This document provides a teaching guide for a lesson on text and text connections. It includes standards, learning competencies, outcomes, allotted time, and a lesson outline. The lesson outline introduces the topic, provides motivation, delivers instruction on hypertext and intertextuality, includes practice activities, enrichment, and evaluation. Hypertext is text with links to other text for customized information access. Intertextuality refers to how a text's meaning is shaped by other texts through references.

1. READING AND WRITING SKILLS TEACHING GUIDE TEMPLATE
TOPIC/LESSON NAME Text and Text Connections
 Context of Text Development
CONTENT STANDARDS The learner understands the relationship of a written text and the context in which it
was developed.
PERFORMANCE STANDARDS The learner writes a 1000-word critique of a selected text on the basis of its claim/s,
context, and properties as a written material.
LEARNING COMPETENCIES  Identifies the context in which a text was developed.(EN11/12RWS-IVac-7)
a. Hypertext (EN11/12RWS-IVac-7.1)
b. Intertext (EN11/12RWS-IVac-7.2)
SPECIFIC LEARNING
OUTCOMES At the end of the lesson, the learners are able to:
 The learner will dramatize an advertisement.
TIME ALLOTMENT Unit 2: No. of hours: 100 minutes
LESSON OUTLINE:
Introduction  The teacher will review the last topic
 The students will be asked to watch a video and relate to a story they already
know.
Motivation
 The students will be asked about the internet and the social account that they used
Instruction/ Delivery
 (Assigned group of the students will discuss their assigned topic.) Text and Text
Connections

2. Practice  Start reading and list down the highlighted text and its corresponding url if you
decide to click on a particular link
Enrichment  Read the following important historical text by Abraham Lincoln, 16th president of
the United States, and answer the questions that follows.
Evaluation  Answer formative test (Essay)
Materials
 Projector and downloaded video clip, power point presentation, marker
Resources  Anudin, Ali G., Pena, Andrew Rey S., “Reading and Writing, “ Vibal Group Inc.,
1253 G. Araneta Avenue, Quezon City.
 Dreiser, Theodore. Sister Carrie. 1900.

3. PROCEDURE
INTRODUCTION
1. The students will be asked to watch a video and relate to a story they already know.
2. The students will be asked about the internet and the social account that they used.
MOTIVATION
The teacher will asks this questions:
 How do you look for references for an assignment or project?
 What sources do you usually use as reference for reading materials for assignments and projects?
INSTRUCTION/DELIVERY
HYPERTEXT AS A MEANS OF OBTAINING INFORMATION IN A CUSTOMIZED WAY
Hypertext is text displayed on a computer display or other electronic devices with references (hyperlinks) to other text
that the reader can immediately access, or where text can be revealed progressively at multiple levels of detail (also called
StretchText). Hypertext documents are interconnected by hyperlinks, which are typically activated by a mouse click, keypress
sequence or by touching the screen. Apart from text, the term "hypertext" is also sometimes used to describe tables, images, and
other presentational content forms with integrated hyperlinks.
Hypertext is one of the key underlying concepts of the World Wide Web,where Web pages are often written in the
Hypertext Markup Language (HTML). As implemented on the Web, hypertext enables the easy-to-use publication of information
over the Internet.
Types and uses of hypertext
Hypertext documents can either be static (prepared and stored in advance) or dynamic (continually changing in
response to user input, such as dynamic web pages). Static hypertext can be used to cross-reference collections of data in
documents, software applications, or books on CDs.

4. A well-constructed system can also incorporate other user-interface conventions, such as menus and command lines.
Links used in a hypertext document usually replace the current piece of hypertext with the destination document.
A lesser known feature is Stretch Text, which expands or contracts the content in place, thereby giving more control to
the reader in determining the level of detail of the displayed document. Hypertext can be used to support very complex and
dynamic systems of linking and cross-referencing.
The most famous implementation of hypertext is the World Wide Web, written in the final months of 1990 and released
on the Internet in 1991.
Intertextuality is the shaping of a text's meaning by another text. Intertextual figures include: allusion, quotation,
calque, plagiarism, translation, pastiche and parody. Intertextuality is a literary device that creates an 'interrelationship
between texts' and generates related understanding in separate works ("Intertextuality", 2015).These references are made to
influence the reader and add layers of depth to a text, based on the readers' prior knowledge and understanding.
Intertextuality is a literary discourse strategy (Gadavanij, n.d.) utilised by writers in novels, poetry, theatre and even
in non-written texts (such as performances and digital media). Examples of intertextuality are an author's borrowing and
transformation of a prior text, and a reader's referencing of one text in reading another.
Intertextuality does not require citing or referencing punctuation (such as quotation marks) and is often mistaken for
plagiarism (Ivanic, 1998). Intertextuality can be produced in texts using a variety of functions including allusion, quotation and
referencing (Hebel, 1989). However, intertextuality is not always intentional and can be utilised inadvertently. As
philosopher William Irwin wrote, the term "has come to have almost as many meanings as users, from those faithful to
Kristeva's original vision to those who simply use it as a stylish way of talking about allusion and influence".
Types of Intertextuality
Intertextuality and intertextual relationships can be separated into three types: obligatory, optional and accidental
(Fitzsimmons, 2013). These variations depend on two key factors: the intention of the writer, and the significance of the
reference. The distinctions between these types and those differences between categories are not absolute and exclusive (Miola,
2004) but instead, are manipulated in a way that allows them to co-exist within the same text.
1. Obligatory
Obligatory intertextuality is when the writer deliberately invokes a comparison or association between two (or more) texts.

