READING AND WRITING IN CONTEXT

STEM B

TOPIC/ LESSON NAME Critical Reading as Looking for Ways of Thinking: Context of Text Development
CONTENT STANDARDS The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.
PERFORMANCE The learner writes a 1000- word critique of a selected text on the basis of its claim/s, context, and
STANDARDS properties as a written material.
LEARNING The learner critics a chosen sample of each pattern of development focusing on information
COMPETENCIES selection, organization and development.
SPECIFIC LEARNING  The learner establishes the relevance of the references found in a text.
OUTCOMES  The learner identifies the contexts in text development.
 The learner discusses the contexts in text development.
 The learner creates a text applying context of text development.
TIME ALLOTMENT 4 hours

LESSON OUTLINE:
During the lesson, the leaners will:
1. Introduction: Watch a music video and look for the familiar references used by the characters. The learners then
identify the context of text development. (10 minutes)
2. Instruction/ Delivery: Discuss the context of text development through an interactive game. (50 minutes).
3. Practice: Compose a parody of a certain song using context of text development. (45 minutes)
4. Enrichment: Identify the importance of context of text development in writing a text.( 5 minutes ) (Optional)
5. Evaluation: Individual Quiz (10 minutes)
 Materials Music Video of TT and What is Love? by TWICE
Prizes
Resources
PROCEDURE MEETING THE
LEARNER’S NEEDS
INTRODUCTION
Use this as a head start for the
1. Ask the students to watch the music video of TT by TWICE and identify the references which next discussion.
they are familiar with. (E.g. the music video was inspired by Disney references such as
Pinocchio, The Little Mermaid, Snow white etc.)

INSTRUCTION/ DELIVERY

1. Present the two contexts of text development.

Students play the game “Quiz and Twist”

1. The Class will be grouped into 7
2. The class will be asked to gather in a wide space.
3. Each group shall answer a question regarding the topic.
4. A representative must come to the teacher and get the question.
5. The twist is they have to follow a consequence (e.g. raise both arms while formulating
answers)
6. The group who answers first garners the highest point (5 points)
7. The group who fails to do the consequence will be deducted a point from their total score.

Questions:
1. A ______ is neither written nor read in a vacuum. T

2. A ______ is defined as the social, cultural, political, historical, and other related
circumstances that surround the text and from the terms from which it can be better
 understood and evaluated. C By incorporating the
discussion into a game. They
3. It is the modelling of a text's meaning by another text. I will be able to absorb the
lesson properly.
4. The function and effectiveness of intertextuality can often depend quite a bit on the reader’s
________ and _________before reading the secondary text. P K and U

5. The definition of intertextuality was created by the French semiotician Julia Kristeva in the
1960s. True or False

6. Intertextuality is from the Latin word _______ which means “to intermingle while weaving.”
I

7. Intertextuality is a literary discourse strategy (Gadavanij, n.d.) utilized by writers in novels,

poetry, theatre and even in non-written texts (such as performances and digital media). True
or False?

8. Formulate a sentence using Peter Pan as a reference.

9. Formulate a sentence using Romeo and Juliet as a reference.

10. Formulate a sentence using Anthony and Cleopatra as a reference.

11. Formulate a sentence using Harry Potter as a reference

12. Fan fiction is a great example of intertextuality. True or False?

13. Hypertext is a nonlinear way of showing information. True or False?

14. This information appears as links and is usually accessed by clicking. True or False?
 15. A reader can skim through sections of a text, freely jumping from one part to another
depending on what aspect of the text interests him/her. True or False?

16. Why use hypertext? Because in general, humans learn better ________. A

Context of Text Development: Intertext and Hypertext

A text is neither written nor read in a vacuum; its meaning and interpretation are affected by a
given set of circumstances. Thus, CONTEXT is defined as the social, cultural, political, historical,
and other related circumstances that surround the text and from the terms from which it can be better
understood and evaluated.

In discovering a text's context, you may ask questions like:

• When was the work written?
• What were the circumstances that produced it?
• What issues deal with it?

