DLP IN CREATIVE WRITING

1. Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: 1 Learning Area: CREATIVE WRITING Grade Level: 12 Quarter: 2 Duration:60 mins
Learning Competency/ies:
(Taken from the Curriculum Guide)
Identify the various elements, techniques and literary
devices in drama.
Code: HUMSS_CW/MPIj-IIc-15
Key Concepts / Understandings to
be Developed
Elements, techniques and literary devices of drama as a genre
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge
The fact or condition
ofknowing
something with
familiaritygained
through experience
or association
Categories: Behavioral Verbs:
Remembering
The learner can recall information andretrieve relevant
knowledge fromlong-term memory
identify, retrieve, recognize,
duplicate, list, memorize, repeat,
describe, reproduce
Identify the various elements,
techniques and literary devices in
drama.
Understanding
The learner can construct meaningfromoral,written
and graphicmessages
interpret, exemplify, classify,
summarize, infer, compare, explain,
paraphrase, discuss
Skills
The ability and
capacity acquired
through deliberate,
systematic, and
sustained effort to
smoothly and
adaptively carryout
complex activities or
the ability, coming
from one's
knowledge, practice,
aptitude,etc.,to do
something
Applying
The learner can use information toundertake a
procedure infamiliarsituations or in a newway
execute, implement, demonstrate,
dramatize, interpret, solve, use,
illustrate, convert, discover
Dramatize a sample written drama.
Analyzing
The learner can distinguish between parts and
determine howthey relate to one another, and tothe
overall structure and purpose
differentiate, distinguish, compare,
contrast, organize, outline,
attribute, deconstruct
Evaluating
The learner can make judgments andjustify decisions
coordinate, measure, detect,
defend, judge, argue, debate,
describe, critique, appraise,
evaluate
Creating
The learner can put elements together toforma
functional whole, create a new productor point ofview
generate, hypothesize, plan,
design, develop, produce, construct,
formulate, assemble, devise
Attitude
Growth in feelings or
emotional areas.
A settled way of
thinkingor feeling
about someone or
something,typically
one that is reflected
in a person’s behavior
Categories:
1.Receiving Phenomena -Awareness, willingness tohear, selected
attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
identify, locate, name, point to,reply, select,sit, Study, use
Listof Attitudes:
Self-esteem, Self-confidence, Wellness,
Respect, Honesty, Personal discipline,
Perseverance, Sincerity, Patience,
Critical thinking, Open-mindedness,
Interest, Courteous, Obedience, Hope,
Charity, Fortitude, Resiliency,Positive
vision, Acceptance, Determined,
Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control,
Calmness, Responsibility,
Accountability,Industriousness,
Industry, Cooperation, Optimism,
Satisfaction, Persistent, Cheerful,
Reliable, Gentle, Appreciationofone’s
culture, Globalism, Compassion, Work
Ethics, Creativity, Entrepreneurial
Spirit, FinancialLiteracy, Global,
Solidarity, Makinga stand for the
good, Voluntariness ofhumanact,
Appreciation ofone’s rights,
Inclusiveness, Thoughtful, Seriousness,
Generous, Happiness, Modest,
Authority, Hardworking, Realistic,
Flexible, Considerate,
Sympathetic, Frankness
2. Responding to Phenomena -Activeparticipationon thepartofthe
learners. Attends andreacts to a particular phenomenon. Learning
outcomes may emphasize compliance inresponding, willingness to
respond,or satisfactionin responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet,
help, label, perform, practice, present, read,recite, report,select, tell,write
3. Valuing -Attaches to a particular object, phenomenon, orbehavior. This
ranges fromsimpleacceptanceto the morecomplexstateof
commitment. Valuing is based on theinternalization ofa set ofspecified
values, whileclues to thesevalues areexpressedin the learner's overt
behaviorand are oftenidentifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain,
follow, form, initiate, invite, join, justify, propose, read, report,select,
share, study
4. Organization -Organizes values intopriorities by contrasting different
values, resolving conflicts between them, and creating a unique value
system. The emphasis is oncomparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete,
defend, explain, formulate, generalize, identify, integrate, modify, order,
organize, prepare, relate, synthesize
5. Internalizing values -(Characterization): Has a value system that controls
their behavior. The behavior is pervasive, consistent,predictable, andmost
importantly, characteristicofthe learner. Instructionalobjectives are
concerned withthestudent's general patterns ofadjustment(personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,influence, listen, modify,
perform, practice, propose, qualify, question,revise, serve, solve, verify
Act with self-
confidence.
