DETAILED LESSON PLAN IN ENGLISH 7

GRADE LEVEL: QUARTER: SECTION:

Grade 11 4th Quarter Galaxy/Andromeda
March 3, 2025
I.TOPIC/TITLES INTERTEXTUALITY AS A TECHNIQUE IN DRAMA
II.CONTENT The learners have an understanding of drama as a genre and are able to
STANDARD analyze its elements and techniques
A. PERFORMANCE The learners shall be able to compose at least one scene for one-act play that can be
STANDARD staged.
B. LEARNING The learners understand intertextuality as a technique of drama
COMPETENCY HUMSS_CW/MPIj-IIc-16
C. OBJECTIVES At the end of this lesson, the students expected to:
1. define intertextuality in drama,
2. understand the significance of intertextuality as a technique in drama
3. revise the previously composed draft of drama applying the technique of
intertextuality
D. CURRICULUM Integration: English, History
INTEGRATION Values: Creativity, Critical Thinking, Cultural Awareness, Empathy
Time allotment 1 Hour
III. LEARNING
RESOURCES
A. REFERENCES Reading and Writing Drama, Quarter 4, Module 1, pages 13-21
B. MATERIALS Powerpoint Presentation, Laptop
III. PROCEDURES
A. PRELIMINARY
ACTIVITIES
Teacher’s Activity Students’ Activity

1. Greetings and opening prayer “Good afternoon, Ma’am, we are glad to see
you.”
Good afternoon class!

Remain standing for the opening prayer.

Princess, please lead the prayer. “Are you ready to pray classmates?”
“Yes, we are ready, in the name of the Father
and of the son and of the holy spirit, Amen.”
Okay, good afternoon again class.
“Good afternoon, Ma’am.”
How are you today? Are you all excited for our
class? “Yes Ma’am.”

2. Checking of Attendance
Now let us check your attendance. Class
monitor is anyone absent today? “No Ma’am.”

3. Setting of Classroom Standards

Now before we move forward with our lesson,
will have some rules in our classroom that
need to be observed. All:
Everyone read! S – speak in English.
M- minimize unnecessary noise.
A- active participation is a must.
 R- raise your hand if you want to speak.
T- think before you act.

“Ma’am our last topic that we discussed was all

4. Recalling about elements, techniques and literary devices
Class what was our last topic? in drama.”

Okay, do you have any questions regarding

with our past lesson?

B. LESSON PROPER
A. Activity
Analyze the jumbled letters with a pictures (Student’s answer may vary)
clue and try and try into these forms.
1. YORPAD (Parody)
2. AOULSLNI (Allusion)
3. YTILAUTXETRETNI (Intertextuality)
4. ORPPANOITAAIRP (Appropriation)
5. ATTNOIQUO (Quotation)
6. NIOTATPADA (Adaptation)

B. ANALYSIS “Ma’am we think our lesson for today is all about

intertextuality.”
Okay based from your activity, do you have
any idea what will be our lesson for today?

(The students will now listen to the discussion)

Good job! So, we will now discuss
intertextuality as a technique in drama.

Now, get
ready
because we
will proceed
on
discussing
the elements,
techniques,
and
literary
devices in
Drama
Intertextuality - is the manner in which one text
influences another.
- Merriam-Webster dictionary defines intertextuality
as the “complex interrelationship between a text
and other texts taken as basic to the creation of
interpretation of the text”.
➢ 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.

Types of Intertextuality

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.
Four Types of Allusion

Step-by-step guide on how to analyze allusion:

2. Parody- refers to the writer’s imitation of

another text for the purpose of exposing and “No more ma’am.”
discrediting one’s vice or follies.
- the word “parody” comes from the Greek phrase “Ma’am Intertextuality is the manner in which one
parodia which is a type of poem that copied the text influences another.
style of epic poems but with the characteristics of
mockery and light comedy. “The types of intertextuality are allusion, parody,
quotation, appropriation, and adaptation.”
3. Quotation- involves a direct reference to
another text, giving citation to the owner of the text.

