s stepmother stood still like a pillar of
salt.”
The text is referenced from the religious figure, Lot’s wife.

Your Guide on How to Analyze Allusion

Here is your step-by-step guide on how to analyze allusion:

Step 1: Read the passage to find out if there is a clear presence of allusion to a place, time, religion,
myth, or text.
Step 2: Identify the examples that refer to something else, the type of allusion used and the
reference of the allusion.
Step 3: Determine what the allusion suggests in the text.

2. Parody
This type of intertextuality refers to the writer’s imitation of another text for the purpose of
exposing and discrediting one’s vice or follies. Often, a writer uses this type to mock its
targets who are usually celebrities, politicians, authors, a style, or trend or any subject
which arouses anyone’s interest at the moment or at a specific period of time.
Historically, the word “parody” comes from the Greek phrase parodia which is a
type of poem that copied the style of epic poems but with the characteristics of
mockery and light comedy.

Example of Parody
“Your little sister puts on your father’s big shoes and stomps around in them, saying, ‘I
need to make a business call. I am very busy, very important businessman!”

This example shows that the father was being imitated by the girl who knows that he
works as a businessman. The statements suggest showing the image of many
businessmen as overly serious and acclaimed self-important.

3. Quotation
This is another common type of intertextuality which involves a direct reference to another
text, giving citation to the owner of the text. Quotation is known to be a device used for talking
about language. It works in a somehow tricky way- that is, to make its referent perform or
participate in the referring. Placing quotation marks around a certain word produces a device
which infers that very word. The most vital function of quotation marks is to set off and
represent the exact language which is either spoken or written by somebody else. This means
that any revision or edition of the exact statement or words defeats the purpose of quoting.
Example:
In the end, Albert Einstein was right when he said, “Life is like a bicycle. You need to
keep moving.”

4. Appropriation
This type of intertextuality allows the writer to make a reworking or reimagination of a
popular text for the purpose of changing or extending its meaning.

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Typically, it creates a whole new product and domain away from its originating source.
One famous example of appropriation is L.H.O.O.Q, an artwork created by Marcel Duchamp is an
appropriation of Mona Lisa which is created by Da Vinci. In his version, Dumchamp took a picture
of Da Vinci’s artwork and added a moustache on it.

Another example of appropriation is evident in Clueless where Emma appeared differently from
that of the 1800’s to a modernized version of her living in the 1990’s in
America. The sets and scenery, dialogue and costumes are generally different, too. The
appropriation technique was also applied in the main character’s attribute in which she is now
into online YouTube and blog to go with the latest trend of Emma working and blogging as a
matchmaker online.

5. Adaptation
This type of intertextuality entails creating a film, TV drama or stage play based on
a specific written work.

Perhaps one of the most common examples for this is the film adaptation of JK Rowling’s Harry
Potter, which was originally, a written novel.

Historically, there are different reasons why a writer would want to employ adaptation in his or her
work. One of these is the desire to reconfigure a popular material into becoming a more
acceptable guise or introducing to the audience a whole new and fresh literary style. Another
reason is to get around censorship and push boundaries.

Significance of Intertextuality

While we are studying intertextuality in drama, you might as well wonder its significance
to drama or to the world of literature as a whole. Below are some of the known reasons
why intertextuality in drama is important:

• It provides readers with a much richer reading experience.

• It helps give new interpretations of literary works as it comes with a different context, idea,
or story into the text.
• It provides pleasure in terms of connection and continuity of cultures and texts.
• It invites readers to revisit the earlier text, but this time, with new insights and meanings
relevant to the present time.
• It helps students write their own texts based on what they know from others.
• It portrays a connection between two texts with certain messages and ideas.
• It makes the readers think and re-interpret the meaning of the referenced text, as well as
find common ideals, issues or values embedded and discovered across the texts used.

