DETAILED LESSON PLAN IN CREATIVE WRITING

(CLASSROOM OBSERVATION 2)

I. OBJECTIVES
At the end of the lesson, students are expected to:
1. identify the elements of one-act play;
2. reflect the value of the elements of the one-act play; and
3. perform a play applying the concept of one-act play from a script.

LEARNING COMPETENCY
Q2. Conceptualize a character/setting/plot for a one-act play.
(HUMSS_CW/MPlj-llc-17)

INTEGRATION ACROSS CURRICULUM

Empowerment Technologies 11:
Create a reflexive piece or output using an ICT tool, platform, or application
of choice on the learning experience undergone during the semester.
(CS_ICT11/12-ICTPT-IIt-23)

II. SUBJECT MATTER:

A. TOPIC: ELEMENTS OF ONE-ACT PLAY
B. GRADE LEVEL: Grade 11
C. TIME FRAME: 1 hour
D. REFERENCE: Creative Writing – Grade 11/12
Alternative Delivery Mode
Quarter 2 Module – First Edition, 2020
E. MATERIALS: PPT, Pictures, Cartolina, Felt-tip-pen, TV
F. MODE OF DELIVERY: Face-to-Face Learning
G. INTEGRATION: Empowerment Technologies / ICT Integration

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. PRELIMINARY ACTIVITIES

1. PRAYER
Everybody is requested to please stand for a prayer.
Charmen, kindly lead the prayer. In the name of the Father, the Son, the Holy
Spirit.
Amen.
2. GREETINGS
Good morning, class! Good morning, Ma’am Leizyl!
We’re glad to see you this morning.
I am glad to see you too.
3. CLASSROOM MANAGEMENT (Students take their seats.)
Before you take your seats, kindly pick up the pieces of paper
and arrange your chairs properly. After that, you may now take
your seats. (Class monitor is checking the attendance.)

4. CHECKING OF ATTENDANCE
Class monitor, kindly check the attendance.

5. CLASS RULES
I have here class rules that I want you to follow throughout the
entire lesson. Everybody read: 1. I will listen to the discussion and I will
participate in the group activities.
2. I will speak English as much as I can.
3. I will not use mobile phones and other
gadgets in the classroom during
discussion unless necessary.
4. I will respect the opinions of my
classmates.
5. I will not speak bad words.
Can I expect these from you, class? Yes, Ma’am.

6. REVIEW
Before we proceed to our new lesson, let us have first a recap
about our previous discussion. This is for me to find out if you
really understood our topic last meeting. This activity is called as
Fact or Bluff.

Direction: Identify the item carefully if it is a fact or a bluff. If it

is a bluff then, identify the error and change the statement to
make it correct.

1. The use of intertextuality in literary work is easy to identify

even if the reader does not possess a wide knowledge of different
literary texts and materials. bluff-easy-difficult

2. The term intertextuality was first developed by the

poststructuralist Julia Klarete in the 1960s. bluff-Klarete-Kristeva

3. Parody is referred to by most literary scholars as

‘intellectually humorous imitation’ of a work of art or literature. fact

Very good! It’s good to know that you really understood our
lesson last meeting. I think you are now ready for our new
lesson.
DIAGNOSTIC ACTIVITY

Directions: Try to check your knowledge how far you have

learned about today’s lesson. Read the statements and choose the
letter of the correct answer.

1. What is being done before or after the actual drama for

amusement of the audience?
a. One-act play c. intermission number
b. breaktime d. playbill A

2. Why are there no breaks in the action during the one-act play?
a. It is continuous since it is a short play.
b. The director wants to end the play immediately.
c. The actors would be lazy to continue acting after the
break time.
d. None of the above A

3. It is the message of what is the play all about. In other words,

it is the main idea or the lesson to be learned from the play.
a. Conflict b. Drama c. Theatre d. Theme D

4. The following are the elements of a plot EXCEPT ONE:

a. exposition b. falling action c. rising action d. characters D

5. What do you call the notes, which are often in italics or

parentheses, which help the actors interpret the scene for the
audience?
a. stage presence c. stage fright
b. stage décor d. stage directions D

B. LESSON PROPER

1. MOTIVATION

Class, I will divide you into five (5) groups. This activity is
called “2 Pics, 1 Word”. The group will analyze the picture
clues and identify the elements of one act play based on the
given pictures. Then, you will supply the missing letters
inside the box to complete the word below the picture.

Very good!

Before we proceed with our new lesson, kindly read first the
learning objectives.

At the end of the lesson, students are expected

to:
1. identify the elements of one-act play;
2. reflect the value of the elements of the
one-act play; and
3. perform a play applying the concept of
one-act play from a script.

