Republic of the Philippines

Department of Education
DIVISION OF ILIGAN CITY
HINAPLANON NATIONAL HIGH SCHOOL
Hinaplanon, Iligan City
(063) 224-1778
__________________________________________________________________________

DETAILED LESSON PLAN

School: Hinaplanon National High School Grade Level 11

Teacher Rhea Lei B. Asiñas Learning Creative Writing
Date June 28, 2021 Quarter 4th
I. OBJECTIVE
At the end of the lesson, the learners will be able to:
a. identify the elements of drama;
b. use critical thinking skills to demonstrate understanding of the elements of the drama by comparing and
contrasting two dramatic performances; and
c. reflect and appreciate the value of the interconnection of the elements of drama.

The learners have an understanding of drama as a genre and are able to analyze its
A. Content Standards
elements and techniques.

B. Performance The learners shall be able to compose at least one scene for a one-act play that can
Standards be staged.

C. Learning The learners identify the various elements, techniques, and literary devices in
Competencies drama. (HUMSS_CW/MPIj-IIc-15)

II. CONTENT Elements, techniques, and literary devices in drama

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide Creative Writing Self-Learning Module 4 pages 3-6

2. Learner’s Material Creative Writing Self-Learning Module 4 pages 3-6

3. Textbook Pages N/A

4. Additional Material
from Learning Resource N/A
(LR) portal

B. Other Learning https://www.rcampus.com/

https://www.dailyteachingtools.com/
Resources
https://www.aljazeera.com/
IV. PROCEDURES

 Prayer
 Greetings
Introductory Activity
(5 minutes)  Checking of Attendance
 Classroom Management

Activity/Strategy
INDICATOR 3 Activity 1. Pre-Test
(5 minutes) The learners will unlock difficult words in a quiz game through Quizziz app.

Unlocking of difficult words:

• Exposition
• Plot
• Climax
• Setting
• Dialogue

Process questions:
1. How did you find the activity?
2. From the words defined, what do you think is our topic for today?

The teacher will discuss drama and its elements through a powerpoint
presentation. During the presentation of the lesson, the learners are tasked to read
some contents from the powerpoint slides.

DRAMA comes from a Greek word which means action. It is a story told
in dialogue by performers in front of an audience. Another term for this is play. A
person who writes or creates plays is known as a “playwright” or “dramatist”.
Shakespeare, who wrote the famous play “Romeo and Juliet”, is one of the most
famous and successful playwrights of all time.”

LITERARY ELEMENTS OF DRAMA:

1. Characters - these are the people, animals or even ideas who are given life
in the play.
Abstraction 2. Setting - this is where and when the story in the play happened or the time
(15 minutes) and place where the events in the play took place.
3. Plot - this element answers how the story happened in the play.
a. Exposition - this is the stage when the conflict or the main problem
in the play is introduced or presented.
b. Rising action - this is when the events begin to get complicated or
when excitement, tension or crisis is encountered.
c. Climax - this is the turning point or highest point of a story.
d. Falling action - the series of events following the climax when
events and complications begin to resolve.
e. Denouement or Resolution - this is the end or the conclusion of a
story’s plot.
4. Dialogue - This refers to the words written by the playwright and spoken
by the characters in the play which can be found in a script.

The teacher will then present video clips of one-act plays (exerpt).

Analysis The teacher will raise follow up questions regarding the video clips shown.
(5 minutes)
Process Questions (HOTS):
1. Describe the message of the first one-act play? How about the second?
 2. What are the similarities between the 2 plays in terms of:
 Characters
 Setting
 Plot
 Dialogue
3. What are the differences between the 2 plays in terms of:
 Characters
 Setting
 Plot
 Dialogue
4. How does the interconnectedness of these elements affect the quality and
thereby the popularity of a play?

INDICATOR 1 The learners will interpret the infographics shown by describing the effects of
COVID-19 pandemic in Filipino households.

Application
(15 minutes)

Activity 3: CENTER STAGE

Directions:
The learners will be grouped into four. The learners will be incorporating COVID-
19 pandemic and how it had affected our community and daily lives through a
story map graphic organizer. For example, the group can dramatize the
consequences of disregarding parental/community advice that ends up contracting
COVID-19.

