This document provides information about prose, poetry, and drama. It defines drama as a composition in prose form that presents a story entirely told in dialogue and action, written with the intention of performance before an audience. It discusses the key elements of drama, including setting, characters, plot, theme, style, and different forms such as tragedy, comedy, tragicomedy, farce, and melodrama. The document is intended to teach readers about the distinguishing features of prose, poetry, and drama.
This powerpoint presentation describes the Dramatic Features of a Play and can be used to assist the individual's creative process or simply become integrated into a lesson about theatre.
This powerpoint presentation describes the Dramatic Features of a Play and can be used to assist the individual's creative process or simply become integrated into a lesson about theatre.
Reaction Paper # 2—After reading this week’s notes Reading Fi.docxaudeleypearl
Reaction Paper # 2—After reading this week’s notes “Reading Fiction” and “Graduation” by Maya
Angelou, complete reaction paper 2 as described below.
Discussed in the notes this week are 6 elements of fiction: Tone, Plot, Characterization, Setting, Theme
and Point of View. Choose one element (other than POV) and reflect on how Angelou uses it in her
writing. Give specific examples and quotes from the text to show how she uses the element and its
effect on the story. Be sure to quote correctly (using quotation marks and providing paragraph #s).
Remember that reaction papers should be 1-2 pages, double-spaced.
Below is a brief sample of how to discuss one of the elements with examples from the text. The example
discusses the use of point of view in the story:
Maya Angelou’s story “Graduation,” is told from first-person point of view, told through the
main character, Marguerite Johnson. Although it is not yet clear who the narrator is within the first 5
paragraphs, in paragraph 6 Angelou writes, “In the Store I was the person of the moment.” Thus, we are
introduced to the narrator of the story. The rest of the story uses pronouns such as we, me, my which
solidifies the narrator’s point of view.
Hearing the story unfold from first-person POV gives credibility to the theme of the story.
Maguerite Johnson is one of the graduates excited to be graduating, and is present at every point of the
story—from the events leading up to the day, the events during the ceremony, and her feelings about
what has occurred.
In paragraph 7, she tells us, “My class was wearing buttery-yellow piqué dresses, and Momma
launched out mine.” She goes on to describe the expert way her mother crafted her dress. It is clear
from all of her descriptions that she, her family and the community looked toward the day with great
anticipation, even though as the narrator states, “I was only twelve years old and merely graduating
from the eighth grade” (paragraph 8). She goes on to explain that many teachers in the Arkansas Negro
schools had the same diploma but were able to teach. This shows that at the time, an eighth-grade
graduation was quite an achievement which could lead to possible (anticipated) professions…
(continued)
Reading Fiction
Fiction creates imaginary worlds by telling stories written in prose (ordinary, unrhymed
language) about realistic characters, set in physical environments, and with attention to
descriptive detail.
Works of fiction narrate, or tell stories. Narrative is not specific to fiction or to any other
literary genre. Telling stories pervades almost every aspect of our daily lives. We learn
very early on how to recognize and tell stories, and we rely heavily on narrative to
organize and make sense of our experience. Even in our sleep, we tell stories in the
form of dreams. It is impossible to imagine our lives without these narratives; in fact,
every culture uses them to order a ...
Various dimensions of Philippine literary history from pre- colonial to conte...Maestrang Techy
21st Century Lit: Lesson 1
This is an enhanced ppt presentation. Some part of the slides are not mine (spongebob bground), I have downloaded them also here. Thanks for the original maker.
Feel free to download and use in your lessons, my co-educators! God bless! :D
A Strategic Approach: GenAI in EducationPeter Windle
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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.
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!
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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15. QUESTIONS:
1.What do you think is the trailer all
about?
2.What are the elements of the story
presented in the trailer?
3.How is the trailer different from
prose and poetry?
17. DRAMA
Drama is a
composition in prose
form that presents a
story entirely told in
dialogue and action
and written with the
intention of its
eventual performance
before an audience.
18. Drama has a two-fold nature:
LITERATURE and THEATRE.
21. Setting identifies the time and place in which
the events occur. It consists of the historical
period, the moment, day and season in which
the incidents take place. It also includes the
sceneries in the performance which are usually
found in the preliminary descriptions.
22. Characters are the people in the play and thus
considered as the principal material in a drama.
23. Character Aspects
Physical Social
• Physical identifies peripheral
facts such as age, sexual
category, size, race and color.
It deals with external
attributes which may be
envisaged from the description
of the playwright or deduced
from what the characters say
or what other characters
verbalize about his
appearance.
