The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
Sdo navotas creative_writing_q2_m6_writing a craft essay.fv(22)DepEd Navotas
The document provides information about writing a craft essay module for senior high school students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and lists the development team for the module. The module focuses on teaching students how to write a craft essay that demonstrates awareness of different literary and socio-political contexts of creative writing.
Sdo navotas creative_writing_q2_m5_writing a scene for one-act play.fv(28)DepEd Navotas
The scene depicts Anomaly, a prisoner, interacting with the Voices - Sophia, Fate, and Than - who question him about why he is imprisoned. During the interaction, Anomaly kisses Sophia, exposing Than's secret feelings for her. Than's deception is revealed, and he orders the execution of Anomaly and Sophia, though one guard hesitates to comply with the order.
The document provides information about creative writing, specifically focusing on intertextuality and drama. It defines intertextuality as the interconnections between related works of literature that influence a reader's interpretation. It also defines drama as a literary form designed to be performed on stage using dialogue and action to portray life or tell a story. The document then discusses elements of a one-act play, including that they are typically 10-40 pages and focus on a single plot, location, and time period with 4 or fewer characters.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Sdo navotas creative_writing_q2_m1_elements, techniques and literary devices ...DepEd Navotas
This module discusses elements, techniques, and literary devices used in drama. It defines drama as a work of fiction meant to be presented by actors. The module identifies different types of drama such as tragedy, comedy, and melodrama. It also discusses key elements of drama like plot, characters, setting, and theme. Literary techniques covered include vocal dynamics, body language, use of space, and improvisational techniques. Common literary devices used in drama are also explained.
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
Sdo navotas creative_writing_q2_m6_writing a craft essay.fv(22)DepEd Navotas
The document provides information about writing a craft essay module for senior high school students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and lists the development team for the module. The module focuses on teaching students how to write a craft essay that demonstrates awareness of different literary and socio-political contexts of creative writing.
Sdo navotas creative_writing_q2_m5_writing a scene for one-act play.fv(28)DepEd Navotas
The scene depicts Anomaly, a prisoner, interacting with the Voices - Sophia, Fate, and Than - who question him about why he is imprisoned. During the interaction, Anomaly kisses Sophia, exposing Than's secret feelings for her. Than's deception is revealed, and he orders the execution of Anomaly and Sophia, though one guard hesitates to comply with the order.
The document provides information about creative writing, specifically focusing on intertextuality and drama. It defines intertextuality as the interconnections between related works of literature that influence a reader's interpretation. It also defines drama as a literary form designed to be performed on stage using dialogue and action to portray life or tell a story. The document then discusses elements of a one-act play, including that they are typically 10-40 pages and focus on a single plot, location, and time period with 4 or fewer characters.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
Sdo navotas creative_writing_q2_m7_creating an online portfolio of the output...DepEd Navotas
The document provides instructions for creating an online portfolio using Microsoft PowerPoint to showcase creative writing outputs such as poems, stories, and scripts from Senior High School. It discusses setting up the PowerPoint presentation with the proper orientation and slide size and adding text, images, animations, audio files and videos to the digital portfolio. The final step mentioned is finalizing the digital portfolio.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
Sdo navotas creative_writing_q2_m1_elements, techniques and literary devices ...DepEd Navotas
This module discusses elements, techniques, and literary devices used in drama. It defines drama as a work of fiction meant to be presented by actors. The module identifies different types of drama such as tragedy, comedy, and melodrama. It also discusses key elements of drama like plot, characters, setting, and theme. Literary techniques covered include vocal dynamics, body language, use of space, and improvisational techniques. Common literary devices used in drama are also explained.
Creative Writing - Conceptualizing Character, Setting, and Plot for One-Act PlayKenneth Cabañas
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 document discusses different literary genres including creative nonfiction, fiction, drama, and news stories. It provides examples and definitions of these genres, examining their key elements and conventions. Guidelines are also given for analyzing stories, plays, and films by describing characters, settings, plots, and themes.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
This document provides instructions and background information for a task that requires students to:
1) Gather manifestos and analyze the arguments used by their writers
2) Understand that manifestos are published declarations of views from individuals, groups, governments
3) Know that argumentative writing establishes a position using evidence to persuade, and that arguments are main ideas backed by supporting evidence.