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.

5. Adaptation- this type of intertextuality entails

creating a film, TV drama or stage play based on a
specific written work.
Significance of Intertexuality

• 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.
(The students will now do the activity)
• 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 causes readers and audiences to raise
questions concerning the nature of authorship and
originality of the text.
• 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.

Intertextuality and Plagiarism

Plagiarism is the act of “using or closely imitating

the language and thoughts of another author
without authorization.”

“The students will now do the activity.”

3. Abstraction
Now, do you have any questions regarding
with our lesson?
What is intertextuality again?

How about the types of Intertextuality?

Okay, good job everyone! So, since you

already knew about intertextuality and its
types, we will now have some group activity.

4. Application

Group Activity:
Direction: With your assigned group, revise the
previously composed draft of drama applying the
technique of intertextuality.
Setting: A Square in a City. A man is selling food

from a food stall. He is an Arab or a Balkan, thick

black moustache, and has a very thick foreign

accent. Young Man 1 looks like an Executive in a

hurry.

Food Seller: Haava Misko, Haava Misko. Best

Haava Misko.

Young Man 1 appears. He seems to be talking to

himself. He is in fact talking to his loudly rumbling

stomach.

Young Man 1: Stop rumbling. You’ll get something

in a minute.

He looks at Food Seller and walks towards him.

Young Man 1: Ha! Hot Dog?

Food Seller: Dog? No see dog.

Young Man 1: No, you’re selling Hot Dogs?

Food Seller (beaming with comprehension) Ah hot

dogs! No hot dogs. Misko, Haava Misko.

Young Man 1: Haava Misko? What is Haava

Misko?

Food Seller: You asking what is haava misko?

(puzzled look) haava misko is … haava misko …

(speaking slowly) haaavaaa meeesko. Is haavaa

meesko.

Young Man 1: Can I see? Take a look?

Food Seller (Indignant) Haava misko is for eat, not

for see. You wanna buy I serve you.

Young Man 1: No, I mean what is it?

Food Seller : Is eat. Good eat.

Young Man 1: Ah, meat?

Food Seller: Meat? (condescending) Is no meat. Is

haava misko. If meat, I say Meat, meat.

Young Man 1: Is it bean then?

Food Seller: If is bean, then I say bean! bean! But I

no say bean, bean, I say haava misko.

Enter Young Man 2. He sees stall and rushes

towards it with relief.

Young Man 2: You have haava misko today?

(Opens purse)

Food Seller (beaming) Always have haava misko.

Best haava misko. (Serves the food in a plastic

bowl)

Young Man 2 to Young Man 1: This is the best

haava misko in the city.

Young Man 2 walks away relishing his food.

Young Man 1 (To his rumbling stomach) All right, all

right … a little patience. (To Food Seller) OK, I’ll

have what d’you call it? Haava Misko? Yes.

Food Seller (Shaking his head sadly) No haava

misko for you. All gone.

Very good! I think you’re ready to take it to the

next level of this lesson. So, let’s have a short
quiz class. Prepare a ½ sheet of paper.

IV. EVALUATION

I. Modified True or False.

Read each statement below very carefully. Write
TRUE if the statement is true. If it is not, replace
the underlined word/s with the right word/s which
will make the statement true or correct. Write your
answer in a ½ sheet of paper.
1. Intertextuality is the manner in which one text
influences another.
2. Explicit reference happens when the writer
refers to a different text through the use of ideas,
symbols, genre or style.
3. Allusion refers to a direct reference in one text
to another text, place, historical period, or author
for the purpose of enriching or developing
meaning.
4.Parody refers to the writer’s imitation of another
text for the purpose of exposing and discrediting
one’s vice or follies.
5. Quotation involves an indirect reference to
another text, giving citation to its owner.

V. Assignment

Reflect on what you have learned after

taking up this lesson by completing the K-W-L
chart below.

What I What I What I have

KNOW WANT to LEARNED
know
I thought I want to… I learned
that… that…