This document discusses conceptualizing the key elements of a one-act play: character, setting, and plot. It defines different types of characters according to their function in the play, such as protagonists and antagonists, and according to their complexity, such as round and flat characters. It also defines setting as the time, place, and conditions where the events occur. Finally, it explains that a plot consists of five parts - exposition, rising action, climax, falling action, and conclusion - and describes what occurs in each part. The objectives are to categorize these elements, examine them in a one-act play, and understand the importance of reading plays.
THE DIFFICULTIES FACE BY CSS STUDENT
IN THEIR SPECIALIZED SUBJECT
ANATING, MARVIN ROY D.
CORDOVA, JAYVEE TYRONE L.
ISIDRO, JOHN FYKE C.
PACIETE, BOVEE JAMES F.
CRUZ, JASMINE TRIX M.
DELA CHINA, EJAY T.
QUIMELAT, QUIMJAY V.
SELEBIO, JUN GIL G.
GRADE 12 – CSS
OCTOBER 28, 2022
INTRODUCTION
The new K to 12 curriculum proposed by the Department of Education has a big role in guiding the student’s career by giving the necessary knowledge that is essential for student their chosen career path. The department of education propose four tracks that includes (1) The Academic Strand which includes the Accountancy, Business and Management Strand, the Science, Technology, Engineering and Mathematics strand , the Humanities and Social Science strand, as well as the General Academic Strand; the (2) Technical Vocational Strand, that includes the Home Economics Strand, the TVL Maritime, the Agriculture and Fisheries Strand, and the Information and Communication Strand; (3) Sports Track; and the (4) Arts and Design Track
The curriculum of the different specializations of the different strands are carefully selected and distributed to give quality education to the Senior High School students. The subjects offered are subdivided into three categories namely the core subject, the applied subject, and the specialized subject. Each subjects play a role on the student. The core subjects includes the general academics where in it is taken by all the strands. The applied subjects where in simulations and practical subjects were included that is also taken by all the strand. The specialized subjects are enrichment courses that includes the fundamentals basics of selected college subjects.
The researcher aim to focus on the Computer System Servicing Strand as their respondents where in the focus of the research will be more subjective for it is correlated. The main focus of the study is on the specialized subject and its problems to the CCS students.
The researchers claim that within the two years of Senior High School, a lot of factors nay influence the students in taking the strand efficiently and seriously as heading to.
In addition, the progress of decision making in choosing a career be a huge factor in assessing if a student is ready and capable in engaging to a specific field. Choosing a degree requires an individual to critically think before making final decisions. It requires depth study – a student must consider the different consequences and benefits as well as to asses his/her strengths and weaknesses.
As CSS students, the researcher goal is to know and discover arrays of diverse problems that CSS students face earlier so that solution may be given to the students as an aid in facing the different challenges that an CSS student must encounter.
STATEMENT OF THE PROBLEM
The main purpose of the study is to aid to raise awareness on the rising difficulties faced by CCS students of Senior High School of Libertad National High School on t
he Merchant of Venice is a tragic comedy by William Shakespeare, believed to have been written between 1596 and 1598. Though classified as a comedy in the First Folio and
THE DIFFICULTIES FACE BY CSS STUDENT
IN THEIR SPECIALIZED SUBJECT
ANATING, MARVIN ROY D.
CORDOVA, JAYVEE TYRONE L.
ISIDRO, JOHN FYKE C.
PACIETE, BOVEE JAMES F.
CRUZ, JASMINE TRIX M.
DELA CHINA, EJAY T.
QUIMELAT, QUIMJAY V.
SELEBIO, JUN GIL G.
GRADE 12 – CSS
OCTOBER 28, 2022
INTRODUCTION
The new K to 12 curriculum proposed by the Department of Education has a big role in guiding the student’s career by giving the necessary knowledge that is essential for student their chosen career path. The department of education propose four tracks that includes (1) The Academic Strand which includes the Accountancy, Business and Management Strand, the Science, Technology, Engineering and Mathematics strand , the Humanities and Social Science strand, as well as the General Academic Strand; the (2) Technical Vocational Strand, that includes the Home Economics Strand, the TVL Maritime, the Agriculture and Fisheries Strand, and the Information and Communication Strand; (3) Sports Track; and the (4) Arts and Design Track
The curriculum of the different specializations of the different strands are carefully selected and distributed to give quality education to the Senior High School students. The subjects offered are subdivided into three categories namely the core subject, the applied subject, and the specialized subject. Each subjects play a role on the student. The core subjects includes the general academics where in it is taken by all the strands. The applied subjects where in simulations and practical subjects were included that is also taken by all the strand. The specialized subjects are enrichment courses that includes the fundamentals basics of selected college subjects.
