School: Grade Level:

GRADES 1 to 12
Teacher: . Learning Area:
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective

Objective: Students will Objective: Students will Objective: Students will

Objective: Students will Objective: Students will
learn to conceptualize and learn to conceptualize and learn to conceptualize and
learn to conceptualize and learn to conceptualize and
develop an engaging plot develop an engaging plot develop a suitable setting
develop compelling develop compelling
and setting for a one-act for a one-act play. and scene for a one-act
characters for a one-act characters for a one-act
play. play.
play. play.

Paksang Aralin Lesson Plan 1: Character

(Subject Matter) Development for a One- Lesson Plan 2: Plot
Lesson Plan 1: Character Act Play Development for a One-Act Lesson Plan 3: Setting and
Development for a One- Lesson Plan 2: Plot and Play Scene Development for a
Act Play Setting Development for a One-Act Play
One-Act Play

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting the
New Lesson

b. Establishing purpose for

the lesson Activity 1: Understanding Activity 1: Understanding Activity 1: Understanding Activity 1: Understanding Activity 1: Understanding
Character Development Plot Structure Character Archetypes Dramatic Structure Setting in Drama

1. Introduce the 1. Introduce the 1. Introduce the 1. Introduce the 1. Introduce the
concept of concept of plot concept of concept of dramatic concept of setting
character structure in character structure in in playwriting and
development in playwriting, archetypes in playwriting, its impact on the
playwriting, including the playwriting, such as including the mood and
explaining its exposition, rising hero, villain, exposition, rising atmosphere of a
importance in action, climax, mentor, sidekick, action, climax, play.
creating engaging falling action, and and love interest. falling action, and 2. Provide examples
and relatable resolution. 2. Provide examples resolution. of plays with
characters. 2. Provide examples of well-known 2. Provide examples of different settings,
2. Provide examples of well-structured characters from well-structured one- such as a deserted
of well-developed one-act play plots literature or theater act plays and discuss island, a bustling
characters from and discuss how that represent each how each stage of city, or a haunted
famous one-act each stage archetype. the dramatic mansion.
plays or other contributes to the 3. Engage the students structure contributes 3. Engage the students
dramatic works. overall narrative. in a class discussion to the overall in a class discussion
3. Engage the students 3. Engage the students about the narrative. about how settings
in a class discussion in a class discussion significance of 3. Engage the students can influence the
about the key about the character in a class discussion characters and the
elements of importance of archetypes in about the importance overall plot of a
character conflict and tension creating relatable of conflict and play.
development, such in driving the plot and recognizable tension in driving
as backstory, forward. characters. the plot forward.
motivations, and
conflicts.
c. Presenting
example/instances of
the new lesson
d. Discussing new concepts
Activity 2: Creating Activity 2: Brainstorming Activity 2: Creating Activity 2: Brainstorming Activity 2: Creating the
Character Profiles Plot Ideas Character Profiles Plot Ideas Play's Setting

1. Divide the students 1. Divide the students 1. Divide the students 1. Divide the students 1. Divide the students
into small groups into small groups into small groups into small groups into small groups
and assign each and instruct each and assign each and instruct each and assign each
group a specific group to come up group a specific group to come up group a specific
character archetype with a unique plot character archetype. with a unique plot genre or theme for
(e.g., hero, villain, idea for a one-act 2. In their groups, idea for a one-act their one-act play
sidekick, mentor). play. students will play. setting.
2. In their groups, 2. Each group will brainstorm and 2. Each group will 2. In their groups,
students will present their plot create detailed present their plot students will
brainstorm and idea to the class, character profiles idea to the class, brainstorm and
create detailed highlighting the for their assigned highlighting the create a detailed
character profiles conflict and major archetype, conflict and major description of the
for their assigned events that will take including physical events that will take setting, including
archetype, place in the play. attributes, place in the play. its physical features
including physical 3. The class will personality traits, 3. The class will and its relevance to
traits, personality provide feedback goals, and conflicts. provide feedback the plot and
traits, and personal and suggestions to 3. Each group will and suggestions to characters.
histories. enhance the plot present their enhance the plot 3. Each group will
3. Each group will ideas. character profiles to ideas. present their setting
present their the class, and there description to the
character profile to will be a class class, and there will
the class, and there discussion on the be a class
will be a class diversity and discussion on the
discussion on the complexity of the diversity of settings
diversity and characters created. in one-act plays.
uniqueness of the
characters created.
e. Continuation of the
discussion of new
concepts
f. Developing Mastery

g. Finding practical
applications of concepts Activity 3: Writing Activity 3: Creating a Activity 3: Writing Activity 3: Outlining the Activity 3: Designing
and skills in daily living
Character Dialogues Setting Character Monologues Plot Scene Visuals

1. Instruct each 1. Instruct each 1. Instruct each 1. Instruct each student 1. Instruct each
student to choose student to choose student to choose to choose one plot student to choose
one character from one plot idea from one character from idea from the one setting from
their group's the presented group their group's presented group their group's
character profiles. proposals. character profiles. proposals. descriptions.
2. Have the students 2. Have the students 2. Have the students 2. Have the students 2. Have the students
write short work individually write a monologue work individually or create visual
dialogues between to create a suitable in the first person in pairs to create a representations of a
their characters, setting for their from the detailed outline for specific scene
focusing on how chosen plot, perspective of their their chosen plot, within that setting,
the characters considering how chosen character, including the key using drawings or
interact and reveal the setting will revealing the events and the collages to depict
their traits through complement and character's development of the stage setup and
their speech. enhance the story's thoughts, emotions, conflicts. the key elements of
3. Students will share mood and and motivations. 3. Students will share the scene.
their dialogues with atmosphere. 3. Students will their plot outlines 3. Students will
the class, and the 3. Students will share perform their with the class, and present their scene
class will provide their settings with character the class will discuss visuals to the class,
feedback on how the class, and the monologues in how each plot idea explaining how the
effectively the class will discuss front of the class, can be further visual elements
characters' how each setting bringing their developed. contribute to the
personalities are contributes to the characters to life overall impact of
portrayed. play's overall through the spoken the scene.
 impact. word.

h. Making generalizations
and abstractions about
the lesson
i. Evaluating learning
Test: For the test, students Test: For the test, students
will be given a character will be given a plot idea and Test: For the test, students
archetype and asked to asked to develop a detailed will be given a setting
create a detailed character outline for a one-act play, description and asked to
profile for that archetype, including the exposition, create a scene visual for a
Test: For the test, students Test: For the test, students including the character's rising action, climax, falling specific moment in the
will be given a character will be given a plot idea background, motivations, action, and resolution, while one-act play that utilizes
archetype and asked to and asked to develop a and internal conflicts. maintaining a coherent and that setting. They will need
create a detailed character detailed outline for a one- engaging narrative. to demonstrate their
profile for that archetype, act play, including the understanding of how the
including the character's exposition, rising action, setting can be visually
background, motivations, climax, falling action, and represented on stage to
and personality traits. resolution, as well as a enhance the play's
suitable setting that atmosphere and
complements the story's storytelling.
themes and conflicts.

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
 for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?