A.

Review

 How do you define claim?

 What are the three types of claim?

 Define what is
• claim of fact,
• claim of value,
• claim of policy.
B.
What have you noticed with regards to the
information presented in the video?

How do the scenes similar to another movies?

 C.

Group yourselves into three, think of two

different situations/events/stories that are
related to each other and present that to the
class explaining its comparison.
 D.

 Intertextuality is the shaping of a text's

meaning by another text. It is the
interconnection between similar or related
works of literature that reflect and influence
an audience's interpretation of the text.
 Types of intertextuality:
1. Obligatory- relies on the reading or
understanding of a prior hypotext, before full
comprehension of the hypertext can be
achieved. The writer deliberately invokes a
comparison or association between two (or
more) texts.
 Types of intertextuality:
2. Optional- means it is possible to find a
connection to multiple texts of a single phrase,
or no connection at all. Reading of this hypotext
is not necessary to the understanding of the
hypertext.
 Types of intertextuality:
 3. Accidental- is when readers often connect
a text with another text, cultural practice or a
personal experience, without there being any
tangible anchor point within the original text.

No text is an isolated island.


 E. Identify the intertextuality
in the following:

 He’s asking her to the prom. It’s like a happy

version of Romeo and Juliet.
 E. Identify the intertextuality
in the following:

 J.K. Rowling’s Harry Potter series and J.R.R.

Tolkien’s Lord of the Rings Trilogy.
 F.

Gallery walk
 Phase 1

 1. With the same group, do the prompts

shown on a piece of paper. Discuss your
answer with your group mates so everybody
will have a common idea of the topic.
 2. Do your yell to signal that you are done.
The first group again will get a score of 3 the
last will get 1.
Gallery walk
 Phase 2

 4. Each member of the group will be

assigned a number by counting off.
 5. All of the students who were given number
one, stand by output number 1, all of the
twos, stand by output number two. All of the
students who got number 3, stand by output
3.
Gallery walk
 6. Look at the output, if you and your
previous groupmates are viewing the output
you helped to create, decide from among
your previous groupmates of who will explain
the creation to the new group.
Gallery walk
 7. When the teacher says “rotate”, move to
the next output. if you and your previous
groupmates are viewing the output you
helped to create, decide from among your
previous groupmates of who will explain the
creation to the new group.
 8. Continue rotating until all of the outputs
have been viewed and explained.
 G.

 1. How did you find the activity?

 2. What did your group do to complete the
activity first?
 3. What type of intertextuality did you do
when you were made to explain your output
to the new group?
 4. How useful is intertextuality in other areas
such as advertisements?
 H.

 Determine the type of intertextuality in the

following examples.
 1. “Cause you were Romeo, I was a scarlet
letter and my daddy said stay away from
Juliet.’
 2.
 3. Gods of Egypt and Percy Jackson
 4. Dumbledore who is not afraid of death and
telling Harry Potter not to pity a dying
wizard and Peter Pan who once uttered “to
die would be an awfully a big adventure.
 5. In the Beowulf story, Grendel the monster
is said to be a biblical descendant of Cain.
 I.

 Assignment:
1. Provide two examples in each type of
intertextuality.
2. Read about hypertext.