The researcher aim to focus on the Computer System Servicing Strand as their respondents where in the focus of the research will be more subjective for it is correlated. The main focus of the study is on the specialized subject and its problems to the CCS students.
The researchers claim that within the two years of Senior High School, a lot of factors nay influence the students in taking the strand efficiently and seriously as heading to.
In addition, the progress of decision making in choosing a career be a huge factor in assessing if a student is ready and capable in engaging to a specific field. Choosing a degree requires an individual to critically think before making final decisions. It requires depth study – a student must consider the different consequences and benefits as well as to asses his/her strengths and weaknesses.
As CSS students, the researcher goal is to know and discover arrays of diverse problems that CSS students face earlier so that solution may be given to the students as an aid in facing the different challenges that an CSS student must encounter.
STATEMENT OF THE PROBLEM
The main purpose of the study is to aid to raise awareness on the rising difficulties faced by CCS students of Senior High School of Libertad National High School on t
he Merchant of Venice is a tragic comedy by William Shakespeare, believed to have been written between 1596 and 1598. Though classified as a comedy in the First Folio and
Here you can find; What is Nove? Scholarly definitions about the novel. What are the main elements of the novel? Characterization, Plot, Dialogue, Point of View, Setting, Theme.
The word "novel" comes from the Italian word "novella," which denotes a fresh take on an existing theme or idea.
The novel can be simply described as a long prose tale. A novel is not a brief prose story; rather, it is a detailed and illustrated account of several events that occurred throughout the life of a character. It is a comprehensive autobiography of a character from the book.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. a. Categorize character, setting, and plot
in a one-act play;
b. Examine character, setting, and plot
from a one-act play; and
c. Value the importance of reading a play.
OBJECTIVES
3. Whose is that line?
In this activity, you will experience the
relationship between literary texts based from
your previous lesson on Intertextuality. Fill in
the first line with the name of the character
who popularized the given line, then write the
title of the literary text where the line is taken
from.
4. 1. “You are my own personal brand of heroin.”
Character: __________________________
Title of the Text: __________________________
2. “What’s in a name? That which we call a rose by
any other name would smell as sweet.”
Character: __________________________
Title of the Text: __________________________
5. 3. “Besides, you’re saying it wrong. It’s
leviOsa not leviosA.”
Character: __________________________
Title of the Text: __________________________
4. “May the odds be ever in your favor.”
Character: __________________________
Title of the Text: __________________________
6. 5. “Sweet Princess, if through this wicked witch’s
trick, a spindle should your finger prick. A ray of
hope there still may be in this, the gift I give to
thee.”
“And from this slumber you shall wake, when true
love’s kiss, the spell shall break.”
Character: __________________________
Title of the Text: __________________________
7. What I Know
___ 1. What is another term used to denote
drama as a genre in literature?
a. One-act play
b. play
c. poetry
d. novel
8. ___ 2. It is a literary element that
pertains to the sequence of related
events in drama.
a. theme
b. conflict
c. moral
d. plot
9. ___ 3. A plot consists of five parts. Which among the
choices presents a logical sequence of the plot?
a. exposition, climax, rising actions, conclusion, falling
actions
b. rising actions, exposition, falling actions, climax,
conclusion
c. exposition, rising actions, climax, falling actions,
conclusion
d. exposition, climax, rising actions, falling actions,
conclusion
10. ___ 4. Which part of the plot is/ are the
conflict/s manifested and developed?
a. climax
b. exposition
c. climax
d. rising actions
11. ___ 5. It is the time, place, and
condition of a literary piece.
a. setting
b. crisis
c. tone
d. moral
12. ___ 6. Which among the items does
not qualify for the setting?
a. climate or weather
b. historical period
c. geographic location
d. atmosphere
13. ___ 7. A character functions to
emphasize the qualities of another
character.
a. Anti-hero
b. antagonist
c. protagonist
d. foil
14. ___ 8. Who is considered to be the
one opposing the central
character?
a. foil
b. protagonist
c. anti-hero
d. antagonist
15. ___ 9. It is a type of character that
is more realistic and shows
development or change.
a. flat
b. stock
c. square
d. round
16. ___ 10. This character type displays
a stereotype like ‘a mean
stepmother.’
a. round
b. flat
c. stock
d. square
18. 1. Characters
These are the people or animals that are subjected
to in the drama that are portrayed by the actors
and actresses. A play is able to take its essential
form because of the characters. They embody the
integral part of drama. Character can be
categorized according to function and types.