The document provides an overview of how to critique a literary work using a moralist approach. This approach judges the value of literature based on the moral teachings and lessons that can be taken away from the text. When analyzing a work through this lens, readers consider the underlying moral or ethical issues presented, how the work explores these themes, and the overall message conveyed. A moralist critique is important as it allows readers to examine the cultural, social, and ethical implications of what they are reading in order to develop a deeper understanding of the author's message and values. It also encourages readers to consider how a work reflects the beliefs and attitudes of the time period
This document provides an introduction to creative nonfiction, including definitions and examples. It explains that creative nonfiction tells true stories using techniques from fiction like character development and narrative structure. It discusses key elements like setting, plot, characters, point of view, and the different forms creative nonfiction can take such as memoirs and personal essays. Common techniques are also outlined, including using narration, observation, braiding multiple narratives, and drawing insights from personal experiences.
English10 Appraise the unity of plot, setting.pptxIrishGaa1
This document discusses the key elements of plot, setting, and characterization that are important for achieving the writer's purpose in a story. It defines plot as the sequence of events, setting as where and when the story takes place, and characters as the people or animals in the story. The document also explains the five main stages of plot structure: exposition, rising action, climax, falling action, and resolution. Finally, it states that writers aim to relate a story, describe events, persuade readers, or inform/teach, and these purposes are reflected in their writing.
Creative nonfiction incorporates elements of both fiction and nonfiction. It uses literary techniques to create factual narratives. Some key elements include:
1. Plot - The sequence of events.
2. Setting and atmosphere - The time, place, and details that provide context.
3. Characters - Real people described with traits and histories.
Creative nonfiction aims to inform and engage readers using techniques like imagery, symbolism, dialogue and point of view normally seen in fiction.
Truth and relevance of ideas in a material viewed.pptxherzeli
The document discusses viewing as an active process of comprehending visual media. It explains that effective viewers go through three steps: pre-viewing to prepare and make predictions, viewing to understand the message by interpreting and summarizing, and post-viewing to respond and reflect on what was viewed. Some example viewing activities are outlined, such as picture analysis, written responses to emergency situations, and a quiz on viewing stages and statements.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN THE INFORMATION HE/SHE NEEDS.pptxMikeeMagss
This document discusses the six general classifications of academic texts: essay, concept paper, reaction paper, position paper, report, and research. It provides definitions and examples for each classification. Essays exhibit a formal tone and can be considered academic. Concept papers define an idea or concept and clarify its meaning. Reaction papers provide a personal perspective on a given work. Position papers assert an argument and aim to convince the audience of a valid opinion. Reports retell data or events. Research involves highly formal reports.
The document discusses creative nonfiction, which uses literary techniques to tell factual stories in an engaging way. It combines elements of fiction such as narrative, plot, characterization, and imagery with nonfiction forms like journalism, memoir, biography, and travel writing. The goal is to communicate information like a reporter but in a way that reads like fiction. The document provides lessons for writing feature stories, including focusing on other people's stories rather than yourself, finding a compelling story, organizing it with mind maps and prewriting, conducting interviews and research, highlighting dramatic scenes, and rewriting and reorganizing. It provides examples of well-known creative nonfiction works.
This document provides an overview of the elements and genres of nonfiction. It explains that nonfiction includes true stories about real people, places, and experiences, as well as practical and persuasive writing. The selections in the unit reflect real life. It lists 10 nonfiction selections that will be analyzed according to 10 discussion questions. The document also outlines different genres of nonfiction, such as excerpts, articles, speeches, memoirs, and biographies. It provides guidance on reading nonfiction critically and considering the author's purpose.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
Elements, Techniques and Literary Devices in Drama.pptxHarleneAsendido2
Drama is a form of literature meant to be performed on stage. It is presented through dialogue between characters. A drama uses elements like characters, setting, plot, dialogue, and themes to imitate and reflect life. Dramas can be performed on stage, broadcast on television, or published in printed form. They provide insights into the customs and lives of the people they portray.
