Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

DETAILED LESSON PLAN (DLP) Format

DLP Creative Writing Fiction Grade Quarter Duration

No. Level 2nd 60
11 mins.
Code:
HUM_CW/MPIj-
Learning Understand the possibilities of intertextual
11g-j-26
Competency forms

Key Concept Possibilities of intertextual forms

1. Objectives
Knowledge Recognize intertextuality
Skills Create intertextual form
Attitude Display interest in the given task and accomplish it with ease
Values Being concerned for others
2. Content Various modes of publishing media
3. Learning Printed Materials, Books, Multimedia,
Resources Materials: Laptop, reading materials
4. Procedures
Prayer
Checking of Attendance
Introductory
Recap of the previous lesson
Activity (5 minutes)
Questions: Have you posted in the social media with “complicated”
status? When was that? Why have you posted like that?
Present a quotation about being “complicated”. Then, ask the
students what they can say about the quote below:

Activity
(10 minutes)

Analysis Ask the following:

(10 minutes) 1. What does the quotation tells us?
2. What complications do you encounter?
3. How do you react with complications?
Intertextuality
Definition of Intertextuality

Intertextuality is a sophisticated literary device making use of

a textual reference within some body of text, which reflects
Abstraction
(10 minutes)
again the text used as a reference. Instead of employing
referential phrases from different literary works, intertextuality
draws upon the concept, rhetoric, or ideology from other
writings to be merged in the new text. It may be the retelling
of an old story, or the rewriting of popular stories in
modern context for instance, James Joyce retells The
Odyssey in his very famous novel Ulysses.
Difference Between Intertextuality and
Allusion
Although both these terms seem similar to each other, they
are slightly different in their meanings. An allusion is a brief
and concise reference that a writer uses in
another narrative without affecting the storyline.
Intertextuality, on the other hand, uses the reference of the
full story in another text or story as its backbone.

Examples of Intertextuality in Literature

Example #1: Wide Sargasso Sea (By Jean Rhys)

In his novel, Wide Sargasso Sea, Jean Rhys gathers some

events that occurred in Charlotte Bronte’s Jane Eyre. The
purpose is to tell readers an alternative tale. Rhys presents
the wife of Mr. Rochester, who played the role of a
secondary character in Jane Eyre. Also, the setting of this
novel is Jamaica, not England, and the author develops the
back-story for his major character. While spinning the
novel, Jane Eyre, Rhys gives her interpretation amid the
narrative by addressing issues such as the roles of women,
colonization, and racism that Bronte did not point out in her
novel otherwise.

Example #2: A Tempest (By Aime Cesaire)

Aime Cesaire’s play A Tempest is an adaptation of The

Tempest by William Shakespeare. The author parodies
Shakespeare’s play from a post-colonial point of view.
Cesaire also changes the occupations and races of his
characters. For example, he transforms the occupation of
Prospero, who was a magician, into a slave-owner, and also
changes Ariel into a Mulatto, though he was a spirit. Cesaire,
like Rhys, makes use of a famous work of literature, and put
a spin on it in order to express the themes of power, slavery,
and colonialism.

Example #3: Lord of the Flies (By William Golding)

William Golding, in his novel Lord of the Flies, takes the story
implicitly from Treasure Island, written by Robert Louis
Stevenson. However, Golding has utilized the concept of
adventures, which young boys love to do on the isolated
island they were stranded on. He, however, changes the
narrative into a cautionary tale, rejecting the glorified stories
of Stevenson concerning exploration and swash buckling.
Instead, Golding grounds this novel in bitter realism by
demonstrating negative implications of savagery and fighting
that could take control of human hearts, because characters
have lost the idea of civilization.

Example #4: The Lion, the Witch, and the Wardrobe (By C.
S. Lewis)
 In this case, C. S. Lewis adapts the idea of Christ’s
crucifixion in his fantasy novel, The Lion, the Witch and the
Wardrobe. He, very shrewdly, weaves together the religious
and entertainment themes for a children’s book. Lewis uses
an important event from The New Testament, transforming it
into a story about redemption. In doing so, he uses Edmund,
a character that betrays his savior, Aslan. Generally, the
motive of this theme is to introduce other themes, such as
evil actions, losing innocence, and redemption.

Example #5: For Whom the Bell Tolls (By Earnest

Hemingway)

In the following example, Hemingway uses intertextuality for

the title of his novel. He takes the title of a poem, Meditation
XVII, written by John Donne. The excerpt of this poem
reads:

“No man is an island … and therefore never send to know

for whom the bell tolls; it tolls for thee.”

Hemingway not only uses this excerpt for the title of his
novel, he also makes use of the idea in the novel, as he
clarifies and elaborates the abstract philosophy of Donne by
using the concept of the Spanish Civil War. By the end, the
novel expands other themes, such as loyalty, love, and
camaraderie.

Function of Intertextuality
A majority of writers borrow ideas from previous works to give
a layer of meaning to their own works. In fact, when readers
read the new text with reflection on another literary work, all
related assumptions, effects, and ideas of the other text
provide them a different meaning, and changes the technique
of interpretation of the original piece. Since readers take
influence from other texts, and while reading new texts they
sift through archives, this device gives them relevance and
clarifies their understanding of the new texts. For writers,
intertextuality allows them to open new perspectives and
possibilities to construct their stories. Thus, writers may
explore a particular ideology in their narrative by discussing
recent rhetoric in the original text.

Refer to the links below:

https://literarydevices.net/intertextuality/
https://loyolanotredamelib.org/Chaired/docs/SevenTypesIntextuality-04.pdf
Group activity:
Let each group make an intertextual with the following movies:
1. Titanic
Application
2. Romeo and Juliet
(15 minutes)
3. The Lion King
4. The Rapunzel
5. Beuwolf
Assessment Individual Activity
(5 minutes) ¼ Sheet of paper: Answer the following questions:
 1. What is Intertextuality?
2. What are forms of intertextuality?
3. Functions of intertextuality.

Assignment
(2 minutes)
Enrichment Give other literary works that use intertextuality.
Enriching/Inspiring
the day’s lesson

Concluding Activity
(3 minutes)

5. Remarks
6. Reflections
A. No. of learners
who earned 80% in
the evaluation
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?

Bibliography
Appendices: (attach all materials that we will use)
1.

Prepared by:
Name ROCHELLE B. School UNION NATIONAL HIGH
IMPANG SCHOOL
Position/Designati MT-1 Division BOHOL
on
Submitted to: Email Address ramchellebohol@gmail.com
Date Submitted Contact No. 09363108650
Teaching Date