Q2 Module

1. S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
DIVISION OF NAVOTAS CITY
CREATIVE
WRITING
Quarter 2 – Module 1:
Elements, Techniques and
Literary Devices in Drama

2. Creative Writing – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 1: Elements, Techniques and Literary Devices in Drama
First Edition, 2020
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______________________________________________
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Development Team of the Module
Writers: Hazel M. Santorce
Editors: Cecilia S. De Ocampo
Reviewers: Marco D. Meduranda
Illustrator:
Layout Artist: Hazel M. Santorce
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Editha O. Peregrino, Division SHS Focal Person
Shirley Eva Marie V. Mangaluz, Librarian II LRMS
Vergel Junior C. Eusebio, PDO II LRMS
02-8332-77-64
navotas.city@deped.gov.ph

3. CREATIVE
WRITING
Quarter 2 – Module 1:
Elements, Techniques and
Literary Devices in Drama

4. ii
Introductory Message
For the facilitator:
Welcome to the Creative Writing for Senior High School Alternative Delivery Mode
(ADM) Module on Elements, Techniques and Literary Device in Drama.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. iii
For the learner:
Welcome to the Creative Writing for Senior High School Alternative Delivery Mode
(ADM) Module on Elements, Techniques and Literary Device in Drama.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

6. iv
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

7. 1
This module was designed and written with you in mind. It is here to help you master
the Southeast Asian music. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
After going through this module, you are expected to:
1. Define drama;
2. describe the different types of drama; and
3. Identify the various elements, techniques, and literary devices in drama.
HUMSS_CW/MPIj-IIc-15

8. 2
CHOOSE THE RIGHT!
Directions: Read and answer each item carefully. Write the letter of the correct
answer on a separate sheet of paper.
1. Which of the following statements is true about drama?
A. A work of literature meant to be read in private.
B. A drama that at the end of the story you will cry and feel sorry.
C. A tragic narrative that involves the death of one or more characters.
D. A work of fiction meant to be presented in performance by one or more
actors.
2. Which of the following genres in plays can be considered a drama example?
A. Comedy
B. History
C. Tragedy
D. All the above
3. Which of the following famous works of literature is an example of drama?
A. Romeo and Juliet, a play by William Shakespeare.
B. The Grapes of Wrath, a novel by John Steinbeck
C. Of Studies, an essay written by Francis Bacon. “
D. Song of Myself” a poem by Walt Whitman
4. The following statements describe about drama, except
A. Drama teaches students’ writing, speaking, and creative self-expression.
B. Drama teaches interpretation, personal activity, and new ways of looking
at the same information.
C. Drama education is not powerful teaching and learning tool with profound
negative effects on the student’s cognitive, social, and among others.
D. Drama is hands-on, experiential learning and engages mind body, voice,
and emotions to interpret and convey to other information and ideas.
5. What do you call to the person who writes the play?
A. Author
B. Director
C. Speaker
D. Playwright

9. 3
Lesson
1
Elements, Techniques and
Literary Devices in Drama
Do you love watching English movies? What specific genre do you watch?
When you hear the word drama, what comes first in your mind? Do you think of your
favorite, dramatic television show or movie? Literary drama has less to do with a
serious storyline and more to do with stage performances. To learn more about the
different types of drama in literature, keep reading this lesson to know how it look
like on the stage.
This module delivers you with creative writing knowledge and skills necessary
to describe drama in different aspects. You will learn to express and label drama in
terms of elements, techniques and literary devices. While these all provide the same
information about fiction, you will find out that one may be more helpful than the
other depending on your objective.

10. 4
PLAY
ACT
CHARACTER
DIALOGUE
STAGE
TRADEGY
DRAMA
SCENE
ACTOR
COMEDY
PLAYWRIGHT
PLOT
CAST
BACSTAGE
MONOLOGUE
SCRIPT
THEME
DIRECTOR
AUDIENCE
UPSTAGE
Now, let us see how much you know about the topics that you are going to
learn in this module.
PART I. THE HIDE AND SEEK SPELL
Directions: Find the literary elements of drama hidden in the grid below. Highlight
all that you can find.

