School Grade Level/Section 11 HUMSS

Teacher JERICSON E. VILLASANTA Learning Area CREATIVE WRITING/MALIKHAING

PAGSULAT
Teaching Dates and WEEK 7 Quarter 2ND Semester/ 2ND Quarter
Time

Daily Lesson Log/Daily Lesson Plan (On School Learners)

(60 minute)
I. OBJECTIVES
A. Content Standards By the end of this lesson, students should be able to:

1. Identify instances of intertextuality in a drama or play.

B. Performance Standards
2. Explain how intertextuality enhances the overall meaning and impact of a drama.
3. Analyze the use of intertextuality in a given play and its contribution to the understanding of themes.
4. Create a new play or drama that incorporates intertextuality, demonstrating an understanding of the
technique.
5. Evaluate and discuss the significance of intertextuality in the context of drama and literature.
By the end of this lesson, students should be able to:

C. Learning Competencies
Write the LC code for each
1. Demonstrate the ability to identify and analyze instances of intertextuality in a drama or play, providing
specific examples and explanations.
2. Show an understanding of how intertextuality enhances the overall meaning and impact of a drama,
discussing its effects on characterization, plot development, and audience engagement.
3. Apply their knowledge of intertextuality by creating a new play or drama that effectively incorporates
intertextual references, demonstrating creativity, coherence, and relevance.
4. Engage in critical thinking and evaluation by discussing the significance of intertextuality in the context of
drama and literature, supporting their arguments with evidence and examples.
5. Communicate their ideas effectively through oral presentations, written analyses, and group discussions,
using appropriate language, organization, and clarity.
LC1: Identify instances of LC2: Explain how LC3: Analyze the use of LC4: Create a new play or
intertextuality in a drama intertextuality enhances intertextuality in a given drama that incorporates
or play. (HUMSS2CW- the overall meaning and play and its contribution to intertextuality,
INTXT-001) impact of a drama. the understanding of demonstrating an
understanding of the
 (HUMSS2CW-INTXT- themes. (HUMSS2CW- technique. (HUMSS2CW-
002) INTXT-003) INTXT-004)
D. Specific Objectives 1. Identify and analyze instances of intertextuality within a selected drama or play, highlighting their
significance in enriching the narrative and themes.
2. Create an original play or drama that incorporates intertextuality, demonstrating an understanding of how
references to other literary works can enhance storytelling.
3. Evaluate the impact of intertextuality on the understanding and interpretation of drama and literature,
engaging in critical discussions to assess its cultural and artistic relevance.
II. CONTENT
A. Topic Intertextuality as a Technique of Drama
B. Lesson
III. LEARNING RESOURCES
A. References HUMSS- Creative Writing Curriculum Guide, www.google.com
1. Teacher’s Guide page/s
2. Materials page/s PowerPoint Presentation, visual Aids, black board, and chalk
3. Textbook page/s
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
*Preliminaries Greetings, Prayers, Classroom Rules, Other Reminders
1. Prayer
Please all stand, let’s begin this day by a short prayer. ____________, can you please lead the prayer?
2. Greetings
Good morning HUMSS – Dama De Noche!
3. Checking of Environment
Before you sit down, please pick up the pieces of paper, candy wrappers, and all the trash that you see around
and under your chair and throw them in the trash can. Arrange also your chairs properly. Lastly, keep all
the things not related to our subject inside your bag.
4. Checking of Attendance
Look at your seat mates. Is anybody absent today? Ok, Good to hear! Let’s do the Very Good Clap!
Motivation Show a short video clip of a famous drama or play that utilizes intertextuality
as a technique. Discuss with the students how intertextuality enhances the
story and engages the audience.
A. Reviewing previous lesson or presenting the new lesson Begin the lesson by reviewing the previous lesson on the basics of drama and
its elements, such as plot, characters, and dialogue.
B. Activity Intertextuality Workshop
• Divide the students into small groups and provide each group with a
different well-known play or drama script.
• Instruct the groups to identify instances of intertextuality within their
assigned script. They should look for references to other works,
quotations, allusions, or parodies.
• After analyzing their script, each group will present their findings to
the class, explaining how intertextuality is used and its impact on the
overall story.
C. Analysis Facilitate a class discussion on the different examples of intertextuality
presented by the groups. Encourage students to share their insights on the
effectiveness of these techniques in enhancing the drama.
D. Abstraction Introduce the concept of intertextuality as a technique used to create
connections and meaning within a drama. Discuss how intertextuality can add
depth, context, and layers of interpretation to a play.
E. Application Provide the students with a real-life scenario related to drama and
intertextuality. For example, ask them to imagine they are playwrights tasked
with creating a new play that incorporates intertextuality. Instruct them to
outline the plot, characters, and key intertextual references they would
include.
F. Assessment Questions and Answers
1. What is intertextuality?
Answer: Intertextuality is the technique of referencing or incorporating
elements from other works within a literary or dramatic piece.
2. How does intertextuality enhance a drama?
Answer: Intertextuality adds depth, context, and layers of interpretation
