FELICIANO S.

SAMONTE 12
School Grade Level
MHS
Teacher -
PETER V. YURAG Learning Area CREATIVE WRITING
Applicant
Time & Date 2:00 – 3:00pm / May 7, 2024 Quarter 4TH
DETAILED LESSON PLAN

I. OBJECTIVES Teacher’s Activity Students’ Activity

A. Learning Conceptualize characters for a drama story.
Competencies/Objectives (HUMSS CW/MPIj-11c-17)
LC code: Conceptualizing characters for a drama
story.
II. CONTENT Character Development
III. LEARNING
RESOURCES
A. References Creative Writing for Senior High School
and Curriculum Guide/Most Essential
Learning Competencies
http://www.epiguide.com/ep101/writing/
chartchart.html
1. Teacher’s Materials pages
2. Learner’s Materials pages
3. Textbook pages pp. 192-201
4. Additional Materials from PowerPoint presentation, laptop, pictures,
Learning Resources (LP) audio, chalk and chalkboard
portal

IV. PROCEDURES
Preliminaries
1. Prayer The teacher will ask a student to lead the A student will lead the
prayer. prayer.

2. Greetings The teacher will greet the learners, “Good The students will respond,
afternoon, class!” “Good afternoon, Sir.”

3. Checking of Attendance The teacher will check the attendance of the The students will respond.
students, “Say present as I call your name.”

A. Reviewing previous lesson Preliminary Activity: Review

on presenting the new lesson
Below are jumbled letters. Rearrange the
letters to form the literary elements.
Students will answer.
1. ASCARTRHCER 1. Character
2. TSIEGTN 2. Setting
3. OPTL 3. Plot
4. EMHTE 4. Theme
5. LSSMBYOL 5. Symbols
6. TCFLNICO 6. Conflict
B. Establishing a purpose for Motivation
the lesson
C. Presenting examples / The teacher will call one student to A student will serve as a
instances of the new lesson volunteer to go in front of the class as a model.
model to be described by his/her
classmates. The other students will describe A student will describe the
the physical appearance of the model. model’s physical
appearance.
D. Discussing new concept Activity #1 Each group will imitate the
and practicing new skills #1 In a group of two. Each group will imitate cover picture of the movies.
the cover picture of the movie or soap
opera. The group with the best pose will be
considered as the winner.
F. Developing mastery (leads Analysis:
to formative assessment) 1. Can you tell the characteristics of the Students will answer.
character by just looking at how they Answers may vary.
portray themselves?
2. How do writers develop their characters
in the story?
3. What are the considerations in
developing characters?
G. Making generalizations and Abstraction:
abstractions about the lesson
House cannot be built and completed
without its essential parts, so as a story. A Students will listen or read
fictional work is not mainly a product of the definitions.
writer’s imagination, but it is ultimately
produced by the harmony and collaboration
as well as the effective utilization of various
elements or composites that give life to any
creative form of writing like short stories,
novels, and drama.

A fictional work is composed of general

elements and these are as follow:

CHARACTERS give life to a story for

they are the ones who engage in various
actions, situations and circumstances. Their
behavior and actions add flavor and
excitement to the story.

SETTING plays a vital role in establishing

the time and place where the story is
happening. The setting provides a
perspective to the reader of the
environment, milieu and conditions that the
writer depicts through the use of vivid
words or other techniques to reveal it, With
the setting, readers can visualize in their
minds to totality of the story.
PLOT is the foundation of your story. It is
where the characters move and where the
story is developed. How the plot is
established and arranged will greatly affect
the overall impact of the story. It should
keep the reader’s attention, heighten
emotions and provide a lasting impression.

THEME is a statement, or series of related

observations about some aspect of the
human condition, interpreted from the
unique viewpoint of the author (Dean
Koontz). It usually depicts and unifies the
central topic of the story. Themes can be
summed-up in a single word (e.g. love,
death, hope) or a statement (e.g. unrequited
love, blind faith, H/onor in the battlefield).
The theme gives the reader a deeper
significance of the novel to people’s day to
day lives. It influences the reader’s
behavior more than the entertainment it
brings.

SYMBOL is a person, place or thing that

represents an abstract idea or concept that
stands for something beyond itself.

CONFLICT is the wrestle of the character

with another character, against nature,
forces, society or oneself.
H. Finding practical In a group of two. Each group will Each group will
application of concepts and conceptualize the theme of the drama. For conceptualize the theme of
skills in daily living two minutes think of your own character their chosen drama. After
focusing on the physical appearance. In a conceptualizing, Group 1
whole bond paper, draw a picture of your will evaluate the work of
own. Each group will choose a member Group 2 and vice versa.
from the group one will evaluated by the
group 2 and vice versa.

Let each group give their rating to other

group’s work ranging from 5-10.

Criteria:
Good Better Best
5-6 7-8 9-10
I. Evaluating Learning Identify what essentials elements of fiction The students will answer the
are given examples below. given questions on the
learning materials.
Answers:
1. Renaissance, WWII, Mt. Olympus 1. Setting
2. Exposition, Climax, Denouement 2. Plot
3. Man Vs. Man, Man Vs. Himself, Man 3. Conflict
Vs. Society

4. Snake for betrayal, Apple for sin, Dove 4. Symbols

for peace

5. Iliad, Harry Potter, Crisostomo Ibarra 5. Characters

6. “True love never wanes even in old age” 6. Theme

J. Additional activities for Assignment:
application or remediation
Read the opening scene of “Crime of the
Century”.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the lesson work? No. of

learners who have caught up w/
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?