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 IV. ACTIVITIES Control No: _______________

Activity 1: (20 points)

Date: _____________ Score: __________

A. Directions: Write TRUE if the statement is correct and write FALSE if the statement is
incorrect and underline the word or phrase that makes it wrong. Write your answer on
the answer sheet provided.
1. Parody is an imitation of another text for satirical purpose, usually to mock.
2. Plagiarism is stealing another’s person work without giving them proper credit.
3. Intertextuality is a technique used by writers to create multiple layers of feeling.
4. Implicit reference is when a writer refers to a different text using ideas, symbols,
genre, or style.
5. Allusion refers to the direct reference of one text to another text, place, historical
period, or author for the purpose of enriching or developing meaning.
6. Appropriation creates a whole new product and domain away from its originating
source.
7. Adaptation uses a particular written work to create a film, TV drama, or stage play.
8. Quotation involves direct reference to another text, giving citation to the owner of the
text.
9. The importance of using intertextuality in a particular text is that it gives readers new
interpretations of literary works as it comes with a different context, idea, or story in
the text.
10. Explicit reference is when a writer mentions, quotes, or cites another text in his/her
work in a direct manner.
B. Directions: Identify two literary works that use intertextuality by filling out the chart
below. Be guided by the example provided. (8 + 2 = 10 points) Example:
POEM/SONG/MOVIE/BOOK TITLE
Percy Jackson and the Lightning Thief by Rick Riordan
VERSE/LYRICS/LINES/SCENES
“Percy Jackson was accused of stealing the lightning bolt of Zeus”
INTERTEXTUAL REFERENCE
Greek Mythology

POEM/SONG/MOVIE/BOOK TITLE
1.

2.

VERSE/LYRICS/LINES/SCENES
1.

2.

INTERTEXTUAL REFERENCE
1.

2.

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 Activity 2: (18 +2 = 20 points)
Date: _____________ Score: _____________

Title: Let’s Draw the Graph!

Directions: Create a graphic organizer about the process of analyzing intertextuality on a
specific text. Be guided with the rubrics provided below.

GRAPHIC ORGANIZER RUBRIC:

Exemplary Proficient Unsatisfactory
CATEGORY (3) (2) (1)

Arrangement of Main concept easily identified; Main concept easily identified; Main concept not clearly
Concepts sub-concepts branch most sub-concepts branch identified; sub-concepts don’t
appropriately from main idea from main idea. consistently branch from main
idea.

Links and Linking Linking lines connect related
Lines terms/point in correct direction;
linking words accurately
describe relationship between
concepts; hyperlinks
effectively used
Most linking lines connect
properly; most linking words
accurately describe the
relationship between
concepts; most hyperlinks
effectively used.
Linking lines not always
pointing in correct direction;
linking words don’t clarify
relationships between
concepts; hyperlinks don’t
function or fail to enhance the
topic.

Graphics Graphics used appropriately;
greatly enhance the topic and
aid in comprehension; are
clear, crisp, and well situated
on the page.
Graphics used appropriately
most of the time; most
graphics selected enhance the
topic, are of good quality, and
are situated in logical places
on the page.
Graphics used inappropriately
and excessively; graphics
poorly selected and don’t
enhance the topic; some
graphics are blurry and
illplaced.

Content Reflects essential information;
is logically arranged; concepts
succinctly presented; no
misspellings or grammatical
errors
Text Easy to read/ appropriately
sized; no more than three
different fonts; amount of text
is appropriate for intended
audience; boldface used for
emphasis.
Reflects most of the essential
information; is generally
logically arranged; concepts
presented without too many
excess words; fewer than
three misspellings or
grammatical errors.
Most text is easy to read; uses
no more than four different
fonts; amount of text generally
fits intended audience.
Contains extraneous
information; is not logically
arranged; contains numerous
spelling and grammatical
errors.
Font too small to read easily;
more than four different fonts
used; text amount is
excessive for intended
audience.