11. 5
WHAT CAN YOU SAY?
Directions: In the given semantic chart below, write your own short description of
some elements of drama on the arrow space provided.
ELEMENTS
OF DRAMA
ACTORS
SCRIPT DIALOGUE
SCENESTHEME
AUDIENCE STAGE

12. 6
Drama
Derived from the Greek word “darn” meaning to do or to act. It is a work of art made
up of words, which is meant to be performed on the stage.
Drama is a mode of fictional representation through dialogue and performance. It is
one of the literary genres, which is an imitation of some action. Drama is also a type
of a play written for theater, television, radio, and film.
In simple words, a drama is a composition in verse or prose presenting a story in
pantomime or dialogue. It contains conflict of characters, particularly the ones who
perform in front of audience on the stage. The person who writes drama for stage
directions is known as a “dramatist” or “playwright.”
Types of Drama
1.Tragedy
A drama in which character is brought to a disastrous end in his confrontation with
a superior force.
2. Melodrama
A term applied to any literary work that realis on implausible events and sensational
action for its effects. A melodramatic story ends happily, with Protagonist defeating
the antagonist, at the last possible moment.
3.Comedy
It is a work intended to interest., involve and amuse the reader or the audience in
which no terrible disaster occurs and at the ends happily for the main character.
5. Farce
A play that is characterized by broad humor, wild antics and often slapstick, pratfalls
or other physical humor.
5. Musical Drama
In musical dramas, dramatists not only tell their stories through acting and dialogue,
but through dance as well as music. Often the story may be comedic, though it may
also involve serious subjects.

13. 7
Two Kinds of Literary Devices
Literary Elements have an inherent existence in literary piece and are extensively
employed by writers to develop a literary piece e.g. plot, setting, narrative structure,
characters, mood, theme, moral etc. Writers simply cannot create his desired work
without including Literary Elements in a thoroughly professional manner.
Literary Techniques, on the contrary, are structures usually a word s or phrases
in literary texts that writers employ to achieve not merely artistic ends but also
readers a greater understanding and appreciation of their literary works. Examples
are: metaphor, simile, alliteration, hyperbole, allegory etc. In contrast to Literary
Elements, Literary Techniques are not unavoidable aspect of literary works.
Elements of Dramatic Literature
1. Plot, Action, Conflict
It is an ordered chain of physical, emotional or intellectual events that ties the
action together. It is planned sequence of interrelated actions that begins in a
state of imbalance, grows out of conflict, reaches a peak of compilations, and
resolves into new situation.
2. Character
A person created by the playwright to carry the action, language, ideas, and
emotional of the play.
3. Points of View and Perspective
The playwright gives us the objective raw materials. Which is the actions and
the words but ranges them in such a way that we ourselves must draw all the
conclusions.
4. Setting, Sets, Scenery
In the text of play, the setting is usually described in the opening stage
directions. In a production scenery is the first thing we see on stage.
Unite Set is a series of platforms, characters, rooms, stairs, and exits that
form the locations for all the play’s actions.
5. Diction, Imagery, Style and Language
Their dialogue may reflect the details of their deepest thoughts about life. Their
words must fir the circumstances, the time and the place of the play.
6. Tone and Atmosphere
Tone in drama as in other literature, signifies the way moods and attitudes
are created and presented.

14. 8
7. Symbolism and Allegory
As in fiction and poetry, symbols represent meaning or signifies beyond the
intrinsic identity of the symbol itself.
A play can be considered Allegoric if it pertains moral values or teaching to
generate human experiences.
8. Subject and Theme
Playwrights do write their plays with a design to dramatize ideas about the
human condition, which explores to constitute the play’s subject.
The ideas that the play dramatizes about is subject make up the play’s theme
or meaning.
Common Literary Techniques
1. Vocal Dynamics
How an actor speaks their lines instantly identify personality and emotion.
Volume, pitch, pausing, intonation, pace and accent can all influence audience
understanding of a character and the tension of the scene.
Your lines are just words until you deliver them, but unless your voice is well-trained,
they all still fall flat, or sound forced. In order to accurately portray different
characters and emotions, you need to expand your vocal toolbox and learn about the
ways that range, pitch, and pronunciation affect your performance. Sometimes you
need to adopt an unfamiliar accent or use slang naturally; other times you must
change your pitch to communicate building anger, excitement, or sadness.
Examples:
Volume
Pacing
Projection
Accent
2. Body Language and Mannerisms
Character is conveyed through posture, gesture and facial expression. In this way,
the audience can instantly identify with a character type or understand a situation
without a word being spoken.
Stage directions are separate from spoken lines, but they work together to explain
the events of the plot and clarify each character’s emotions and personalities. Actors
bring their characters to life by moving, reacting, and even standing in nuanced ways
that are natural for their character. Very subtle differences in posture, walking speed,
or even the force with which you pick up a prop can speak volumes about your
character’s intentions.