INTERTEXTUALITY
INTERTEXTUALITY is the modelling of a text's meaning by another text. It is defined as the
connections between language, images, characters, themes, or subjects depending on their
similarities in language, genre or discourse. This view recognizes that the text is always influenced
by previous texts.
A text contains many layers of accumulated, cultural, historical, and social knowledge, which
continually adds to and affects one another. The function and effectiveness of intertextuality can
often depend quite a bit on the reader’s prior knowledge and understanding before reading the
secondary text; parodies and allusions depend on the reader knowing what is being parodied or
alluded to.
Then what do you think is the weakness of Intertextuality?
The definition of intertextuality was created by the French semiotician Julia Kristeva in the
1960s. She created the term from the Latin word intertexto, which means “to intermingle while
weaving.” Kristeva argued that all works of literature being produced contemporarily are
intertextual with the works that came before it.
In other words, what do you think does this mean? Any text can be considered a work of
intertextuality because it builds on the structures that existed before it.
Another definition of Intertextuality is that it is a literary discourse strategy (Gadavanij, n.d.)
utilized by writers in novels, poetry, theatre and even in non-written texts (such as performances and
digital media).
Intertextuality does not require citing or referencing punctuation (such as quotation marks) and is
often mistaken for plagiarism (Ivanic, 1998).

COMMON EXAMPLES OF INTERTEXTUALITY

We use different examples of intertextuality frequently in common speech, like the following:
1. He was lying so obviously, you could almost see his nose growing.
2. He’s asking her to the prom. It’s like a happy version of Romeo and Juliet.
3. It’s hard being an adult! Peter Pan had the right idea.
Fan fiction is a great example of intertextuality. In fan fiction, authors enter the fictional worlds
of other authors and create their own stories.
FUNCTION OF INTERTEXTUALITY
A majority of writers borrow ideas from previous works to give a layer of meaning to their own
works. 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.
THE IMPORTANCE OF INTERTEXTUALITY
Intertextuality shows how much a culture can influence its authors, even as the authors in turn
influence the culture.

HYPERTEXT
Hypertext is a nonlinear way of showing information.
Hypertext connects topics on a screen to related information, graphics, videos, and music --
information is not simply related to text.
This information appears as links and is usually accessed by clicking. The reader can jump to
more information about a topic, which in turn may have more links. •This opens up the reader to a
wider horizon of information to a new direction.
 A reader can skim through sections of a text, freely jumping from one part to another depending
on what aspect of the text interests him/her. Thus, in reading with hypertext, you are given more
flexibility and personalization because you get to select the order in which you read the text and
focus on information that is relevant to your background and interests.
Why use hypertext? Because in general, humans learn better associatively.
PRACTICE (Creating a parody using context of text development)

1.All of the groups will be tasked to make a parody of a song of their choice.
2.The song choice can be anything under the sun.
3.20 minutes will be allocated for each group to prepare.
4.Three minutes will be given for you to present.
5.Each group should hand the teacher a copy of the lyrics of their parody and the title of the
original song.
6. The group performance will be rated by using a rubric.
ENRICHMENT (Optional)

Ask the students to identify the importance of context development in writing a text

EVALUATION

Directions: Identify the development of context in the music video, Love Story by Taylor Swift.
State in your paper if it employed hypertext or intertextuality. Explain why. Do this by writing a
200- word critique of the music video. Love Story by Taylor Swift

"Love Story"
We were both young when I first saw you. I close my eyes and the flashback starts: I'm standing
there on a balcony in summer air. See the lights, see the party, the ball gowns. See you make your
way through the crowd And say, "Hello." Little did I know. That you were Romeo, you were
throwing pebbles, And my daddy said, "Stay away from Juliet." And I was crying on the staircase
Begging you, "Please don't go." And I said... Romeo, take me somewhere we can be alone. I'll be
waiting; all that's left to do is run. You'll be the prince and I'll be the princess, It's a love story, baby,
just say "Yes". So I sneak out to the garden to see you. We keep quiet 'cause we're dead if they knew
So close your eyes, Escape this town for a little while. Oh, oh. 'Cause you were Romeo, I was a
scarlet letter, And my daddy said, "Stay away from Juliet." But you were everything to me, I was
begging you, "Please don't go."
And I said... Romeo, take me somewhere we can be alone. I'll be waiting; all that's left to do is
run. You'll be the prince and I'll be the princess. It's a love story, baby, just say "Yes". Romeo, save
me. They're trying to tell me how to feel. This love is difficult but it's real. Don't be afraid, we'll
make it out of this mess. It's a love story, baby, just say "Yes".
Oh, oh, oh. I got tired of waiting Wondering if you were ever coming around. My faith in you was
fading When I met you on the outskirts of town. And I said... Romeo, save me. I've been feeling so
alone. I keep waiting for you, but you never come. Is this in my head? I don't know what to think.
He knelt to the ground and pulled out a ring and said... Marry me, Juliet, you'll never have to be
alone. I love you, and that's all I really know. I talked to your dad – go pick out a white dress It's a
love story, baby, just say "Yes". Oh, oh, oh, oh, oh, oh. 'Cause we were both young when I first saw
you. . .