This document provides an overview of a lesson on Marxist literary criticism. It defines Marxism and its key concepts like class struggle and materialism. The objectives are to define Marxist criticism, analyze narratives of class struggle, and write critical analysis using Marxist concepts. Activities include matching terms to definitions, analyzing disparity between rich and poor in an image, and writing a Marxist critique of a poem about poverty. A sample Marxist analysis of a Filipino short story is also provided.
Analyzing Literature as a Mirror to a Shared.pptxgail310009
This document provides an overview of analyzing literature as a reflection of shared cultural heritage. It defines key literary elements like setting, plot, character, conflict and theme. It then analyzes the classic Hindu epic Ramayana as an example, describing its story, characters, conflicts and cultural themes around love, duty and dharma. The document is intended to help learners define literature, identify elements in texts, analyze reflected cultures, and appreciate literature's role in shared heritage.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
This document provides an overview of different types of writing techniques, including informative, persuasive, and argumentative essays. It discusses the key features and structures of each type. For informative essays, the objectives are to educate readers by imparting facts without arguing a position. Persuasive essays aim to convince readers of the author's viewpoint by combining facts with emotions. Argumentative essays require stating a claim, supporting it with evidence, and addressing alternative positions. The document also provides examples of outlines for each essay type and techniques for effectively writing in each style.
21st CENTURY LITERATURE Q2_Module_3.pdfLeah Condina
This module focuses on producing a creative representation of a literary text through the application of multimedia and ICT skills. Specifically, it aims to help students identify the purpose of literature, create connections between life and literature, describe changes modernity has brought to written compositions, name multimedia resources commonly used in education, and identify steps in planning a multimedia project relating to literature. The module emphasizes expressing oneself through various literary genres, educational multimedia resources, and applying multimedia and ICT skills in literature.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
Creative Writing - Conceptualizing Character, Setting, and Plot for One-Act PlayKenneth Cabañas
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 document discusses different literary genres including creative nonfiction, fiction, drama, and news stories. It provides examples and definitions of these genres, examining their key elements and conventions. Guidelines are also given for analyzing stories, plays, and films by describing characters, settings, plots, and themes.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
This document provides instructions and background information for a task that requires students to:
1) Gather manifestos and analyze the arguments used by their writers
2) Understand that manifestos are published declarations of views from individuals, groups, governments
3) Know that argumentative writing establishes a position using evidence to persuade, and that arguments are main ideas backed by supporting evidence.
The document provides an overview of how to critique a literary work using a moralist approach. This approach judges the value of literature based on the moral teachings and lessons that can be taken away from the text. When analyzing a work through this lens, readers consider the underlying moral or ethical issues presented, how the work explores these themes, and the overall message conveyed. A moralist critique is important as it allows readers to examine the cultural, social, and ethical implications of what they are reading in order to develop a deeper understanding of the author's message and values. It also encourages readers to consider how a work reflects the beliefs and attitudes of the time period
This document provides an introduction to creative nonfiction, including definitions and examples. It explains that creative nonfiction tells true stories using techniques from fiction like character development and narrative structure. It discusses key elements like setting, plot, characters, point of view, and the different forms creative nonfiction can take such as memoirs and personal essays. Common techniques are also outlined, including using narration, observation, braiding multiple narratives, and drawing insights from personal experiences.
English10 Appraise the unity of plot, setting.pptxIrishGaa1
This document discusses the key elements of plot, setting, and characterization that are important for achieving the writer's purpose in a story. It defines plot as the sequence of events, setting as where and when the story takes place, and characters as the people or animals in the story. The document also explains the five main stages of plot structure: exposition, rising action, climax, falling action, and resolution. Finally, it states that writers aim to relate a story, describe events, persuade readers, or inform/teach, and these purposes are reflected in their writing.
