Republic of the Philippines

Department of Education
Region VI – Western Visayas
SCHOOLS DIVISION OF CAPIZ

MAAYON NATIONAL HIGH SCHOOL

Maayon, Capiz

SENIOR HIGH SCHOOL CURRICULUM

Detailed Lesson Plan in Reading and Writing Skills (Grade 11)

Date: February 4, 2025

I. OBJECTIVES:
A. Content Standard
The learner realizes that information in a written text may be selected and organized to
achieve a particular purpose.
B. Performance Standard
The learner critiques a chosen sample of each pattern of development focusing on
information selection, organization, and development.
C. Learning Competency and Objectives:
1. Identify the context in which a text was developed, focusing on intertext (EN11/12RWS-
IVac-7.1);
2. Organize and connect information across different texts by creating a mind map or
diagram; and
3. Express curiosity and interest in how texts are interconnected.

II. CONTENT: READING AND WRITING SKILLS (Identifying the Context of Text Development-
Intertext)
III. LEARNING RESOURCES
A. References:
1. Dumaran, Jennifer T. Reading and Writing Skills Quarter 3 Module 4: Hypertext vs.
Intertextuality, pp. 1-2.
2. Delos Santos, Isidro. The Legend of Maria Makiling. National Bookstore, 1989.
3. Graves, Robert. The Greek Myths. Penguin Books, 1955.
4. Gourlay, Candy. Tall Story. David Fickling Books, 2010.
IV. PROCEDURES
Teacher's Activity Students' Activity
A. Preliminaries a. Prayer
b. Greeting the class Respond with
"Good morning,
Ma’am / Good
c. Checking of attendance afternoon, Ma’am."
B. Reviewing of The teacher will ask questions related to the past Students recall
Previous lesson: previous lessons
Lesson/ “What did we learn from our previous lesson? and reflect on
Presenting their new lesson.
the New Then, the teacher will introduce a new lesson by
Lesson/ giving an activity.
Motivation Instructions: Identify the similarities in characters,
themes, or subjects between the two passages.

Passage 1: Filipino Folklore (Bernardo Carpio)

Bernardo Carpio is a legendary figure in Filipino

folklore, often depicted as a hero with superhuman
strength. According to the story, he was the son of a
powerful king and was gifted with immense abilities.
However, he was betrayed and imprisoned by the
gods, who placed him between two massive
boulders in the mountains. As the legend goes,
Bernardo Carpio struggles to break free, using his
strength to push the boulders apart. His continuous
struggle symbolizes the Filipino people's fight
against oppression and the quest for freedom. He is
often considered a protector of the people, fighting
against forces that seek to enslave or control them.

Passage 2: Famous Greek Myth (Poseidon)

In ancient Greek mythology, Poseidon is the god of

the sea, earthquakes, and horses. He was one of the
twelve Olympian gods, the brother of Zeus and
Hades. Poseidon is often depicted wielding a trident,
a powerful weapon that controls the waters and can
cause storms, earthquakes, and shipwrecks. He was
known for his volatile nature, representing both the
nurturing and destructive aspects of the sea. Like
Bernardo Carpio, Poseidon also embodies immense
power, often using it to control the natural world.
While Poseidon’s realm is the ocean and its forces,
his connection to power and struggle resonates with
the same themes found in the story of Bernardo
Carpio.
C. Discussion INTERTEXT Listen to the
Another important technique in analyzing the discussion, take
context of a text’s development in defining its notes, and ask
intertextual link to another text. Intertextuality is the questions for
modeling of a text’s meaning by another text. It is clarification.
defined as the connections between language,
images, characters, themes, or subjects depending
on their similarities in language, genre, or discourse.
This is seen when an author borrows and transforms
a prior text, or when you read one text and you
reference another. This view recognizes that the text
is always influenced by previous text and in turn
anticipates future texts.
Take, for instance, the local legend of folk hero
Bernardo Carpio. Many versions of his tale exist, but
local folklore says he is a giant who is the cause of
earthquakes. In Greek mythology, there is also
Poseidon, who is the god of the sea and
earthquakes. Many cultures also attribute natural
disasters to legendary figures.
This is an example of intertextuality.
Intertextuality is also seen in the story of 'Tall Story'
by Candy Gourlay. This is the story of a British-
Filipina teenager who meets Bernardo, her long-lost
half-brother. Bernardo turns out to be eight feet tall
and suffers from gigantism. However, the people
from his village believe he is the legendary giant
who has come to save everyone from earthquakes.
The inspiration of the Bernardo Carpio myth is clear
in this story and creatively updated to make more
appealing to modern and foreign audiences.
D. Developing The teacher will provide an activity for the students Students will
Mastery to further understand the lesson. answer the activity
Instructions: Create a mind map showing the and reflect
intertextual connections between the passages, afterwards.
including characters, themes, and links.
Passage 1: Local Legend (Philippine Folklore - "The
Legend of Maria Makiling")

Maria Makiling is a famous diwata (fairy) in Filipino

folklore, known for her beauty, kindness, and power
over nature. She is said to live in the mountains of
Makiling, where she can be seen protecting the
forests, rivers, and the creatures within. Locals
believe that she appears to help people in need,
particularly during times of distress, such as when a
villager is lost or in danger. However, Maria Makiling
is also mysterious and elusive, only appearing to
those who show respect for nature. Some versions of
the legend suggest that she once fell in love with a
mortal man, but he betrayed her, leading her to
retreat further into the mountains, never to be fully
seen again.