Values
A learner's principles
or standards of
behavior; one's
judgment ofwhatis
important in life.
Go beyond learner’s
life on earth, include
more than wealth
Categories:
1. Receiving Phenomena -Awareness,willingness to hear, selected
attention
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
identify, locate, name, point to,reply, select,sit, Study, use
2. Responding to Phenomena -Activeparticipation onthepart ofthe
learners. Attends andreacts to a particular phenomenon. Learning
outcomes may emphasize compliance inresponding, willingness torespond,
or satisfactionin responding (motivation).
Listof Values:
1. Maka-Diyos
LoveofGod, Faith, Trusting,
Spirituality,Inner Peace, Loveoftruth,
Kindness, Humble
2. Maka-tao
Concern for Others, Respectfor
human rights, Gender equality, Family
Solidarity, Generosity, Helping,
Oneness

2. and fame, and would
affect the eternal
destiny ofmillions
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet,
help, label, perform, practice, present, read,recite, report,select, tell,write
3. Valuing -Attaches to a particularobject, phenomenon,or behavior.This
ranges fromsimpleacceptanceto the morecomplexstateofcommitment.
Valuing is based ontheinternalizationofa set ofspecified values, while
clues to thesevalues areexpressed inthelearner's overt behaviorandare
often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain,
follow, form, initiate, invite, join, justify, propose, read, report,select,
share, study
4. Organization -Organizes values into priorities by contrasting different
values, resolving conflicts between them, and creating a unique value
system. The emphasis is oncomparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete,
defend, explain, formulate, generalize, identify, integrate, modify, order,
organize, prepare, relate, synthesize
5. Internalizing values -(Characterization): Has a valuesystem thatcontrols
their behavior. The behavior is pervasive, consistent,predictable, andmost
importantly, characteristicofthe learner. Instructionalobjectives are
concerned withthestudent's general patterns ofadjustment(personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,influence, listen, modify,
perform, practice, propose, qualify, question,revise, serve, solve, verify
3. Makakalikasan
Careoftheenvironment, Disaster Risk
Management, Protectionofthe
Environment, Responsible
Consumerism, Cleanliness,
Orderliness, Saving theecosystem,
Environmental sustainability
4. Makabansa
Peaceand order, Heroism and
Appreciation ofHeroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content Elements, techniques and literary devices of drama as a genre
3. LearningResources Powerpoint presentation, projector, laptop, handouts, rubrics
4. Procedures
4.1 Introductory Activity (_10_minutes).
This part introduces the lessoncontent. Although
at times optional, it is usuallyincludedto serve as
a warm-up activityto give the learners zest for
the incominglesson andan idea about whatis to
follow. One principle inlearningis that learning
occurs when itis conducted in a pleasurable and
comfortable atmosphere.
Show a short video portraying a one-act play. Then, ask the students what they think about what
they have watched. The student’s answers must lead them to realize that what they have just
watched is an example of drama.
4.2 Activity (_10_minutes). This is an
interactive strategyto elicit learner’s prior
learning experience. It serves as a springboard for
new learning. It illustrates the principle that
learning starts where the learners are.Carefully
structured activities suchas individual orgroup
reflective exercises, group discussion, self-or
group assessment,dyadicor triadic interactions,
puzzles, simulations orrole-play, cybernetics
exercise, gallery walk and the like may be
created. Clearinstructions should be considered
in this part of the lesson.
Group Activity.
1. The teacher will group the students into 2.
2. The teacher will flash images with word puzzle/ scrambled words on the screen.
3. The groups will guess what the scrambled word is based on the image as a clue.
(Members must take turns in writing the group’s answers.)