Creative nonfiction incorporates elements of both fiction and nonfiction. It uses literary techniques to create factual narratives. Some key elements include:
1. Plot - The sequence of events.
2. Setting and atmosphere - The time, place, and details that provide context.
3. Characters - Real people described with traits and histories.
Creative nonfiction aims to inform and engage readers using techniques like imagery, symbolism, dialogue and point of view normally seen in fiction.
Truth and relevance of ideas in a material viewed.pptxherzeli
The document discusses viewing as an active process of comprehending visual media. It explains that effective viewers go through three steps: pre-viewing to prepare and make predictions, viewing to understand the message by interpreting and summarizing, and post-viewing to respond and reflect on what was viewed. Some example viewing activities are outlined, such as picture analysis, written responses to emergency situations, and a quiz on viewing stages and statements.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN THE INFORMATION HE/SHE NEEDS.pptxMikeeMagss
This document discusses the six general classifications of academic texts: essay, concept paper, reaction paper, position paper, report, and research. It provides definitions and examples for each classification. Essays exhibit a formal tone and can be considered academic. Concept papers define an idea or concept and clarify its meaning. Reaction papers provide a personal perspective on a given work. Position papers assert an argument and aim to convince the audience of a valid opinion. Reports retell data or events. Research involves highly formal reports.
The document discusses creative nonfiction, which uses literary techniques to tell factual stories in an engaging way. It combines elements of fiction such as narrative, plot, characterization, and imagery with nonfiction forms like journalism, memoir, biography, and travel writing. The goal is to communicate information like a reporter but in a way that reads like fiction. The document provides lessons for writing feature stories, including focusing on other people's stories rather than yourself, finding a compelling story, organizing it with mind maps and prewriting, conducting interviews and research, highlighting dramatic scenes, and rewriting and reorganizing. It provides examples of well-known creative nonfiction works.
This document provides an overview of the elements and genres of nonfiction. It explains that nonfiction includes true stories about real people, places, and experiences, as well as practical and persuasive writing. The selections in the unit reflect real life. It lists 10 nonfiction selections that will be analyzed according to 10 discussion questions. The document also outlines different genres of nonfiction, such as excerpts, articles, speeches, memoirs, and biographies. It provides guidance on reading nonfiction critically and considering the author's purpose.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
Elements, Techniques and Literary Devices in Drama.pptxHarleneAsendido2
Drama is a form of literature meant to be performed on stage. It is presented through dialogue between characters. A drama uses elements like characters, setting, plot, dialogue, and themes to imitate and reflect life. Dramas can be performed on stage, broadcast on television, or published in printed form. They provide insights into the customs and lives of the people they portray.
This document provides an overview of a lesson on Marxist literary criticism. It defines Marxism and its key concepts like class struggle and materialism. The objectives are to define Marxist criticism, analyze narratives of class struggle, and write critical analysis using Marxist concepts. Activities include matching terms to definitions, analyzing disparity between rich and poor in an image, and writing a Marxist critique of a poem about poverty. A sample Marxist analysis of a Filipino short story is also provided.
Analyzing Literature as a Mirror to a Shared.pptxgail310009
This document provides an overview of analyzing literature as a reflection of shared cultural heritage. It defines key literary elements like setting, plot, character, conflict and theme. It then analyzes the classic Hindu epic Ramayana as an example, describing its story, characters, conflicts and cultural themes around love, duty and dharma. The document is intended to help learners define literature, identify elements in texts, analyze reflected cultures, and appreciate literature's role in shared heritage.
This document contains a daily lesson log for a creative writing class. It outlines the objectives, content, learning resources, procedures, and reflection for lessons taught over the course of a week. The objectives are to describe drama, recall types of drama, analyze elements and techniques of drama, and compose a draft of a one-act play scene. The content covers elements of drama like character, setting, and plot. Learning activities include matching terms, identifying elements in texts, comparing prose and poetry, and writing a one-scene play applying drama elements. Formative assessments evaluate student understanding, and remedial lessons are provided for students scoring below 80%.