15. 9
Examples:
Facial expression
Posture
Gesture
Eye Contact
3. Use and Awareness of Space
The positioning of objects and bodies stage and the relationships between them are
a vital means of making meaning.
Grouping. Level, Pathways and Personal Space are all important aspects of Space.
It’s important to be aware not just of your “marks” on stage, but also of the actors
who must interact with or move past you. Your position on the stage or set affects
everything from lighting and sound to camera angles and audience perspective.
Examples:
Grouping
Levels
Personal Space
Pathways
4. Improvisational Techniques
Using Timing, Direction and Energy to build a sustained sequence of movement can
enhance understanding of character and the meaning of a scene.
You might associate improvisation with comedy clubs and sketch shows, but on-the-
spot creativity is a skill that comes in handy for actors of every discipline.
Examples:
Timing
Direction
Energy
Dance
LITERARY DEVICES
Commonly, the term Literary Devices refers to the typical structures used by writers
in their works to convey his or her message(s) in a simple manner to his or her
readers.

16. 10
The following are the Literary Devices and its examples to for you to know better.
1. Allegory
A work that symbolizes or represents an idea or event.
Example:
The novel Animal Farm by George Orwell is an allegory for the Russian
Revolution, with characters representing key figures in the movement.
2. Alliteration
The repetition of the same or similar consonant sounds in succession.
Example: She sells seashells by the seashore.
3. Allusion
An indirect reference to a person, place, thing, event, or idea.
Example:
The song “American Pie” by Don McLean is full of allusions to events that
occurred in the 1950s and 60s. For instance, “February made me shiver” is
an allusion to the plane crash that killed Buddy Holly on February 3, 1959.
4. Analogy
A parallel between disparate ideas, people, things, or events that is more
elaborate than a metaphor or simile.
Example: “What’s in a name? That which we call a rose by any other word would
as sweet.” —William Shakespeare, Romeo and Juliet, Act 2, Scene 2
In this instance, Romeo is drawing an analogy between Juliet and a rose.
5. Anthropomorphism
The interpretation of a nonhuman animal, event, or object as embodying
human qualities or characteristics.
Example:
Inanimate objects such as Mrs. Potts and Lumiere are anthropomorphized
in Beauty and the Beast.
6. Anachronism
An intentional or unintentional error in chronology or a timeline.
Example:
Brutus: “Peace! Count the clock.”
Cassius: “The clock has stricken three.”
—William Shakespeare, Julius Caesar, Act 2, Scene 1
Mechanical clocks did not exist in 44 A.D., when the play takes place, so this
the inclusion of the clock here is an anachronism.

17. 11
7. Colloquialism
An informal piece of dialogue or turn of phrase used in everyday conversation.
Example:
Contractions such as “ain’t” are colloquialisms that are used in everyday
conversation or dialogue to make the speaker and speech sound more
authentic.
8. Diction
The word choice and speaking style of a writer or character.
Example:
In The Adventures of Huckleberry Finn, Huck speaks in a distinctive way
characterized by his lack of education and outsider status. This is his diction.
9. Elegy
A poem expressing grief over a death.
Example:
O Captain! My Captain! by Walt Whitman is an elegy for Abraham Lincoln.
10. Epiphany
A moment of sudden realization by a character.
Example:
In the movie Clueless, Cher has an epiphany that she is in love with her
stepbrother, Josh.
11. Euphemism
A less provocative or milder term used in place of a more explicit or unpleasant
one.
Example:
“I have to let you go” is a euphemistic expression for firing someone.
12. Foreshadowing
Hinting at future or subsequent events to come to build tension in a narrative.
Example:
In William Shakespeare’s Macbeth, the witches portend evil, chanting,
“Something wicked this way comes.”
13. Hyperbole
A statement that is obviously and intentionally exaggerated.
Example:
“I have a million things to do” is a hyperbolic statement, since no individual
actually has one million items on her to-do list.

18. 12
14. Idiom
A figure of speech that is indecipherable based on the words alone.
Example:
“Don’t cut any corners” is an idiom; on its surface, it doesn’t make sense but
is a known phrase that means don’t take shortcuts.
15. Imagery
A compilation of sensory details that enable the reader to visualize the event.
Example:
“Now small fowls flew screaming over the yet yawning gulf; a sullen white surf
beat against its steep sides; then all collapsed, and the great shroud of the sea
rolled on as it rolled five thousand years ago.” —Herman Melville, Moby-Dick
In this passage, Melville uses vivid imagery such as the “yawning gulf” and
“sullen white surf” to capture the scene.
16. Irony
An instance of language conveying the opposite of its literal meaning:
Verbal irony:
speech that conveys the opposite of its literal meaning
Situational irony:
An event that occurs that is the opposite of what is expected
Dramatic irony:
Usually applied to theater or literature, an instance in which the audience
knows something the characters involved do not
Examples:
Verbal Irony: “That’s nice” as a response to an insulting statement is an
instance of verbal irony.
Situational irony:
In Oedipus Rex, Oedipus’s parents abandon him to prevent the prophecy of
him killing his father and marrying his mother from coming true. The
abandonment itself leads him to fulfill the prophecy.
Dramatic irony:
In Psycho, the audience knows a killer approaching, but Marion does not.

