GRADES 1 to 12 SCHOOL: Palomoc National High School Grade Level: 11

DAILY LESSON TEACHER: Mary Joy S. Arceo Subject: Creative Writing

Plan
QUARTER: 4th Date and Time: April 1-4, 2024
10:45-11:45 AM

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

B. Performance Standard The learners shall be able to compose at least one scene for a one-act play that can be staged.
C. Learning Competency At the end of the lesson, students are expected to:
1. Identify and define key elements of drama
2. Analyze various techniques and literary devices employed in drama.
3. Demonstrate their understanding by applying these concepts to a short dramatic text.

I. Content Elements, Techniques and Literary Devices in Drama

II. Learning Resources ADM Quarter 2 – Module 1
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages ADM Quarter 2 – Module 1 Elements, Techniques and Literary Devices in Drama
B. Other Learning Resources PowerPoint Presentation, Chalk, Tarpaper
III. Procedures
A. Reviewing previous lesson I. Prayer
or presenting the new lesson. II. Checking of Attendance
III. Classroom Rules
IV. Value Focused: Respect and Cooperation
1. Exercise your hand by raising it up if you want to
answer.
2. Show respect by listening to the who is talking.
3. Avoid making unnecessary noise.
4. Observe Cleanliness. Throw your trashes to the
right bins.

4 pics 1 word – The teacher will

display four pictures linked by one
word. The
students’ aim is to work out what
the word is, from a set of letters
given below the
pictures. All answers will be
entertained
B. Establishing a purpose
for the lesson. At the end of the lesson, students are expected to:
1. Identify and define key elements of drama
2. Analyze various techniques and literary devices employed in drama.
3. Demonstrate their understanding by applying these concepts to a short dramatic text.

C. Presenting Examples/ Unlocking of Difficulties:

Instances of the Lesson Directions: Match the terms from Column A with each appropriate definition in Column B.

Column A Column B
1. Daunting making you feel slightly frightened or worried
about your ability
2. Agony intense pain of mind or body

3. Unfathomable incapable of being fully explored or understood.

4. Circumvented overcome (a problem or difficulty),
5. Black sheep a person who has done something bad that
brings embarrassment or shame to his or her
family

D. Discussing New Concepts The teacher will discuss the Elements, Techniques and Literary Devices in Drama
and Practicing of New Skills 1 Guided Questions:
Let us have the definition of Drama.
1. What is Drama?
2. What are the key elements of Drama?
3. What are the kinds of Plot?
4. Why is a plot important in a drama?
5. What are the Literary Devices in Drama?

What is Drama?

-Drama is a form of literature, performance, and entertainment that involves storytelling through dialogue and
action, typically enacted by actors on a stage before an audience. It encompasses a wide range of genres, styles,
and formats, including plays, musicals, operas, and improvisational performances.
- A drama, or play, is a piece of writing that is presented almost exclusively through dialogue. The word drama
comes from Greek word “dran” meaning “to act or to do.”

What are the key elements of Drama?

1. Plot: The sequence of events that drive the narrative forward, typically structured around a central conflict or
tension.
2. Character: The individuals who participate in the action of the play, each with their own motivations, desires,
and personalities.
3. Dialogue: The spoken exchanges between characters, which reveal their thoughts, feelings, and relationships,
and advance the plot.
4. Setting: The time and place in which the events of the play occur, which can significantly influence the mood,
atmosphere, and themes.

Kinds of Plot
a. Dramatic or Progressive Plot- it happens in a chronological structure.
b. Episodic Plot- this consists of a series of loosely related incidents, usually of chapter length.
c. Parallel Plot- this consists two or more dramatic plots that are usually linked by a common character. d.
Flashback- This structure conveys information about events that occurred earlier.

Elements of Plot
a. Exposition: At the beginning of the story, characters, setting, and the main conflict are typically introduced.
b. Rising Action: The main character is in crisis and events leading up to facing the conflict begin to unfold. The
story becomes complicated.
c. Climax: At the peak of the story, a major event occurs in which the main character faces a major enemy, fear,
challenge, or other source of conflict. The most action, drama, change, and excitement occur here.
d. Falling Action: The story begins to slow down and work towards its end, tying up loose ends.
e. Resolution/Denoument: Also known as the denouement, the resolution is like a concluding paragraph that
resolves any remaining issues and ends the story

Literary devices – these add texture, energy, and excitement to the narrative, grip the reader’s imagination, and
convey information as a form of a narrative technique.
Literary Devices in Drama:

1. Metaphor: Using figurative language to make a comparison between two unlike things, often to convey deeper
meaning or create vivid imagery.
2. Simile: A comparison between two unlike things using "like" or "as," often to enhance description or evoke
emotion.
3. Allusion: Making reference to a well-known person, place, event, or work of literature or art within the context
of the play, enriching meaning and adding layers of interpretation.
4. Personification: Giving human characteristics or traits to non-human objects, animals, or abstract concepts,
heightening the drama or emotional impact.
5. Hyperbole: Exaggerating or overstating a situation, character trait, or emotion for dramatic effect or emphasis.
6. Pun: A play on words that exploits multiple meanings or similar-sounding words for comedic or rhetorical effect.
7. Imagery: Using descriptive language to create vivid mental images that appeal to the senses, enriching the
audience's experience of the play.

