Learning Area Creative Writing Grade Level 11/12
W3 Quarter Fourth Date May 13, 2021
I. LESSON TITLE Understanding Intertextuality as a Technique of Drama
II. MOST ESSENTIAL LEARNING
Understand intertextuality as a technique of drama
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT • Intertextuality as a Technique of Drama
• Intertextual Figures
• Steps in Identifying and Analyzing Intertextuality
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 15 minutes)
Learning Task 1. The previous module introduced you to the techniques in drama. Below are the techniques in jumbled order.
Unscramble each of them and write your answer on the blank before each item.
_______________________________1) ysbmiolms – anything which means beyond what they are on a literal level.
_______________________________2) hropteam - refers to a meaning or identity ascribed to one subject by way of another.
_______________________________3) yrgeami - the author’s attempt to create a mental picture in the mind of the reader. It
appeals to the senses.
_______________________________4) locav scmiandy - actors need to expand their vocal toolbox and learn about the ways that
range, pitch, and pronunciation which affect performance.
_______________________________5) foergniwodsha- is used to suggest an upcoming outcome to the story.
Solve the puzzle below by examining the clues given.
Across Down
1 component part 2 speech made by a lone character
3 a set form of public Christian worship 4 misfortune; fault
6 a long speech 5 total disorder
8 leading character 7 sign of a future good or bad luck
9 an opponent or enemy 8 arrangements of events in a story
D. Development (Time Frame: 90 minutes)
Read and analyze the following concepts:
➢ Intertextuality is the interconnection between similar or related works of
literature that reflects and influences a reader’s interpretation of the text.
➢ It is a literary device that creates an interrelationship between texts and generates related understanding in separate
works.
➢ The term “Intertextuality” was developed in 1966 by the French semiotician Julia Kristeva. She created the term from
the Latin word “intertexto” which means to intermingle while weaving.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Read and analyze the following concepts:
➢ Kristeva developed the term in order to synthesize Ferdinand de Saussure’s semiotics – the study of how signs derive
their meaning within the structure of a text; and Mikhail Bakhtin’s dialogism – theory which suggests a continual
dialogue with other works of literature and other authors, and his examination of the multiple meanings in each text
(especially novels) and in each word (heteroglossia).
➢ Kristeva argued that all works of literature being produced contemporarily are intertextual with the works that came
before it. As she stated, “Any text is constructed of a mosaic of quotations; any text is the absorption and transformation
of another.”
INTERTEXTUAL FIGURES
1. Allusion is a figure of speech, in which an object or circumstance from unrelated context is referred to covertly or
indirectly. If the allusion is explicitly stated (as opposed to indirectly implied), it is usually termed a reference.
Examples:
He was lying so obviously, you could almost see his nose growing.
Jack and Rose are star-crossed lovers.
2. Quotation is the repetition of one expression as part of another one, particularly when the quoted expression is well-
known or explicitly attributed by citation to its original source, and it is indicated by quotation marks.
3. A calque or loan translation is a word or phrase borrowed from another language by literal, word-for-word or root-for-
root translation.
Examples:
-“flea market” – is a loan translation of the French marche aux
Puces (market with fleas)
- skyscraper Czech mrakodrap (cloud-scraper)
Danish skyskraber (cloud-scraper)
4. Plagiarism is considered academic dishonesty and a breach of journalistic ethics. In academia and industry, it is a
serious ethical offense, punishable due to prejudicial causes such as copyright infringement.
In the 1st century, the use of the Latin word “plagiarus” (kidnapper) to denote stealing someone else’s work was
pioneered by the Roman poet Martial, who complained that another poet had “kidnapped his verses”.
Plagiary, a derivative of plagiarus, was introduced into English in 1601 by dramatist Ben Jonson during the Jacobean
Era to describe someone guilty of literary theft.
5. Translation is the communication of the meaning of a source-language text by means of an equivalent target-
language text.
6. A parody (also called spoof or lampoon) is a work created to imitate, make fun of, or comment on an original work –
its subject, author, style, or some other target- by means of satiric or ironic imitation.
7. Pastiche celebrates rather than mocks, the work it imitates. The
word pastiche is a French cognate of the Italian noun pasticcio, which is a pie filling mixed from diverse ingredients.
8. Appropriation is a reworking or re-imagination of a well-known text, to change or extend its meaning.
Example:
Marcel Duchamp’s artwork, L.H.O.O.Q. is an appropriation of Da Vinci’s Mona Lisa. Duchamp took an image of the
painting and drew a moustache on it.