19. CHARACTERS IN THE DRAMA (ONE-ACT PLAY)
CHARACTERS
ACCORDING TO
FUNCTION
A. Protagonist – the main character in the play; the hero
or heroine
B. Antagonist – a major character who opposes and is
hostile to the protagonist.
C. Foil – a minor character who emphasizes the qualities of
another character
D. Anti-Hero – a minor character who is inconsistent and
usually shows failed goals
A. Round – a character who is realistic; has sufficient
motivation for his actions and behavior; experiences
change and development in the course of the play
20. CHARACTERS
ACCORDING TO
TYES
B. Flat – a character who has one distinct characteristic;
static or does not change
C. Stock – a literary character who manifests several traits
that particularly apply to a group of people or class;
Example: a cruel stepmother
21. 2. Setting
It is the place, time, and condition in which
the events occur. In other words, setting can
be displayed through geographical location,
historical era/period, weather or climate,
season of the year, time of day, or even type
of building.
22. 3. Plot
The storyline or the artistic
arrangement of events in the drama.
It comprises
exposition, rising actions, climax,
falling actions, and conclusion.
23. PLOT
A. Exposition Presents a brief description of the main characters, setting, and the
background details of the play
B. Rising Actions Consists the most number of events in the play where the struggles
between and among the characters are developed
C. Climax Highlights the most intense part of the narrative where the conflict is
heightened
D. Falling Actions Shows the decline of emotions as this part shows events that provide the
answer or resolution to the conflict
E. Conclusion Tells the information regarding what finally happens to the characters in
the drama
24. Master of the Play
This is now your chance to create an initial and tentative
framework of the one act play you are going to write in
the succeeding lesson.
Directions: Create your own concept of your one-act
play. Provide your initial details regarding your
characters, setting, and plot
25.
26. What are the three new things
that you learned and
discovered base on our
discussion and activities?
27. Directions: A. Write the letter of your choice on
the space provided preceding each number.
___ 1. Robin is known to be Batman’s sidekick.
How does Robin function as a character?
a. protagonist b. antagonist
c. anti-hero d. foil
28. ___ 2. What type of character does
Robin in item number one portray?
a. round
b. flat
c. square
d. stock
29. ___ 3. In the one-act play, Max, the antagonist
was apprehended by the authorities for the
crime he committed. What part of the plot
does this event fall?
a. rising actions b. conclusion
c. falling actions d. climax
30. ___ 4. Which part of the plot
presents the major characters?
a. climax
b. exposition
c. conclusion
d. rising actions
31. ___ 5. “And they lived happily ever
after.” is an example of __________.
a. Falling actions
b. conclusion
c. rising actions
d. exposition
32. ___ 6. What is true about setting as
literary element?
a. season of the year
b. type of a building
c. Both A and B
d. None of the Above
33. ___ 7. A character with positive
qualities and is focused on in drama is
called ____?
a. foil
b. antagonist
c. anti-hero
d. protagonist
34. ___ 8. The plot’s most highlighted part
is known as?
a. climax
b. rising actions
c. falling actions
d. conclusion
35. ___ 9. It is where the problems arise in
the plot?
a. exposition
b. conclusion
c. climax
d. rising actions
36. ___ 10. A stock type of character can be
illustrated as ___________.
a. a damsel in distress
b. wicked stepmother
c. a gentleman from far away land
d. a gangster
37. Activity 7: Sketch it Up!
The framework of your one-act play has taken its shape. Great job! You can
still do more.
Directions: Based from the framework you made in Activity 6, conceptualize your plot
by drawing the images of the five parts of your plot. Use a separate sheet for this
activity. Be guided by the suggested criteria for rating.
Content……………………..15 pts.
Organization………...... 5 pts.
Creativity……………….….10 pts.
Total…………………….……..30 pts.