• Social embraces all aspects
that can be gleaned from the
character’s world or
environment as exemplified by
the economic status,
occupation or trade, creed,
familial affiliation of the
characters.
24. Character Aspects
Psychological Moral
• Psychological discloses the
inner mechanism of the mind of
the character as exemplified by
his habitual responses,
attitudes, longings, purposes,
likes and dislikes. It is
considered as the most
indispensable level of character
categorization because routines
and emotions, thoughts, attitude
and behavior enable the readers
to know the character
intrinsically.
• Moral discloses the decisions
of the characters, either
socially acceptable or not,
exposing their intentions, thus
projecting what is upright or
not.
25. Plot lays out the series of events that form the
entirety of the play. It serves as a structural
framework which brings the events to a
cohesive form and sense.
26. Types of Plot
Natural Plot Episodic Plot
• Natural Plot is a
chronological sequence of
events arrangement where
actions continuously take
place as an end result of the
previous action
• Episodic Plot – each episode
independently comprises a
setting, climax, and resolution;
therefore, a full story in itself
is formed.
28. Beginning identifies information about the place, such
as geographical location, social, cultural, political background or
period when the event took place.
Exposition
• Exposition is the point where
the playwright commences his
story. It reveals the identity of
story’s initial crisis.
29. Middle is composed of a series of difficulties:
Complications Crisis
• Complications bring
changes and alterations in the
movement of the action which
take place when discovery of
novel information, unexpected
alteration of plan, choosing
between two courses of action
or preface of new ideas are
revealed.
• Crisis reveals the peak of
anticipation in the series of
incidents.
30. Middle is composed of a series of difficulties:
Obligatory Scene Discovery
• Obligatory Scene identifies
the open collision between two
opposing characters or forces.
• Discovery discloses points
which are previously
unknown, characterized as
something mysterious,
strange, unfamiliar and thus
revealed through objects,
persons, facts, values, or self-
discovered.
31. Ending is the final major component of the story
which brings the condition back to its stability. This part
brings satisfaction to the audience which extends to the
final curtain as peace is completely restored.
32. Theme is considered as the unifying element
that defines the dramatized idea of the play. It
is the over-all sense or implication of the action.
It defines the problem, emphasizes the ethical
judgment and suggest attitude or course of
action that eliminates the crisis is an acceptable
way.
33. Style refers to the mode of expression or
presentation of the play which points out the
playwright’s position or viewpoint in life.
34. Major Dramatic Attitude
Realism Non-realism
• Realism is an accurate
detailed, and life-like
description in a play where
things are presented as real as
can be set in actual life, with
dialogues sounding like day-
to-day conversation.
• Non-realism is method of
presentation identified as
something stylized or
theatricalized whereby artist
uses his feral imagination in
projecting his ideas.
35. The story is narrated to the
audiences through the interaction
between the drama’s characters,
which is in the form of dialogs.
36. They are important in revealing the
personalities of the characters. The words used,
the accent, tone, pattern of speech, and even the
pauses in speech, say a lot about the character
and help reveal not just his personality, but also
his social status, past, and family background as
given by the play.
37. The impact that a story has on
the audiences is largely affected
by the performances of the
actors.
38.
39. Tragedy is a type of drama that shows the downfall
and destruction of a noble or outstanding person,
traditionally one who possesses a character weakness
called a tragic flaw. The tragic hero, through choice or
circumstance, is caught up in a sequence of events that
inevitably results in disaster.
40. Comedy is a type of drama intended to interest and
amuse the audience rather than make them deeply
concerned about events that happen. The characters
overcome some difficulties, but they always overcome
their ill fortune and find happiness in the end.
41. Tragicomedy is a play that does not adhere strictly to
the structure of tragedy. This is usually serious play that
also has some of the qualities of comedy. It arouses
thought even with laughter.
42. Farce is a play that brings laughter for the sake of
laughter, usually making use grossly embellished events
and characters. It has very swift movements, has
ridiculous situations, and does not stimulate thought.
43. Melodrama shows events that follow each other rapidly, but
seems to be governed always by chance. The characters are
victims in the hands of merciless fate.
44. • Form five groups.
• Select an excerpt of a drama/play that
exemplifies one of the drama forms
presented.
• Assign a character to each member and
present it to the class.
• The presentation may be in a form of a
reader’s theatre. There is no need for the
students to memorize the dialogue.
45. 1. How do dramas/plays/movies
affect you as an individual?
2. How do you feel when there are
events which are opposite to what
you intend from the story to
happen?
47. A. identifies the time and place
in which the events occur.
B. the people in the play
C. a story told in dialogue by
performers before an audience.