This document provides an overview of different types of writing techniques, including informative, persuasive, and argumentative essays. It discusses the key features and structures of each type. For informative essays, the objectives are to educate readers by imparting facts without arguing a position. Persuasive essays aim to convince readers of the author's viewpoint by combining facts with emotions. Argumentative essays require stating a claim, supporting it with evidence, and addressing alternative positions. The document also provides examples of outlines for each essay type and techniques for effectively writing in each style.
21st CENTURY LITERATURE Q2_Module_3.pdfLeah Condina
This module focuses on producing a creative representation of a literary text through the application of multimedia and ICT skills. Specifically, it aims to help students identify the purpose of literature, create connections between life and literature, describe changes modernity has brought to written compositions, name multimedia resources commonly used in education, and identify steps in planning a multimedia project relating to literature. The module emphasizes expressing oneself through various literary genres, educational multimedia resources, and applying multimedia and ICT skills in literature.
I, (name), take you, (name), to be my wife/husband. I promise to be true to you in good times and in bad, in sickness and in health. I will love you and honor you all the days of my life.
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
Wallace has visions of destruction and chaos when he enters a meditative state, and shares these disturbing experiences with his niece Roberta who is interviewing him for a school project. Though hesitant, he provides increasingly graphic details of his visions which include a young boy screaming over his father who is killed by debris from a collapsed building. Wallace believes his visions can influence and change the future, and that he first discovered this ability as a young child.
21st Century Literature_Q2_Module 2.pdfLeah Condina
Here are the key points about 21st century literature genres from the passage:
- 21st century literature comprises literary works written from 2000 to the present.
- These works deal with current themes/issues and reflect a technological culture.
- Emerging genres include blogs, illustrated novels, digi-fiction, doodle fiction, and graphic novels.
- Illustrated novels have about 50% of the narrative presented through images.
- Digi-fiction includes passcodes for more online information like videos or text.
- Graphic novels convey stories to readers using comic form, encompassing fiction and non-fiction.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
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.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research are supported with citations and a reference list to avoid plagiarism.
- Complex issues are addressed, requiring higher-order thinking skills to comprehend.
- Arguments
EAPPG11_q1_ mod1_reading for acadtext_v2 (1).pdfIreneTapang2
This module introduces academic language, text structure, and techniques for summarizing academic texts. It provides learning competencies, objectives, and a pre-test to assess students' prior knowledge of differentiating between academic and non-academic texts and identifying text structure. The pre-test contains questions that require students to categorize information based on characteristics of academic and non-academic texts and determine how information is organized in passages using structural terms.
Here are the key points about the nature and characteristics of academic texts:
- They provide information related to a particular discipline or field of study. Examples include essays, research papers, reports, theses, dissertations, etc.
- They have a clear structure of introduction, body, and conclusion to logically organize ideas.
- The tone is formal and objective, presenting facts and arguments fairly without bias.
- Precise and unambiguous language is used, along with technical terms specific to the topic when needed.
- Ideas and research must be cited and referenced to avoid plagiarism.
- The content addresses complex issues and requires higher-order thinking skills to comprehend.
- Arguments are evidence
This document provides information about an English language module for 8th grade students on the topic of searching for knowledge. It includes details about the module such as the publisher, development team, and contact information. It also outlines the learning objectives for the module which are to determine meaning from context clues, extract details from stories, and understand a mother's love and wisdom.
The document provides historical context about Pablo Picasso's famous painting "Guernica" which depicted the bombing of Guernica, Spain by German and Italian warplanes during the Spanish Civil War. It discusses the symbolism and interpretations of elements in the painting like the bull and horse. Key facts are also presented about the bombing of Guernica, the painting's creation and significance as an anti-war symbol that brought attention to the atrocities of the Spanish Civil War.
This document provides information about an English module for 10th grade students on the language of research, campaign, and advocacy. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and provides guidance on how to use the module. The development team and management team responsible for creating the module are also listed.
1. Exponential expressions, equations, inequalities, and functions involve expressions of the form abx-c + d, where b > 0 and b ≠ 1.
2. An exponential equation sets two exponential expressions equal to each other, while an exponential inequality compares two exponential expressions.