Passage 2: Greek Mythology (The Myth of

Persephone)
Persephone, the daughter of Demeter, the goddess
of agriculture, was abducted by Hades, the god of
the underworld. According to myth, Persephone was
picking flowers in a field when Hades emerged from
the earth and took her to his dark realm. Demeter,
in her grief, caused a great famine, refusing to let
the crops grow until her daughter was returned.
Eventually, a deal was struck where Persephone
would spend part of the year with her mother and
part in the underworld with Hades, symbolizing the
changing seasons. Her story represents themes of
life, death, and rebirth, as well as the bond between
a mother and daughter.

Passage 3: Modern Literature ("Tall Story" by Candy

Gourlay)

In Tall Story, the story follows Bernardo, a teenager

who stands well over seven feet tall. His immense
height makes him both a target for bullying and a
source of fascination in his community. As he
navigates high school life, Bernardo struggles with
the expectations placed on him because of his size.
He is also caught between his heritage, as he is part
of a family with a long history in the Philippines, and
his new life in London, where he must learn to
balance his identity in a foreign culture. Over the
course of the novel, Bernardo discovers that his
height, which once felt like a curse, is actually a gift
that allows him to help others and find his place in
the world.

Rubric for the Activity:

Criteria Desired Earned

Score Score
Clarity and 5
Organization
Depth of Connections 10
Creativity 5
Total 20
E. Application The teacher will give a group activity. The class will Students will
be divided into 5 groups. perform the given
Instructions: Write a 500–800-word short story with activity.
three intertextual references. Identify and explain
the references, showing how it enhance or transform
the narrative.
Rubric for the Activity:
Criteria Desired Earned
Score Score
Use of intertextuality 10
Creativity 7
Clarity of explanation 3
Total 20
F. Generalizatio To check their understanding, the teacher will ask the Reflect on the
n following, utilizing the higher-order thinking skills lesson and respond
questions: by summarizing
1. How does intertextuality affect how we key points and their
understand a story or text? understanding.
2. In what ways does intertextuality contribute to a
richer, more complex narrative?
3. How can authors use intertextuality to make a
story more appealing to different audiences?
4. How might intertextuality be used to comment on
or critique societal issues?
5. How does the knowledge of intertextual
connections change how we read and interpret
stories?
6. How does intertextuality demonstrate the
influence of historical or cultural contexts on
literature?
7. Do you think intertextuality helps or hinders
creativity in writing? Explain.
G. Evaluation The teacher will conduct a quiz on the lesson. Students answer
Instructions: Choose the letter of the correct the quiz
answer. individually.

1. What is the best definition of intertextuality?

A. The practice of using historical facts in fictional
narratives.
B. The relationship between texts and how they
influence each other.
C. The ability to write creative stories based on
true events.
D. The use of fictional characters in historical
settings.
2. Why does understanding intertextuality help us
better understand the themes of a story?
A. It explains why authors write certain types of
stories.
B. It reveals deeper meanings and connections
between narratives.
C. It eliminates the need for historical background
research.
D. It proves that all stories are based on existing
myths.
3. What are two key elements that can be
connected through intertextuality?
A. Plot and setting
B. Characters and themes
C. Writing style and historical facts
D. Dialogue and imagery
4. How do intertextual connections make a text
more relatable or meaningful?
A. By creating humor through exaggerated
references.
B. By offering readers familiar elements to
connect with.
C. By replacing original themes with new ones.
D. By focusing solely on ancient stories.
5. What role does intertextuality play in creating
new myths or legends?
A. It ensures myths remain accurate to their
origins.
B. It prevents authors from inventing new
characters.
C. It reimagines and adapts old narratives for
modern audiences.
D. It keeps storytelling limited to historical texts.

H. Assignment The teacher will provide the learners with an Students take note
assignment that is related to the lesson. of the assignment
Instructions: Choose any possible topic below and and prepare for the
identify at least three intertextual reference. Explain next class.
how it is influenced by or borrows from older texts.
POSSIBLE STORIES:
1. The Lion King
2. Stranger Things
3. Big Little Lies by Liane Moriarty

Rubric for the Assignment:

Criteria Desired Earned

Score Score
Relevance of Connection 10
Creativity 6
Presentation 4
Total 20
I. Remarks
J. Reflection
a. No. of
learners who
earned 80% in
the evaluation.

b. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%.
c. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.

Prepared by:

CARLY JEAN A. BELORIA

Subject Teacher

Checked and reviewed by:

DIVINA NATIVIDAD F. QUIACHON

Head Teacher III- English