19. 13
17. Juxtaposition
Ideas, people, images, ideas, or object placed next to one another to highlight
their differences.
Example:
“It was the best of times, it was the worst of times, it was the age of wisdom,
it was the age of foolishness, it was the epoch of belief, it was the epoch of
incredulity, it was the season of Light, it was the season of Darkness, it was
the spring of hope, it was the winter of despair, we had everything before us,
we had nothing before us, we were all going direct to Heaven, we were all going
direct the other way.”
—Charles Dickens, A Tale of Two Cities
18. Malapropism
An incorrect word intentionally or unintentionally used in place of a similar
sounding one, sometimes used for humorous effect.
Example:
“Our watch, sir, have indeed comprehended two auspicious persons.”
—William Shakespeare, Much Ado Without Nothing, Act 3, scene 5
The malapropisms, in this case, are the misuse of “comprehended” in place of
“apprehended” and “auspicious” instead of “suspicious.”
19. Metaphor
A comparison of two ideas, events, objects, or people that does not use “like”
or “as.”
An extended metaphor is a lengthy metaphor that continues the comparison
for several sentences, paragraphs, or even pages.
Example:
“But soft! What light through yonder window breaks?
It is the East, and Juliet is the sun!
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief.”
—William Shakespeare, Romeo and Juliet, Act 2, Scene 2
Here, the sun is a metaphor for Juliet.
20. Mood
The general feeling the speaker evokes in the reader through the atmosphere,
descriptions, and other features.
Example:
“Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before”
—Edgar Allen Poe, The Raven

20. 14
21. Onomatopoeia
A word the is closely associated or identical to the sound it describes.
Example: Buzz
22. Oxymoron
A pairing of seemingly contradictory terms used to convey emphasis or
tension.
Example:
“A fine mess”: this is an oxymoronic characterization because “fine” is
typically associated with beauty and order, while “mess” is the opposite.
23. Paradox
An apparent contradiction that, upon further unraveling, may contain truth,
used for effect on the reader.
Example:
Hamlet: “I must be cruel to be kind.”
—William Shakespeare, Hamlet, Act 3, Scene 4
In this instance, Hamlet must, in fact, act in a seemingly cruel way in order
to ultimately be kind.
24. Personification
Lending descriptions generally applied to human beings to nonhumans. This
term differs from anthropomorphism in that the nonhuman entities are not
thought to behave in human-like ways but are merely described in these
terms.
Example:
The shadows danced on the wall.
Shadows do not actually dance, but the lending of the human action
personifies them.
25. Repetition
Multiple instances of a word or phrase, often in succession, used for emphasis.
Example:
“The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
—Robert Frost’s Stopping by Woods on a Snowy Evening
26. Satire
A phrase or entire work that uses irony to critique behaviors, events, people,
or vices.
Example:
Animal Farm is a work of satire, critiquing Stalinism and the politics Soviet
Union.

21. 15
27. Simile
A comparison between objects, events, or people that uses “like” or “as.”
Example:
“I wandered lonely as a cloud
that floats on high o’er vales and hills.”
—William Wordsworth, Daffodils
28. Symbolism
Something used to represent a larger concept or idea.
Example:
In Macbeth, the “spot” Lady Macbeth cannot get off her dress is a symbol of
her guilt-stained conscience.
29. Synecdoche
An instance of a part representing a whole or vice versa.
Example:
When someone refers to looking out at a “sea of faces,” the faces represent
whole people.
30. Tone
The speaker or narrator’s attitude toward the subject of the piece, distinct
from mood in that it is not used to evoke a particular feeling in the reader.
Example:
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
—Robert Frost, The Road Not Taken

22. 16
LET ‘S DO TECHNIQUE CHART
Directions: Create and supply all necessary information needed by using
appropriate drama techniques in the given chart below.
Description
of
character
and
duration
Name the
category of
technique
Name the
aspect of
the
technique
used
Description of
how you would
use this
technique
appropriately
Why would
you choose
to use this
technique
in this
way?
What
was the
actual
effect of
using
it?