THEMES TO CONSIDER:
 How is the coronavirus pandemic affecting lives?
 How are people dealing with anxiety, fear and the mental health effects of
the pandemic?
 What are communities doing to help children access: Safe spaces, heat and
 shelter, Food and meals that were provided in schools
 How does staying home affect family dynamics?
 What about students at risk of dropping out?
 What are the economic impacts on jobs and businesses in your
community?
STORY MAP RUBRIC:

Criteria Excellent Good Fair Needs Work

(5 points) (4 points) (3 points) (2 points)
Completeness 5 required 4 required 3 required 2 required
of details elements were elements were elements were elements were
provided provided provided provided
Conflict The conflict The conflict is The conflict There is no
was described described in a was poorly identified
in a complete complete described. problem.
thought and is thought but the
possible to be resolution is
solved at the not possible at
end. the end.
Setting The time, place The time, place Time is The time, place
& setting were & setting were correctly & setting were
correctly provided described but not
described but incorrectly the place was provided and
described. not described described.

Characters All the All the All the No characters

characters characters characters were listed
were listed were listed but were listed but and described.
and described. only few are not described.
described.
Plot All the main 4 of the main 3 the main 2 or none the
events were events were events were main events
correctly correctly correctly were correctly
labelled labelled labelled labelled
according to according to according to according to
its order. its order. its order. its order.
Title of the The title was The title was The tile was The tile was no
play clear and somehow not so clear clear and did
exhibited clear and but it exhibited not exhibit
connection to exhibited connection to connection to
the story. connection to the story. the story.
the story.

STORY MAP GRAPHIC ORGANIZER

 Activity 4: POST-TEST
Directions: Identify the word that best describes the sentence.
1. This is the beginning of the story where characters and setting are made
known. This is the stage when the conflict or the main problem in the play
is introduced or presented.
Assessment 2. This describes the events, which relate to each other in a pattern or
(5 minutes) sequence that makes up a story.
3. This is the turning point or highest point of a story.
4. This is where and when the story in the play happened or the time and
place where the events in the play took place.
5. This refers to the words written by the playwright and spoken by the
characters in the play which can be found in a script.
Assignment/Agreement Assignment:
(5 minutes) Forming the same group, the learners will be incorporating COVID-19 messages
in a once-act play from the story map they have created. The learners will submit a
video presentation of their one-act play to the teacher’s GMAIL account
(rhealei.asinas@gmail.com).

RUBRIC FOR THE ONE-ACT PLAY:

Criteria Excellent Good Fair Needs

(5 points) (4 points) (3 points) Improvement
(2 points)
Structure The one-act play The one-act play The one-act play The one-act play
follows the follows the hardly follows does not have a
proposed proposed the proposed clear beginning,
structure, and structure, and structure, and middle, and
there is a clear there is a the beginning, ending.
beginning, beginning, middle, and end
middle, and end. middle, and end. are somewhat
The play opens The play does unclear. Scene
in media res, and not open in changes are
there is some media res, and added
type of closure there may not be unnecessarily.
at the end. The closure at the
entire play takes end. The entire
place in one play is one
scene. scene.
Dialogue The dialogue is The dialogue is The dialogue is Dialogue is
realistic and somewhat hardly realistic extremely
interesting. realistic and or interesting. unrealistic.
Lines are short; interesting. Lines may be
characters Lines are short; wordy, and
interrupt one characters characters speak
another, repeat occasionally too
lines, answer interrupt one politely/formally
questions with another, etc. .
questions, and
change the
subject abruptly
Development As the scene As the scene As the scene The scene is
unfolds, the unfolds, the unfolds, the extremely
reader gains reader gains reader gains undeveloped.
sufficient insight some insight little insight into The copy looks
into the into the the characters, like an initial
characters, their characters, their their fears, and draft.
fears, and the fears, and the the conflict. The
conflict. Scene conflict. Holes reader is left
either pits a may exist, but without much
 character with the situation is information on
his/her greatest explained and the characters
fear or new explored. and/or their
alliances situations.
develop.
Characters Characters are Characters are Characters are Characters are
layered and layered and hardly layered, not layered or
interesting. interesting. but interesting. interesting. They
Fears, interests, Fears, interests, Fears, interests, are one-
and personality and personality and personality dimensional,
are explored, are briefly are only slightly identical, and/or
and characters explored, but revealed. unnecessary.
are unique. No characters might Characters are
clone characters be similar to one similar to one
appear. Each another. Each another, and it's
character has a character has a unclear why
reason to be in reason to be in some characters
the scene. the scene. are there.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment.
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?

Prepared by:

RHEA LEI B. ASIÑAS

Teacher I

Evaluated by:

GERELYN H. TUPAC NILA E. VILLAVER, PhD

Master Teacher II Principal II