4. The highest scorer among the groups wins!
4.3 Analysis (_5__minutes). Essential
questions are included toserve as a guide for the
teacher in clarifying key understandings about
the topic athand. Criticalpoints are organized to
structure the discussions allowingthe learners to
maximize interactions and sharingofideas and
opinions aboutexpected issues. Affective
questions are included toelicitthe feelings ofthe
learners about the activityor the topic. The last
questions or points taken should lead the learners
to understand the new concepts or skills that are
to be presented in the next partofthe lesson.
Essential Questions:
1. What have you observed with the activity?
2. What are the elements of drama? Techniques? Literary devices?
3. Can you easily identify each element, technique, or literary device?
4.4 Abstraction (_5__minutes). This
outlines the key concepts, importantskills that
should be enhanced, and the properattitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning
emphasized from the activity, analysis and new
inputs in this part of the lesson.
Discuss the lesson on Elements, Techniques, and Literary Devices of Drama.
4.5 Application (_5_minutes). This partis
structured toensure the commitment ofthe
learners to do somethingtoapply theirnew
learning in their own environment.
Using the same grouping, give handouts/ sample drama to each group. Let them go over it and
practice some lines.
4.6 Assessment (_20__minutes). For the Teacher to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or enrich withappropriate strategies as needed, and c)
Evaluate whether learningintentions and success criteriahave been met. (Reminder: Formative Assessment
may be given before, during, orafter the lesson). Choose any from the Assessment Methods below:
Assessment Method PossibleActivities
a) Observation
(Formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
Investigation,Role Play, Oral Presentation,
Dance, Musical Performance, Skill
Demonstration, GroupActivity(e.g. Choral
Reading), Debate, Motor & Psychomotor Games,
Dramatization of the sample drama/ one-act
play. (Please be guided by the attached rubrics.)

3. SimulationActivities, Science Experiment
b) Talking to Learners/ Conferencing
(Teachers talk to and question learners about their
learning to gain insights on their understanding and to
progress and clarify their thinking)
Hands-onMathActivities,Written Work and
Essay, Picture Analysis, Comic Strip, Panel
Discussion, Interview, Think-Pair-Share,
Reading
c) Analysis of Learners’ Products
(Teachers judge the quality of products producedby
learners according toagreed criteria)
Worksheets for all subjects, Essay, Concept
Maps/GraphicOrganizer,Project,Model,
Artwork, Multi-mediaPresentation, Product
made in technical-vocationalsubjects
d) Tests
(Teachers set tests or quizzes to determine learners’
ability to demonstrate mastery of a skill or knowledge of
content)
Skill PerformanceTest, Open-EndedQuestion,
Practicum, PenandPaper Test, Pre and Post
Test, Diagnostic Test, Oral Test, Quiz
4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:
 Reinforcing/ strengthening the day’s lesson
 Enriching/ inspiringthe day’s lesson
 Enhancing/ improvingthe day’s lesson
 Preparingfor the new lesson What is intertextuality as a technique of drama?
4.8 ConcludingActivity (__3__ minutes).
This is usually a brief butaffective closingactivitysuchas a strong quotation, a short song,an anecdote,
parable or a letterthat inspires the learners to dosomethingto practice their new learning.
“No matter how many people believe or don’t
believe in you, you must be the ultimate believer
in yourself first.”
5. Remarks Indicate belowspecialcases including but not limited tocontinuation oflessonplanto the following day incase of
re-teaching or lack oftime,transfer oflesson tothe followingday, incases ofclass suspension, etc.
6. Reflections Reflect on your teaching and assess yourselfas a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help yourinstructionalsupervisors
can provide for youso whenyoumeet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
A. No. oflearners who earned80%in the evaluation.
B. No. oflearners who require additionalactivities for
remediation.
C. Did the remedial lessons work? No.oflearners who
have caughtup withthe lesson.
D. No. oflearners who continue torequire remediation.
E. Which ofmy learningstrategies worked well? Why did
these work?
F. What difficulties did I encounter whichmy principalor
supervisor canhelpme solve?
G. What innovation or localized materials didI
use/discover whichI wish toshare with other teachers?
Prepared by:
Name: IRENE C. GOMEZ School:CALAMBUA IS
Position/Designation:TEACHER 2 Division:CEBU PROVINCE
Contact Number:09261260896 Email address:irene.gomez002@deped.gov.ph
Bibliography
Appendices: (attach all materialsthatwill beused)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others