Intertextuality denotes the way in which texts gain meaning through their referencing or evocation of other
texts.

Different types of Intertextuality These variations depend on two key factors: the intention of the writer and the
significance of the reference.
a. Obligatory – the writer deliberately invokes a comparison or association between two or more texts.
b. Optional – has a less vital impact on the significance of the hypertext.
c. Accidental – it is when readers often connect a text with another text, cultural practice, or a personal
experience based on his/her prior knowledge.
d. Citation – happens when the author is borrowing an idea or phrase from someone else. It is about giving
credit to the original author.
e. Allusion – is a particularly common form of deliberate intertextuality – it’s when one text makes a deliberate,
but subtle, reference to another
f. Plagiarism – is stealing another person’s work without giving them proper credit or permission.
g. Parody – an imitation of another text for satirical purpose; usually to mock.

E. Discussing New Concepts The teacher will ask the learners to read the example of one-act play “ Crashing in my ears” then after
and Practicing of New Skills 2 reading, the learners will answer the questions below based on the story.
Crashing In My Ears
Joseph Arnone
WALLACE sits in his den while being interviewed by his niece ROBERTA for her journalism course in
college. 1 man, 1 woman. Drama.

Roberta: Talk to me about how it starts…

Wallace: I’ve already told you.
Roberta: I need more detail, you’re being vague.
Wallace: You’re exhausting.
Roberta: You promised you would help me.
Wallace: I know but you left out the fact that this would be a two day interview. I thought this was going
to last only a few hours at best.
Roberta: Nope. Now walk me through your process.
Wallace: You’re a pain in the ass. (beat) Okay…there’s this crashing in my ears. I hear it when I’m
alone, sitting on the couch…there’s a ceremony to it…I adjust the lighting to a dim, grab a glass of red
wine and sit dead center on my cushion couch. I slightly adjust my eyelids, almost closed but enough to
sort of put myself in a dream state…that’s when things become real quiet and I feel myself enter into a
different frequency…it’s the hearing, the hearing shifts and it begins…
Roberta: Is that when you make contact?
Wallace: I believe I do.
Roberta: Does it work every time? Wallace: Always.
Roberta: How did you discover this way of communication?
Wallace: Ever since I was a little boy, surrealistic things would happen to me and I would give myself
over to them…sort of like an imaginary world but in fact it’s reality, just a different place and time that I
touch.
Roberta: How long do these spells last?
Wallace: Spell, good word, it almost feels like a spell. I timed myself once. I would say it doesn’t exceed
ten minutes. The longer I’m in it, the more things start to fade.
Roberta: And what do these experiences tell you?
Wallace: All kinds of things. Not all of them make sense to me. But for the past three years it’s been
daunting and I’ve been getting these real dark images and sounds. It usually begins with buildings
crumbling, people screaming…I hear breathing, I see loads of destruction.
Roberta: Can you elaborate?
Wallace: Not so sure I really should, sweetheart. I know this is important for your college report but at
this point things get real complicated.
Roberta: Uncle Wallace, please. You need to go further, this is getting so interesting.
Wallace: I want you to get a good grade and all but believe me, the things I’ve seen and the things I’ve
heard…it’s traumatic.
Roberta: Can’t you go a little further for me? …Please Uncle Wallace.
Wallace: (sighs) There’s chaos in the streets. People running, disfigured…there’s a little boy I can’t ever
remove from my mind. He must be about nine years old, olive skin, dark hair, bi brown hard…he’s
screaming and looking out…I follow his eyes to a man who is collapsed on a chair with a large spike
running through his chest…the man is pinned, spiked…from what appears to be a piece of steel from a
building I believe. This child is screaming out for his father and it’s…I feel the boy’s agony which is the
agony of all the people. When I encounter this boy, it usually brings me back. It’s just so unfathomable.
Roberta: …What do you think all of these means?
Wallace: There may come a time…let’s just pray and hope that things get circumvented. I believe that
these visions I receive can be altered. Nothing is permanent. Everything around us is in constant
evolution within its own truthful reality. You follow?
Roberta: Yes. When was the first time you encountered this type of vision or experience?
Wallace: I was five years old. I was walking along the beach with my father and I suddenly witnessed a
boat accident. I asked my father what happened to the man as I pointed to this speed boat that
streamed on by. An hour later there was this horrific accident that took place with the very same boat.
My father just looked at me in a strange way but never spoke about it ever again. The way in which he
stared at me made me learn to keep my mouth shut. At least, until I get much older.
Roberta: When did you first start talking about your visions? Wallace: I became the black sheep of the
family. You may already know this…I got lost into drugs and drinking…going in and out of insane
asylums was like getting up in the morning, routine. After years of this and I mean years…I met a man
sleeping in an alleyway one night. He was a Buddhist monk. Now, at first, I thought I’d finally kicked the
bucket because I’ve seen this man before…he was what I would call a spirit guide. I have three…he is
one of them and he gestured for me to follow him, which I did and he lead me down this long corridor
and I felt for the first time in my life one with myself…this great inner peace washed itself over me and
then through me and this meeting I had taught me that I wasn’t crazy and showed me how to harness
the potential I had inside myself. That’s when everything changed.
Roberta: Okay…I think we should take a break at this point.
Wallace: Take a break? Aren’t we done?
Roberta: For the first part.
Wallace: First part?
Roberta: Don’t you want me to be great?
Wallace: Of course but—
Roberta: Your books are bestsellers Uncle Wallace, you can’t have your niece being a lousy writer,
correct?
Wallace: Well, you’re too smart for me and you—
Roberta: So you need to play ball and let me conduct the interview to the extent we agreed on. (beat)
Just a few more questions after we snack and then I’ll be out of your hair.
Wallace: Don’t get me wrong, I love your company. I’ve seen you more these last two days than the
whole twenty! (he chuckles) I’m just not one for interviews. I’ve never given one before.
Roberta: I’m your niece so I guess you’re gonna have to deal with me.
Wallace: It’s okay. Just don’t drill me because it’s starting to sting.
Roberta: I won’t. I’ll make us sandwiches and then ask you a few more important questions and we’re
done. Yeah?
Wallace: Do I have a choice? Roberta: Nope. Wallace: Right.

