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SHS CW - LP9

Creative writing

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26 views

SHS CW - LP9

Creative writing

Uploaded by

aikinytang17
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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RO_Senior HS_Creative Writing_Q2_LP 9

STUDENT’S NAME GRADE / SECTION


________________________________ ________________________________
TEACHER DATE SUBMITTED
________________________________ ________________________________

L I. LEARNING SKILLS
A. Most Essential Learning Competency
Conceptualize a character/setting/plot for a one act play.
B. Objective
At the end of this learning activity, the learners will be able to
conceptualize a character/setting/plot for a one act play.

II. INTRODUCTORY CONCEPT

A well-known actor in several stage plays, Ian Murray McKellen, once


said, “In the theatre, the actor is in total control. The director wasn’t in the house
last night, the designer wasn’t there, the author’s dead. It’s just us and the
audience.”
In conceptualizing a one act play – one of the principal divisions of a
theatrical work (such as a play or opera), you have to take into consideration
the following elements:
• CHARACTER - a personage in a narrative or dramatic work; also, a kind
of prose sketch briefly describing some recognizable type of person
• PLOT - the sequence of events that make up a story, whether it’s told,
written, filmed, or sung
• SETTING - the time and place (or when and where) of the story. It’s a
literary element of literature used in novels, short stories, plays, films, etc.,
and usually introduced during the exposition (beginning) of the story,
along with the characters.

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Furthermore, it follows the standard format of short story. See the figure
below.

III. ACTIVITIES

A. PRACTICE TASK

Practice Task 1: Directions: Fill in the table below with the needed details
to create a character profile of a person whom you think best fits each
given description. The character profile must include physical attributes,
educational background or professional training, special skills or talents,
personality traits, etc.

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CHARACTER 1: a student who doesn’t want to attend classes
regularly
Character Profile

Name
Gender

Age

Height

Weight
Address

Physical Appearance

Favorite hang-out
Favorite subject

Class schedule
Describe him/her when: a.
he/she is happy.
b. he/she is frustrated.

c. he/she is nervous.
For him/her:
a. What is family?
b. What is school?

c. What are friends for?

Other descriptions:

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CHARACTER 2. a teacher of 34 students of various ages who lives in
a remote mountain village
Character Profile

Name

Gender

Age

Height

Weight

Address

Physical Appearance

Work schedule

Salary per month

Mannerism

Practice Task 2: Directions: Choose one character from Practice 11, then
answer the questions that follow. To show coherence and clarity of thoughts,
write your answer in paragraph form.

1. Describe your character’s home. Start from the outside before


writing about your character walking through the front door and
through each room; describe how he/she feels about each one.
Think about the following:
• Which is your character’s favorite room?
• What would he most like to change about his home?

What objects does your character possess, and what memories do they
connect with?

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2. Describe your character at home on a typical evening. What
activities do your character enjoy? Does he/she read, watch TV,
phone friends, cook, play computer games, drink, take drugs, eat
chocolate or shop online?

3. Think of some other locations that feature in your character’s life.


Think of key places where your character goes regularly: his/her
workplace; the houses of friends; anywhere he/she visits daily, such
as a café or wine bar, a library or swimming pool.
4. Write a paragraph describing your character in each of these
settings in turn.
Practice Task 3: Directions: Referring to your character and setting, it’s time to
kickstart the plot of your story. We will now create the opening scene of your
masterpiece. Write your answer in the space below.
Step 1: Introduce the characters: By name if you’re writing in the third
person, or by individual voice, if in the first person.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Step 2: Set the scene – the time and the place: You can do so simply with
a place and date, or by describing the scene.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Step 3: Create a mood: You create atmosphere by description, but also by
style, length of sentences and choice of vocabulary.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Step 4: Describe an action or situation – including dialogue if needed:
The more dramatic, the more arresting your opening is likely to be.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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Step 5: Ask a question: Don’t try to give too much information – provide
enough to orientate readers in the story but leave questions to entice them to
read on.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

B. ASSESSMENT

Directions: Playwright-In-Training Challenge: Write a short story.


Your Creative Writing President or class manager will create a private
online group for the whole class, where you can upload your stories.
Your classmates can comment or emoji-react to appreciate or evaluate
your story. Avoid innocuous comments. Your teacher will rate your story
using the Short Story Assessment Rubric below.

IV. RUBRIC FOR SCORING

V. REFERENCES

Eusebio-Abad, Heidi Emily. (2006). “Creative Writing without the


Pain of Grammar: A Sourcebook for CW 10.” Journal of English
Studies and Comparative Literature. Vol. 9. No. 1

Page 6 of 7
Vena,G.(1988).How to Read and Write About Drama: ARCO
PressMorley.(2011).The Cambridge Introduction to Creative
Writing: Cambridge University Press

SLM Written by:

CARLENN P. MERIN
Teacher, Bicol Regional Science High School
SDO-Ligao City

Condensed by:

SUZETTE P. BARCENA
Teacher III, Barayong NHS
SDO-Ligao City

Quality Assured by:

JOE-BREN L. CONSUELO, EdD


Education Program Supervisor
SDO-Ligao City

Lay Out Artist:

JESSIE ALLAN C. CIDRO


Teacher III, Catburawan Elementary School
SDO-Ligao City

DIEGO A. PERCIANA
Teacher I, DPPMHS
SDO-Ligao City

Answer Key

Practice Task 1
Answers may vary

Practice Task 2
Answers may vary

Practice Task 3
Answers may vary

Assessment
Answers may vary. You may refer to the given rubric for the rating of the output.

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