to a drama, engaging the audience and creating connections between
different works.
3. Give an example of intertextuality in a well-known play or drama.
 Answer: Possible answer: In "Rosencrantz and Guildenstern Are Dead"
by Tom Stoppard, the characters and events from Shakespeare's "Hamlet"
are reimagined and presented from a different perspective.
4. How can intertextuality contribute to the understanding of a play's
themes?
Answer: Intertextuality can provide additional insights and perspectives
on the themes of a play by drawing connections to other works and
inviting comparisons and contrasts.
5. Why is intertextuality an important technique in drama?
Answer: Intertextuality adds richness, complexity, and interconnectivity
to a drama, making it more engaging, thought-provoking, and reflective
of the broader literary and cultural context.
G. Assignment For homework, ask the students to write a short analysis of a play or drama
that they have read, focusing on identifying and discussing instances of
intertextuality within the text. They should explain how these intertextual
references contribute to the overall meaning and impact of the play.
H. Interactive Activities 1. Role Play: Divide the class into pairs and assign each pair a well-
known play or drama. Instruct them to create a short scene where they
incorporate intertextuality. They should perform their scene for the
class and explain the intertextual references they included.
2. Group Discussion: Provide the students with a list of famous plays or
dramas and ask them to choose one. Divide them into groups and
instruct each group to analyze the chosen play, focusing on its
intertextual elements. They should present their findings to the class
and engage in a discussion on the significance of intertextuality in the
play.
3. Creative Writing Exercise: Ask the students to write a short play or
drama that incorporates intertextuality. They can choose a well-
known story or work and reimagine it in a different setting or with
altered characters. Encourage them to experiment with intertextual
references to enhance the story and engage the audience.
V. REMARKS 1. In the event of re-teaching or lack of time, adjustments can be made
Suspension, continuation of lesson plan in case of re-teaching or lack of to ensure the effective delivery of the lesson plan on intertextuality in
time, etc. drama and literature
 2. Suspension: If the lesson is interrupted due to unforeseen
circumstances such as technical issues, student disruptions, or
emergencies, it's important to promptly address the situation and
provide clear instructions for resuming the lesson at a later time.
Depending on the duration of the suspension, additional review
activities or extension tasks may be necessary to ensure students
grasp the concepts covered before the interruption.
3. Continuation: If there is insufficient time to cover all planned
activities within the allocated class period, prioritizing key learning
objectives and focusing on essential content becomes crucial.
Teachers can consider carrying over unfinished tasks to the next
lesson or incorporating them into future sessions, adjusting the pacing
as needed to maintain comprehension and engagement. It's also
beneficial to provide opportunities for students to revisit concepts
independently through supplementary materials or resources shared
digitally.
4. Re-teaching: In cases where students require additional support or
clarification on certain topics, scheduling a dedicated re-teaching
session can help address any misconceptions or gaps in
understanding. This session can involve revisiting key concepts,
providing extra examples or guided practice, and offering
individualized assistance to ensure all students achieve mastery of the
learning objectives. Flexibility in scheduling and personalized
support are essential for accommodating diverse learning needs and
promoting student success.
In reflecting on the lesson on intertextuality in drama and literature, it's
VI. REFLECTION important to assess both what went right and what went wrong to identify
What went right or what went wrong areas for improvement and celebrate successes.
What went right:
1. Clear learning objectives: The specific objectives provided a focused
direction for the lesson, helping students understand what they were
expected to learn.
2. Engaging activities: Incorporating activities such as analyzing
excerpts from plays, creating original dramas, and leading
 discussions kept students actively involved and encouraged critical
thinking.
3. Interactive discussions: The structured discussions enabled students
to share their perspectives and insights on intertextuality, fostering a
collaborative learning environment.
4. Integration of technology: Utilizing digital resources, such as online
texts and multimedia presentations, enhanced the accessibility of
content and catered to diverse learning styles.
What went wrong:
1. Time management: Difficulty in managing time resulted in some
activities being rushed or left incomplete, impacting the depth of
exploration into certain aspects of intertextuality.
2. Overlooking individual needs: Some students may have struggled to
grasp complex concepts or required additional support, highlighting
the importance of providing differentiated instruction and addressing
diverse learning needs.
3. Lack of closure: Due to time constraints or unforeseen interruptions,
the lesson may have ended abruptly without providing adequate
closure or opportunities for reflection on key takeaways.

Prepared by: Checked by: Monitored by:

JERICSON E. VILLASANTA ___________________________ _______________________
Teacher Principal PSDS