Design Clean design; high visual
appeal; four or fewer symbol
shapes; fits page without a lot
of scrolling; color used
effectively for emphasis.
Design is fairly clean, with a
few exceptions; diagram has
visual appeal; four or fewer
symbol shapes; fits page well;
uses color effectively most of
time.
Cluttered design; low in visual
appeal; requires a lot of
scrolling to view entire
diagram; choice of colors
lacks visual appeal and
impedes comprehension.

Source:
Franker, Dr. Karen. 2018. University of Wisconsin - Stout. 15 November. Accessed May 23, 2021.
https://www2.uwstout.edu/content/profdev/rubrics/inspirationrubric.html.

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Activity 3: (50 points)
Date: _____________ Score: ______
Title: Let’s Write Your Convo!

Directions: Write a short conversation about a day in your life during the pandemic. Make
sure to use the technique of intertextuality in your piece. Be guided with the mechanics and

Mechanics:
1. The conversation must consist of more than five
exchanges of lines.
2. There must be two or three lines that use intertextuality.
3. Identify the lines that use intertextuality by underlining
them.

Criteria:
1. Conformity to the mechanics …………. 10 points
2. Organization …………15 points
3. Creativity/Style …………15 points
4. Language Mechani cs ……………10 poi nts
(grammar, punctuation, spelling, vocab, language use )
Total: 50 points

criteria below. Write your answer on a separate sheet of paper.

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V. EVALUATION
Date: _________________
Score: ______
Directions: Read and understand the following questions. Write the letter of the best answer
on the answer sheet.

1. When can intertextuality take place in a literary piece?

A. Across cultures
B. Across medium or styles
C. Within the same medium or style
D. All the above
2. Which of the following statement below best describes intertextuality?
A. The adaptation of one’s work
B. The relationship between texts
C. Allusion from one text to another
D. The translation of text into different languages
3. How do you call that process when a writer employs the genre or style of someone else’s
work to his/her literary piece?
A. Implicit reference C. Direct reference
B. Explicit reference D. Indirect reference
4. What does a writer make when he/she uses the technique of intertextuality in his/her piece?
A. Multiple layers of feeling
B. Multiple layers of meaning
C. Multiple layers of questioning
D. Multiple layers of acting
5. What figure of intertextuality best describes the lines below?
“Then leaf subsides to leaf.
So Eden sank to grief, So
dawn goes down today.
Nothing gold can stay.” – Nothing Gold Can Stay by Robert Frost
A. parody B. quotation C. allusion D. appropriation
6. What do you call that process when a writer directly mentions or cites another text on his or
her work?
A. Implicit reference
B. Explicit reference
C. Direct reference
D. Indirect reference
7. What type of allusion is used in the statement below?
“I’m out of money for food, and I’m so hungry, fortunately, some good Samaritan helped
me out.” A. Literary
B. Religious
C. Mythological D. Historical
8. What do you call the reworking and reimagination of a certain text to extend or change its
meaning? A. Allusion
B. Parody
C. Appropriation
D. Adaptation
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9. Which of the following statement shows the characteristic of parody?
A. when a writer uses Kryptonite in his/her text to show one’s weakness
B. when a writer creates a whole new product away from its originating source
C. when a writer mimics the style of another work in an exaggerated way for comic effect
D. when a writer directly cites the exact language, which is either spoken or written by
somebody else
10. The stanza below utilizes an allusive intertextuality as expressed in its last line. Which
among the four types of allusion is applied in the text?
“To have a glimpse of his charm and
to witness the strength of his arm
Ever so I badly want the world to know what I feel
because he will always and ever be my Achilles’ heel”
A. Mythological B. Religious C. Historical D. Literary
11. What does the idiomatic expression “Achilles’ heel” mean?
A. A lover or beau
B. A weakness or vulnerable spot
C. A hiding place in times of peril
D. Source of immeasurable strength and power
12. Which of the following statements below does NOT adhere to the concept of intertextuality?
A. A literary piece translated into different languages
B. A play that has multiplicity of layers in its usage of allusions
C. Two unrelated works coincidentally having both protagonists named Romeo
D. Adapting from an earlier writer’s diction and style as a literary homage to him
13. Seth Grahame-Smith wrote the novel Pride and Prejudice and Zombies as a mash-up
combination of the classic 1813 novel of Pride and Prejudice by Jane Austen and the
elements of modern zombie fiction. His novel is a clear-cut example of intertextuality in
literature. Which figure of intertextuality is used by Grahame-Smith in his work?
A. Parody
B. Allusion
C. Adaptation
D. Appropriation
14. Which of the following is the significance of intertextuality to drama or to the world of
literature as a whole?
A. It highlights the style and genre of the original text.
B. It caters the curiosity of the writer on the referred text.
C. It imitates the language and thoughts of another author without authorization.
D. It gives readers fresh interpretations of literary works as it comes with a different context
or idea.
15. In 2016, Seth Grahame-Smith’s novel Pride and Prejudice and Zombies made into the big
screen that follows the general flow of the plot to that of Austen’s original novel, with fused
elements of zombie, horror, and post-apocalyptic fiction. What do you call the creative
choice of making the novel into a screenplay?
A. Parody
B. Allusion
C. Adaptation
D. Appropriation