Based on the story “Crashing in my Ears”, answer the following questions below.
1. Where did the story take place?
2. Who were the main characters in the story?
3. What was the relationship of Wallace to Roberta?
4. What important details have been revealed in the plot of the story?
5. What do you think is the conflict in the story? Justify your answer.
6. Cite specific scenario that foreshadow significant event in the story?
7. What did Wallace experience when he was five years old?
8. What was mainly the purpose of Roberta’s interview with Wallace?
9. What was the advice of Wallace to Roberto when seeing such visions?
10.Did you experience these visions experienced by Wallace in the story? Explain your answer.

F. Developing Mastery The teacher will instruct the students to draw at least two scenes from the story "Crashing in my Ears" that have
the most impact on them.
Here is the visual presentation rubric:
Criteria Excellent (4) Good (3) Fair (2) Needs
Improvement (1)
Scene Selection Draws two scenes Draws two scenes Draws two scenes, Draws only one
that clearly depict that represent but they are scene or scenes do
key moments from important aspects somewhat unclear not reflect the story
the story of the story
Detail and Shows attention to Includes sufficient Contains some Lacks detail and
Accuracy detail and detail and mostly detail, but lacks inaccurately
accurately accurate portrayal accuracy represents the
represents the scenes
scenes
Creativity and Demonstrates Shows creativity in Shows limited Lacks creativity and
Interpretation creativity in illustrating the creativity in does not interpret
interpreting the scenes interpretation the scenes
scenes
Emotional Impact Evokes strong Conveys emotions Conveys some Fails to convey
emotions and and mood of the emotions, but lacks emotions or mood
effectively conveys scenes adequately impact effectively
the mood of the
scenes
Overall Impact and Artwork makes a Artwork makes a Artwork is Artwork lacks
Effort strong impact and positive impact and adequate, but lacks impact and effort is
reflects a high level shows effort impact minimal
of effort

H. Making generalizations he teacher will inquire about the students' comprehension of the lesson.
and Abstractions about the
lesson Guide questions:

1. What is drama?
2. What are the elements of drama?
3. What are the kinds of plot?
4. What are the elements of plot?
he teacher will inquire about the students' comprehension of the lesson.

Guide questions:
1. What is drama?
2. What are the elements of drama?
3. What are the kinds of plot?
4. What are the elements of plot?
he teacher will inquire about the students' comprehension of the lesson.

Guide questions:

1. What is drama?
2. What are the elements of drama?
3. What are the kinds of plot?
4. What are the elements of plot?
The teacher will inquire about the students' comprehension of the lesson.

Guide questions:

1. What is drama?
2. What are the elements of drama?
3. What are the kinds of plot?
4. What are the elements of plot?
The teacher will inquire about the students' comprehension of the lesson.
Guide questions:
1. What is drama?
2. What are the elements of drama?
3. What are the kinds of plot?
4. What are the elements of plot?
I. Evaluating Learning The teacher will administer a brief quiz to assess the students' comprehension of the lesson.
Quiz: 1. This refers to the period and location of the story.
A. Character
b. Plot
c. Setting
d. Theme
2. What do you call the persons depicted by actors or actresses?
a. Characters
b. Plot
c. Theme
d. Setting
3. This element refers to the storyline or the sequence of events in the story.
a. Character b. Plot c. Setting d. theme
4. A type of plot structure wherein two or more dramatic plots are combined in a story.
a. Episodic b. Linear c. Parallel d. Flashback
5. In this type of plot structure, the actions or occurrences are presented chronologically.
a. Flashback b. Linear c. Parallel d. Episodic

J. Additional activities for The teacher will assign a task. The teacher will instruct the students to perform a one-act play based on
application or remediation. the script they created in the previous activity.
V. REMARKS
IV REFLECTION

Prepared by: Noted by:

Mary Joy S. Arceo Amelda F. Codinera

Teacher 1 Head Teacher