School Guevara High School
GRADES 1 TO 12
DAILY LESSON LOG
Teaching Dates and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Grade Level 12
Section
Teacher CHERILYN M. NIMER Learning Area READING AND WRITING
November 28-December 02, 2022 Quarter 1st
Session 1 Session 2 Session 3 Session 4
The learner understands the relationship of a written text and the context in which it was developed.
The learner writes a 1,000-word critique of a selected text on the basis of its claim/s, context, and properties as a written material.
EN11//12RWS-IVac-7.1 EN11/12RWS-IIIj-6.1 EN11/12RWS-IIIj-6.2
EN11//12RWS-IVac--7
Hypertext and Intertext Hypertext and Intertext Claim of Fact, Policy and Value Claim of Fact, Policy and Value
CONTEXT OF TEXT DEVELOPMENT
en/classes/ asses/ https://www.slideshare.net/ https://www.slideshare.net/
582a4748c6ba255c770002f3/ 582a4748c6ba255c770002f3/ sweetyrose/lesson-plan-in-intertext sweetyrose/lesson-plan-in-intertext
courses courses
N/A N/A N/A N/A
.
Do you borrow phrases and The learner will be asked about the
concepts from other works in your concepts of intertextuality and The learner will be asked about
own? hypertextuality based from yesterday’s lesson which is parody.
yesterday’s discussion.
What is hypertextuality? What is
intertextuality? Why are they

B. Establishing a purpose for
the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
important?
Unintentionally, sometimes, we see
patterns in the materials that we are
reading that are apparent in another
text. Hypertext allows readers to
choose their way of understanding.
In the course of browsing
information, there are readers who
find pleasure and satisfaction in the
text by connecting it with a similar
narrative or issue thus making the
reading material more
comprehensible and meaningful.
However, some readers with the
intention to further enrich the
information at hand, deliberately
open the highlighted parts or links of
the text. Both practices cover he
intertextuality and the hypertextuality
of the content and the context of the
reading material.
To be a critical reader, the following
questions can be asked. Answer
these questions after every reading
of a text
. • When was the work written?
____________________________
• What were the circumstances that
produced it?
____________________________
• What issues deal with it?
____________________________
Detailed discussion about intertextuality.
INTERTEXTUALITY is the way that
one text influences another. It is the
modelling 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.
The learner will be asked to think of
their own examples if intertextuality
The students are going to read an
excerpt and answer the following
Presenting the concept of PARODY.
A parody is just meant for
entertainment.
Discussion about intertext.
Parody is important because it
allows us to criticize and question
without being aggressive or
malicious
Parody imitates, stresses, and
draws attention to certain features,
characters, or plot points which are
weak, silly, strange, or subject to
Why is intertext important?
criticism of any sort. Whereas
serious criticism of politicians,
artwork, celebrities, or literature can
be boring or complicated, parody Majority of writers borrow ideas
draws in an audience with a sense from the previous works to give a
of humor and a lighter take on layers of meaning to their works.
serious issues. Parody allows
comedians to take on serious issues
while still making us laugh.
Activity: The learner will be given a
situation and they will be asked For writers, intertext allows them to
answer the following questions: open new perspectives and
1.Who is being parodied in the given
possibilities to construct their
situation below?
stories by discussin recent rhetoric
2.How is the parody being done?
in their original text.
Write your answer on the space
provided.

F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
questions:
At the talent show, a group of boys
1. How many links are there in wears matching outfits and prances The learner will be given sets of
at ext? around singing One Direction’s “Best sentences, wherein they will
2. How do you know they are links? Song Ever.” They sing very poorly identify the dominant type of
3. Based on the information given by and overly dramatically. intertextuality used and presented.
the hyperlink, what do you think is
1. Board of the Rings
the context of the speech excerpt?
2. Balagtasan during Filipino
The learner will be given sets of Activity: Week celebration
questions which either presents the Each item are pair of images. One is 3. Many are called but few are
concepts of intertextuality or labelled as A and the other one as chosen
hypertextuality. B. Select which one of them is the 4. The last Farewell by Rizal
correct answer to the question.
1. Which is the flag of Paraguay?
2.Which design is the logi of Guci
product?
Being a critical reader involves Didi you find the correct logo? Is it
understanding that texts are always easy or difficult> Why? What can
developed with a certain text you say about the choices? Are they
developed with a certain text. similar or different?
What is Intertext?
What is intertextuality?
Why is it important?
 J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.

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 teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or 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: Checked by: Noted by:

MARCELO T. ESTEBAN, EdD

CHERILYN M. NIMER CLARITA R. MAGAT Principal III
Teacher II Assistant Principal II