2. ACTIVITY

CHARACTER CHARADES!
Directions: Guess the character being described using the video
clips, lines, acting or picture clues shown. It can be from dramas,
movie, or animated films.

1. “Kung magkakaanak man ako, sisiguraduhin kong Carla of “Anak”

magkasama kami sa hirap at ginhawa”

2. “Remember, with great power, comes with great Uncle Ben of “Spider Man”
responsibility”
Moana of “Moana”
3. "It’s time to put my stone on the mountain”

3. ANALYSIS

Based on the video, answer the following questions:

 What do you think makes the lines famous, remarkable (The students will give possible answers.)
and interesting to imitate?
 If you were to deliver the lines in front of the audience,
(The students will share their opinion about
do you think you will be convincing? Why or why not?
their answers.)

 What can you reflect on the value of the elements of the (The students will give possible answers.)
one-act play?

Elements of One-Act Play

What do you think is our lesson for today?

4. ABSTRACTION

Our lesson for today is all about the Elements of One-Act Play.
ELEMENTS OF A ONE-ACT PLAY

 Character - these are the people or animals that are

subjected to in the drama that are portrayed by the actors
and actresses
 Setting - it is the place, time, and condition in which the
events occur.
 Plot - the series and sequence of events that lead the hero
(and the audience) on the journey.
 Dialogue – refers to words written by the playwright and
spoken by the characters in the play.
 Theme – the message of what is the play all about. In
other words, it is the main idea or the lesson to be learned
from the play.

Now, I assume that you really understood our lesson for

today.

Let us proceed with our next activity.

5. APPLICATION

Actors: Lights, Camera, Action!

In a group of four (4), you will perform a short play applying the
concept of one-act play from a script. Before the presentation,
someone from the group is going to take a video of the
performance for future viewing and role/acting assessment.
(Empowerment Technologies / ICT Integration)

Group 1: Mystical Power

Jerry Dulay is an ex-soldier. He quit the service after suffering
hearing impairment caused by landmines in one of their raids
during the Operation Desert Storm in Iraq. He was left by his
wife who went with a wealthy business tycoon. He now lives
with his son who is severely sick with leukemia. Jerry believes
that the Ruby of Amedala, believed to possess mystical powers
to heal any ailment or disease, is the only key to save his son.

Group 2: Bias and Discrimination

Marco aims to help his family as he seeks employment at a
popular establishment. When there was an interview with the
applicants, Marco was not fortunate enough to be hired because
of his speech problem and because he is poor. The manager sees
that Marco is incompetent in dealing with the customer even
though he is smart and has a pleasing look.
Group 3: Surprise Test
Ms. Thompson is a teacher and at her desk, Emily and Chris are
chatting while waiting for the class to begin. The teacher
announces for a surprise quiz. So, the students get panic because
they didn’t study the lesson. Emily looks triumphant, while Chris
looks surprised. The skit highlights the contrast between a
prepared student and a carefree one in the face of unexpected
challenges.

Group 4: Love of a Mother

The father who’s a drug addict wants his way. The daughter
wants her way. And mom would be happy if everyone is happy.
This sketch drops you into the living room of an average family,
where conflicts abound, and resolutions are uncommon. How can
this family learn to live with each other in peace?

I’ll give you five (5) minutes to do your task.

IV. EVALUATION

Directions: Read the questions and choose the letter of the

correct answer.

1. A drama that takes place in a single location and unfolds

as one continuous action.
a. Drama c. Fiction D
b. Essay d. One-act play

2. This refers to the time and place where the story

happened. D
a. Dialogue c. Theme
b. Plot d. Setting
3. This element portrays the storyline or the sequence of
events in the story. B
a. Character c. Setting
b. Plot d. Theme

4. In this element, the words are written by the playwright

and delivered by the characters in the play. B
a. Character c. Theme
b. Dialogue d. Plot

5. Which of the following is the main idea or an underlying

meaning of a literary work, which may be stated directly
or indirectly? B
a. Character c. Dialogue
b. Theme d. Plot

V. ASSIGNMENT

Watch and Learn!

Directions: Watch the video from this link:

https://www.youtube.com/watch?v=TP-5hIZrC4
which is a sample of a One-Act Play from the episode of Maria
Clara at Ibarra from the original Novel of Jose Rizal, Noli Me
Tangere. Then, identify the characters, setting, and plot of the
play. Write it on your notebook.

CHARACTER SETTING PLOT

1.
2.
3.
4.
5.
Goodbye and thank you, Ma’am Leizyl!
Pass it next meeting.
That would be all for today. Goodbye, class!

Prepared by:

Leizyl L. Crispo
Teacher I

Checked and Verified by:

Marwen B. Miel
Master Teacher I