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 V. ADDITIONAL READINGS / AGREEMENT / ASSIGNMENT

Directions: Read and understand the play summary of “Hamlet” by William Shakespeare. Then,
explain in one paragraph how this play is interrelated to the movie “The Lion King”. (20 points)

Hamlet 2
By: William Shakespeare

Prince Hamlet is depressed. Having been summoned home to Denmark from school in Germany to
attend his father's funeral, he is shocked to find his mother Gertrude already remarried. The Queen has
wed Hamlet's Uncle Claudius, the dead king's brother. To Hamlet, the marriage is "foul incest." Worse
still, Claudius has had himself crowned King despite the fact that Hamlet was his father's heir to the
throne. Hamlet suspects foul play.

When his father's ghost visits the castle, Hamlet's suspicions are confirmed. The Ghost complains that
he is unable to rest in peace because he was murdered. Claudius, says the Ghost, poured poison in
King Hamlet's ear while the old king napped. Unable to confess and find salvation, King Hamlet is now
consigned, for a time, to spend his days in Purgatory and walk the earth by night. He entreats Hamlet
to avenge his death, but to spare Gertrude, to let Heaven decide her fate.

Hamlet vows to affect madness — puts "an antic disposition on" — to wear a mask that will enable him
to observe the interactions in the castle but finds himself more confused than ever. In his persistent
confusion, he questions the Ghost's trustworthiness. What if the Ghost is not a true spirit, but rather an
agent of the devil sent to tempt him? What if killing Claudius results in Hamlet's having to relive his
memories for all eternity? Hamlet agonizes over what he perceives as his cowardice because he cannot
stop himself from thinking. Words immobilize Hamlet, but the world he lives in prizes action.

In order to test the Ghost's sincerity, Hamlet enlists the help of a troupe of players who perform a play
called The Murder of Gonzago to which Hamlet has added scenes that recreate the murder the Ghost
described. Hamlet calls the revised play The Mousetrap, and the ploy proves a success. As Hamlet had
hoped, Claudius' reaction to the staged murder reveals the King to be conscience-stricken. Claudius
leaves the room because he cannot breathe, and his vision is dimmed for want of light. Convinced now
that Claudius is a villain, Hamlet resolves to kill him. But, as Hamlet observes, "conscience doth make
cowards of us all."

