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