5. Without this pre-understanding or success to 'grasp the link', the reader's understanding of the text is regarded as inadequate
(Fitzsimmons, 2013). Obligatory intertextuality relies on the reading or understanding of a prior hypotext, before full
comprehension of the hypertext can be achieved (Jacobmeyer, 1998).
Examples
To understand the specific context and characterisation within Tom Stoppard's 'Rosencrantz and Guildenstern are
Dead', one must first be familiar with Shakespeare's 'Hamlet' (Mitchell, n.d.). It is in Hamlet we first meet these characters as
minor characters and, as the Rosencrantz and Guildenstern plot unravels, specific scenes from Hamlet are actually performed
and viewed from a different perspective. This understanding of the hypotext Hamlet, gives deeper meaning to the pretext as
many of the implicit themes from Rosencrantz and Guildenstern are more recognizable.
2. Optional
Optional intertextuality has a less vital impact on the significance of the hypertext. It is a possible, but not essential,
intertextual relationship that if recognized, the connection will slightly shift the understanding of the text (Fitzsimmons, 2013).
Optional Intertextuality means it is possible to find a connection to multiple texts of a single phrase, or no connection at all
(Ivanic, 1998). The intent of the writer when using optional intertextuality, is to pay homage to the 'original' writers, or to
reward those who have read the hypotext. However, the reading of this hypotext is not necessary to the understanding of the
hypertext.
Examples
The use of optional intertextuality may be something as simple as parallel characters or plotlines. For example, J.K.
Rowling's Harry Potter series shares many similarities with J. R. R. Tolkien's Lord of the Rings trilogy. They both apply the use
of an aging wizard mentor (Professor Dumbledore and Gandalf) and a key friendship group is formed to assist the protagonist
(an innocent young boy) on their arduous quest to defeat a powerful wizard and to destroy a powerful being (Keller, 2013).
3. Accidental
Accidental intertextuality is when readers often connect a text with another text, cultural practice or a personal
experience, without there being any tangible anchorpoint within the original text (John Fitzsimmons). The writer has no
intention of making an intertextual reference and it is completely upon the reader's own prior knowledge that these connections
are made (Wöhrle, 2012).

6. Examples
Often when reading a book or viewing a film a memory will be triggered in the viewers' mind. For example, when reading
Herman Melville's 'Moby Dick', a reader may use his or her prior experiences to make a connection between the size of the whale
and the size of the ship.
4. Allusion
While intertextuality is a complex and multileveled literary term, it is often confused with the more casual term 'allusion'.
Allusion is a passing or casual reference; an incidental mention of something, either directly or by implication ("Plagiarism",
2015). This means it is most closely linked to both obligatory and accidental intertextuality, as the 'allusion' made relies on the
listener or viewer knowing about the original source. It is also seen as accidental however, as they are normally phrases that are
so frequently or casually used, that the true significance of the words is not fully appreciated. Allusion is most often used in
conversation, dialogue or metaphor. For example, "I was surprised his nose was not growing like Pinocchio's." This makes a
reference to The Adventures of Pinocchio, written by Carlo Collodi when the little wooden puppet lies (YourDictionary, 2015). If
this was obligatory intertextuality in a text, multiple references to this (or other novels of the same theme) would be used
throughout the hypertext.
5. Plagiarism
"Intertextuality is an area of considerable ethical complexity" (Share, 2006). As intertextuality, by definition, involves the
(sometimes) purposeful use of other's work without proper citation, it is often mistaken for plagiarism. Plagiarism is the act of
"using or closely imitating the language and thoughts of another author without authorization-" ("Plagiarism", 2015). Whilst
this does seem to include intertextuality, the intention and purpose of using of another's work, is what allows intertextuality to
be excluded from this definition. When using intertextuality, it is usually a small excerpt of a hypotext that assists in the
understanding of the new hypertext's (Ivanic, 1998) original themes, characters or contexts. They use a part of another text and
change its meaning by placing it in a different context (Jabri, 2004). This means that they are using other's ideas to create or
enhance their own new ideas, not simply plagiarising them. Intertextuality is based on the 'creation of new ideas', whilst
plagiarism is often found in projects based on research to confirm your ideas. "There is much difference between imitating a man
and counterfeiting him"(Benjamin Franklin, n.d).

7. PRACTICE
Activity 1.
 Go to the website your teacher assigns to you.
 Start reading and list down the highlighted text and its corresponding url if you decide to click on a particular link:
NAME OF LINK URL(WEB Address)
 Compare your list with your classmates. How similar or different are yours compared to theirs.
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 Explain briefly why you came up with your sequence of links.
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8. ENRICHMENT
Read the following important historical text by Abraham Lincoln, 16th president of the United States, and answer the
questions that follows:
Four score and seven years ago, our fathers brought fourth upon this continent a new nation, conceived in liberty, and
dedicated to the proposition that men are created equal………………………….
Questions:
1. Which text could Abraham Lincoln be referring to when he said” dedicated to the proposition that all men are equal?”
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2. What kind of intertextuality is found in this text?
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Activity
The following is an excerpt from “ A Successful Failure” by Glenn Frank. Read and answer the questions that follow:
A Successful Failure
By Glenn Frank
Several years ago there appeared a series of papers that purported to be the confessions of a successful man who was
under no delusion as to the essential quality of his attinments. The papers are not before me as I write, and I must trust to
memory and a few penciled noted made at the time of their appearance, nut will be interesting to recall his confessions
regarding his education……..
Questions:

9. Prepared by:
MR. JERWIN T. ADAYA
Subject Teacher
1. What kind of intertextuality is found in this text? “ Successful Failure”
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
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2. What words in the text identify this kind of intertextuality?
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EVALUATION
Formative Test
Essay(10 points)
1. What are the types of hypertext and differentiate them?
2. Why do you think a hypertext allow readers to access information particularly suited to their needs. Give an example
for this.