In his continued reluctance to dispatch Claudius, Hamlet actually causes six ancillary deaths. The first
death belongs to Polonius, whom Hamlet stabs through a wallhanging as the old man spies on Hamlet
and Gertrude in the Queen's private chamber. Claudius punishes Hamlet for Polonius' death by exiling
him to England. He has brought Hamlet's school chums Rosencrantz and Guildenstern to Denmark
from Germany to spy on his nephew, and now he instructs them to deliver Hamlet into the English king's
hands for execution. Hamlet discovers the plot and arranges for the hanging of Rosencrantz and
Guildenstern instead. Ophelia, distraught over her father's death and Hamlet's behavior, drowns while
singing sad love songs bemoaning the fate of a spurned lover. Her brother, Laertes, falls next.

Laertes, returned to Denmark from France to avenge his father's death, witnesses Ophelia's descent
into madness. After her funeral, where he and Hamlet come to blows over which of them loved Ophelia
best, Laertes vows to punish Hamlet for her death as well.

2
Harcourt, Houghton Mifflin. 2020. CliffsNotes. Accessed May 25, 2021.
https://www.cliffsnotes.com/literature/h/hamlet/play-summary.

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 Unencumbered by words, Laertes plots with Claudius to kill Hamlet. In the midst of the sword fight,
however, Laertes drops his poisoned sword. Hamlet retrieves the sword and cuts Laertes. The lethal
poison kills Laertes. Before he dies, Laertes tells Hamlet that because Hamlet has already been cut with
the same sword, he too will shortly die. Horatio diverts Hamlet's attention from Laertes for a moment by
pointing out that "The Queen falls."

Gertrude, believing that Hamlet's hitting Laertes means her son is winning the fencing match, has drunk
a toast to her son from the poisoned cup Claudius had intended for Hamlet. The Queen dies.

As Laertes lies dying, he confesses to Hamlet his part in the plot and explains that Gertrude's death lies
on Claudius' head. Finally enraged, Hamlet stabs Claudius with the poisoned sword and then pours the
last of the poisoned wine down the King's throat. Before he dies, Hamlet declares that the throne should
now pass to Prince Fortinbras of Norway, and he implores his true friend Horatio to accurately explain
the events that have led to the bloodbath at Elsinore. With his last breath, he releases himself from the
prison of his words: "The rest is silence."

The play ends as Prince Fortinbras, in his first act as King of Denmark, orders a funeral with full military
honors for slain Prince Hamlet.

VI. ANSWER KEY

VII. REFERENCES

Franker, Dr. Karen. 2018. University of Wisconsin - Stout. 15 November. Accessed May 23, 2021.
https://www2.uwstout.edu/content/profdev/rubrics/inspirationrubric.html.
Harcourt, Houghton Mifflin. 2020. CliffsNotes. Accessed May 25, 2021.
https://www.cliffsnotes.com/literature/h/hamlet/play-summary.
Rheza Mae M. Pacut, Dionnita D. Paderanga, Jeremy C. Subaldo. 2021. “About Page.” pdfcoffee.com. Accessed
May 24, 2021. https://pdfcoffee.com/creativewriting12q2mod3reading-and-writing-dramav2-
pdffree.html.

Prepared by:
Name: JHEA N. QUILING
School: Tabunok National High School
Contact No: 09773691431

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VIII. FEEDBACK NOTES CREATIVE WRITING 11 Q4 W2

LEARNER’S FEEDBACK

__________________________________________________ _
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PARENT’S FEEDBACK
__________________________________________________________
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 IX. ANSWER SHEET “Creative Writing: Quarter 4 – Week 2”

Control No. ___________

Name: _____________________Grade & Section: _____________________________________

Contact No. _________________Subject Teacher: _____________________________________

Activity 1: Activity 1: B.
POEM/SONG/MOVIE/BOOK TITLE
A. 1.
1.
2. 2.
3.
4. VERSE/LYRICS/LINES/SCENES
5. 1.
6. 2.
7.
8.
9. INTERTEXTUAL REFERENCE
10
1.

2.
Activity 2:

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