3. An exponential function expresses a relationship between two variables, usually of the form f(x) = bx, where b > 0 and b ≠ 1.
1. The module introduces exponential functions and how to represent real-life situations using exponential models. It covers exponential growth and decay, compound interest, and the natural exponential function.
2. The learner is expected to define exponential functions, equations, and inequalities and distinguish between them. They will also learn about exponential growth and decay and how to model real world scenarios exponentially.
3. The module contains examples, explanations, and practice problems to help the learner master representing real situations using exponential functions. It will check their understanding and ability to apply their knowledge.
DISS_mod2_Nature and Functions of Social Sciences Disciplines.pdfRaymondJohnBaliling
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You're correct. Diagrams A and B represent functions since each element in the domain corresponds to exactly one element in the range. Diagram C is not a function since the element 2 in the domain corresponds to more than one element in the range, 5 and 7.
Great job recalling the concepts of relations and functions! Now let's proceed to representing real-life situations using functions.
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Sdo navotas creative_writing_q2_m3_elements of drama (one - act play).fv(26)
1. S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
DIVISION OF NAVOTAS CITY
CREATIVE
WRITING
Quarter 2 – Module 3:
Elements of Drama
(One - Act Play)
2. Creative Writing – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 3: Elements of Drama (One - Act Play)
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Navotas City
Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
Development Team of the Module
Writer: Paulynne P. Fule
Editor: Analisa I. Panaligan
Reviewer: Marco D. Meduranda
Illustrator:
Layout Artist: Paulynne P. Fule
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
4. ii
Introductory Message
For the facilitator:
Welcome to the Creative Writing for Senior High School Alternative Delivery Mode
(ADM) Module on Elements of Drama (One-Act Play).
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 of Drama (One-Act Play).
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 in to 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
understand the features needed in conceptualizing a one act play. The elements of
drama are the ingredients that give the work its shape and character. As well as
characters, plot and action, consider which dramatic forms and dramatic
conventions to use. 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.
The module includes the lesson:
• Lesson 1 – Writing a one-act play
After going through this module, you are expected to:
1. Conceptualize characters/setting/plot for a one-act play; and
2. Write a one-act play based on the lesson discussed.
8. 2
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What is the primary purpose of drama?
A. to allow actors to perform in front of a live audience
B. to help readers visualize the text
C. to tell stories from the past
D. to tell a compelling story
2. How is drama different from other kinds of fiction?
A. Drama has more characters than other kinds of fiction.
B. Drama is written to be performed by actors for an audience.
C. Drama has a plot. Other kinds of fiction use monologues instead of
plots.
D. Drama can have only one setting. Other kinds of fiction can have
many settings.
3. Which of the following elements are unique to drama?
A. dialogue, plot, setting
B. conflict, setting, characters
C. characters, stage directions, scenes
D. stage directions, scenes, monologue
4. It is type of drama within an act,brief, condensed, and single in effect.
A. Full-length play
B. Musicals
C. One-Act play
D. Ten-minute play
5. Why does a playwright include stage directions in a script?
A. to provide information about the time period in which a play is set
B. to provide information about how the dialogue in a play should be
spoken
C. to provide information about how the play should look to the audience
D. to provide information about the setting, characters, dialogue, and
appearance of a play
9. 3
6. It is a section in a play in which all of the events occur in one place at one
time. Some plays have only one _____ and take place over a short amount of
time. Other plays have several ______ and take place over a longer period of
time.
A. dialogue
B. monologue
C. scenes
D. stage directions
7. It is the series of related events that make up a story.
A. character
B. conflict
C. plot
D. setting
8. What do you call a struggle within a character,between a character and
opposing characters or opposing forces?
A. character
B. conflict
C. plot
D. setting
9. It refers to the time and place in which a story occurs. It can be in the past,
present, or future.
A. character
B. conflict
C. plot
D. setting
10.It refers to a person (or an animal) in a literary work. A story or play can
have many or just a few.