9. Adaptation. A film, TV, drama, or stage play is based on a written work. For example, J.K. Rowling’s Harry Potter has
a film adaptation.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
E. Engagement (Time Frame: 90 minutes)
Learning Task 2. Complete the table below by putting in the column on the right the story/character which is referenced by
the dialogue on the left. The first one is done for you.
He was lying so obviously, you could almost Pinocchio
see his nose growing.
1. It’s hard being an adult. I wish I were a
child forever.
2. Jack and Rose are star-crossed lovers.
3. Kimi (in Kimi Dora): “Why, am I my
sister’s keeper?”
4. The new beauty queen is so beautiful,
like the woman that launched a thousand
ships.
5. Grow up son; life is not always served on
a silver platter.
Learning Task 3. Identify the character or story being referred to by the following archetypes in the table below. The first one is
done for you. Write your answer in the column on the right. An item can have more than one answer.
Ex. Archetype: goes from rags to Cinderella
riches
1. steals from the rich and gives to
the poor
2. falls in love with a vicious being
3. an uninvited guest
4. destruction as punishment
5. bloodied scarf
A. Assimilation (Time Frame: 30 minutes)
Learning Task 4. The table below contains five initial story plots. Add a sub-plot or two to each to make the plots intertextual or
resembling a plot from another famous story. Consider the example given.
Given Plot Your sub-plot
Ex. James has contracted the James goes to his brother and a
Covid-19 virus. He blames his heated argument ensues. James
brother Joshua for letting him work ends up killing Joshua.
despite the risk. • By adding this sub-plot, the given
plot now resembles the story of
Abel and Cain (brother murders
his brother), making the two plots
intertextual.
1. Tom wakes up one day, finding
himself stranded on a remote island.
2. An old lady curses Jasmine to cut
her eyelashes which would only
grow to a meter again the next day.
3. The entire barangay has been
living in sin for the past ten years.
Nick lives among them.
4. Sarah’s mother dies in a plane
crash. Her father grows into despair.
5. Baby Tyler accidentally falls off
the cliff while inside the car with his
parents. The infant lands unharmed
on a huge pile of leaves, a hundred
meters below.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
V. ASSESSMENT (Time Frame: 30 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 5. Read the statements below and identify what is being asked. Write your answer on the space before the
number.
______ 1. This word comes from the Greek meaning “to do” or “perform”.
______ 2. It is defined as the interconnection between similar or related works of literature that reflect and influence a reader’s
interpretation of the text.
______ 3. She was the French semiotician who argued that all works of literature being produced contemporarily are intertextual
with the works that came before it.
______ 4. It is a figure of speech, in which an object or circumstance from
unrelated context is referred to covertly or indirectly.
______ 5. It is the repetition of one expression as part of another one, particularly when the expression is well-known or explicitly
attributed by citation to its original source, and it is indicated by quotation marks.
______ 6. It is a word or phrase borrowed from another language by literal, word for-word or root-for-root translation.
______ 7. It is the communication of the meaning of a source-language text by means of an equivalent target-language text.
______ 8. It is a work created to imitate, make fun of, or comment on an original work – its subject, author, style, or some other
target- by means of satiric or ironic imitation.
______ 9. It celebrates rather than mocks the work it imitates. The word is a French cognate of the Italian noun which is a pie-
filling mixed from diverse ingredients.
______ 10. It is a reworking or re-imagination of a well-known text, to change or extend its meaning.
VI. REFLECTION (Time Frame: 5 minutes)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
- I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activi ties to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7 -
Number 2 Number 4 Number 6 - Number 8 -
VII. REFERENCES Charles Bazerman, "Intertextuality: How Texts Rely on Other Texts", Research Gate (January 2004):83-96,
https://www.researchgate.net/publication/315112479_Intertextuality_How_Texts_Rely_on_Other_Texts_1
Marie Cielo Cenidoza, "Chapter IV- Reading and Writing Drama (The One-Act Play)," SCRIBD, March 29,
2019, https://www.scribd.com/document/403552736/CHAPTER-IV-READING-AND-WRITING-DRAMA-THE-
ONE-ACT-PLAY-docx
"Intertextuality in Literature: Definition & Examples." Study.com. October 16, 2015.
https://study.com/academy/lesson/intertextuality-in-literature-definition-examples.html.
Trocio, John Vianney. Creative Writing: Quarter 2 – Module 2: Understanding Intertextuality as a
Technique of Drama, First Edition.Louie Mark Garvida.Regional Center, Brgy. Carpenter Hill, City of
Koronadal:Department of Education – SOCCSKSARGEN.2020
Prepared by: Mary Jane H. Calandria Checked by: Cherrilyn T. Nabor
Leilane P. Legacion