23. 17
COMPLETE ME
Directions: Choose the best answer inside the box that will complete each sentence
below about the elements, techniques and literary devices in drama.
1. Allusions can be used as references to______________________, the bible,
historical events, geography, legends, or other literary works.
2. The ___________________ gives us the objective raw materials.
3. Volume, pitch, pausing, intonation, pace and ___________________can all
influence audience understanding of a character and the tension of the scene.
4. Character is conveyed through posture, gesture and ________________________.
5. A _______________________story ends happily, with Protagonist defeating the
antagonist, at the last possible moment.
6. The setting is usually described in the ________________opening directions.
7. Acts is also known as the big _________________ of the story.
8. Drama is a literary work that tells a story and is meant to be ________and
preformed.
9. A drama is a composition in verse or prose presenting a story in
_____________________________or dialogue.
10. A play can be considered ______________________ if it pertains moral values or
teaching to generate human experience.
Allegoric acted playwright
facial expression melodramatic
chunks stage accent
pantomime Mythology

24. 18
GUESS ME!
Directions: Identify the following examples of literary devices by writing the correct
letter of your answer on the space provided in each item.
____________1. Throughout most of The Lion King.
Simba mopes around feeling guilty for his father ‘s
death, unaware (as the audience is) that Scar
actually killed Mutasa.
_____________2. I have got a million issues to look
after!
_____________3. Better butter always makes
the batter better.
____________4. “My love is like a red red rose”
_____________5. Have you seen my new car? She
is a real beauty!
A. Imagery
B. Dramatic Irony
C. Alliteration
D. Hyperbole
E. Simile
F. Personification

25. 19
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. How is drama different from prose?
A. It has plot.
B. It has characters.
C. It uses symbols.
D. It is meant to be performed.
2. Stage directions do all the following, EXCEPT:
A. Convey the characters thoughts to the audience.
B. Provide the director with details of the setting.
C. Direct the actors on how to speak their lines.
D. Tell the actors where to move during the scene.
3. ‘” O Captain, My Captain” is an example of_______________________.
A. Alliteration
B. Elegy
C. Epiphany
D. Diction
4. It Aa pairing of seemingly contradictory terms used to convey emphasis or
tension.
A. Allusion
B. Analogy
C. Oxymoron
D. Synecdoche
5. What literary elements signifies A word the is closely associated or identical to
the sound it describes.
A. Allusion
B. Allegory
C. Oxymoron
D. Onomatopoeia

26. 20
LET’S TRY IT AT HOME!
Directions: Read the following stories below. Identify what specific literary device
that best describes the given sample then explain your answer.
#1: Much Ado About Nothing (By William Shakespeare)
#2: Oedipus Rex (By Sophocles)
#3: The Importance of Being Earnest (By Oscar Wilde)
#4: The Heiress (By Henry James)

27. 21
WhatIDo
1.DramaticIrony
2.Hyperbole
3.Alliteration
4.Simile
5.Personification
References
• Richard Clark. (2013), Drama Techniques. Retrieved October 19, 2020
from http://www.magistralinuoro.it/files/DRAMA%20TECHNIQUES.pdf
• No Author (n.d.) Literary Devices.Retreived October 19, 2020 from
http://www.literarydevices.com/drama/
• Lumen Learning. Literature for the Humanities. (n.d.) Elements of Drama.
Retrieved October 19,2020 from https://courses.lumenlearning.com/atd-
fscj-
• No Author. (n.d.) Literature for Humanities.Retreived October 19, 2020
from literature for humanities/chapter/elements-of-drama/
• Suzy S. (n.d.) Drama Techniques. Retrieved October 19, 2020 from
https://takelessons.com/blog/drama-techniques
• Sacred Heart College. (n.d.) Drama Techniques. Retrieved October 19, 2020 from
https://www.slideshare.net/myclasses/drama-techniques
• No Author (n.d.) Retrieved October 19, 2020 from
https://study.com/academy/practice/quiz-worksheet-characters-other-
elements-in-drama.jpg
• Laura Berlinsky-Schine Collegevine (2020) Literary Devices.Retreived October 19,
2020 from https://literarydevices.net/drama/
• No Author. (n.d.) Literary Devises. Retrieved October 19, 2020 from
https://literarydevices.net/literary-devices/
• No Author. (n.d.) Literary Devises. Retrieved October 19, 2020 from
https://literarydevices.net/drama/
Assessment
1.D
2.B
3.B
4.C
5.D
WhatIHaveLearned
1.Mythology
2.Accent
3.Playwright
4.FacialExpression
5.Melodramatic
6.Stage
7.Chunks
8.Acted
9.Pantomime
10.Allegoric
WhatIKnow
1.D
2.D
3.A
4.C
5.D

28. For inquiries or feedback, please write or call:
Department of Education – Schools Division Office Navotas
Learning Resource Management Section
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Email Address: navotas.city@deped.gov.ph