A. character
B. conflict
C. plot
D. setting
10. 4
Lesson
1 One-Act Play
One- act play is similar to a short story in its limitations. This is a complete
drama within one act. It is brief, condensed, and single in effect. One situation or
episode is presented, permitting no minor plots or side actions that may distract
attention for the single purpose and effect being developed. In one -act play,
characters are few in number, quickly introduced, and very limited in character
development. Dialogue and plot must carry the action forward smoothly and quickly.
A one-act play is a play that has only one act, as distinct from plays that occur
over several acts. One-act plays may consist of one or more scenes. In recent years
the 10- minute play known as "flash drama" has emerged as a popular sub-genre of
the one- act play, especially in writing competitions. The origin of the one-act play
may be traced to the very beginning of drama: in ancient Greece, Cyclops, a satyr
play by Euripides, is an early example.
Notes to the Learner
Activities ahead are fun and engaging. Brace yourself as you are
about to experience the journey to a new learning. Make sure you
follow the given directions correctly and enjoy answering the
activities.
11. 5
Direction: Ready, Set, Go!
Imagine that you are a location scout and you are looking for places as
possible movie sets. Answer the following questions in 1-2 sentences. You may use
the images below as your springboard.
Place where the story takes place:
Time/ Milieu where the story takes
place:
Importance of the setting:
Mood- Atmosphere of the setting:
Place where the story takes place:
Time/ Milieu where the story takes
place:
Importance of the setting:
Mood- Atmosphere of the setting:
12. 2
Source of Images: Pixabay.com (No attribution required)
Drama elements
These are the ingredients that give work its shape and character. When
devising work, whatever your stimulus or theme, you should consider the following
elements:
Plot
This is the story, or through-line of your piece. A storyline is often called
a narrative. Without any narrative the work might be on one level, failing to keep
the interest of the audience. The sequence of the plot is something that can be
explored once you have brainstormed and improvised your narrative.
Most stories have a beginning, middle and an end. However, your drama
doesn’t have to run in this linear order. Some work is non-linear in structure. This
means that it doesn’t follow a chronological sequence but moves about in time. This
can be an excellent device for building tension and keeping the audience engaged as
the story unravels bit by bit.
A play may contain more than one plot. A separate storyline running parallel
to the main story is called a subplot. In Shakespeare’s play, A Midsummer Night’s
Dream, the main story is about four young would-be lovers lost in a wood. A comic
story about ‘rude mechanicals’ who are rehearsing a play for the Duke Theseus’s
wedding runs parallel to it.
Linear and non-linear plots
The play, Billy Liar by Keith Waterhouse is an example of a linear plot. Events
are shown in chronological order even though it breaks into fantasy sequences
throughout. Sunset Boulevard, the film written by Charles Brackett and Billy Wilder,
has a non-linear plot. It begins with the ending, thus revealing a main character’s
death. Shakespeare’s The Merchant of Venice can be broken down into four subplots
which weave in and out of each other throughout the play before coming together at
the end.
13. 3
Source of Image: Pixabay.com (No attribution required)
Characterization
The act of changing voice, body language, movement, gesture etc when in role
is called characterization.
All people are different. The actor must use their skills to portray a character
consistently throughout their performance. When creating characters you need to
consider the following:
Voice: Does your character have an accent? What is the tone of their voice like? How
quickly do they speak? Do they have any vocal mannerisms that are particular to
them?
Body language: This is what your character’s movements and way of using their
body says about them. A character who is very nervous and stressed may fidget a lot
or have their shoulders hunched up tight to indicate tension.
Facial expression: Does your character move their face a lot? What does their facial
expression say about their character? Do they have a very expressive face or do they
try not to give much of themselves away?
Hot-seating: (being questioned in character) is an excellent way of ensuring that you
understand the role you are playing.
Improvisation: It is also very useful in rehearsal as it ensures that you can act as
that character ‘off the text’. It helps you to understand how they would react in a
range of circumstances.
Action in drama
The action of the drama is the events that are contained within it. It’s what
happens between characters in a scene and in the play. It could be a sword fight
in Macbeth or a tense discussion during which neither character moves physically at
all.
Content
This is what your drama is about. It’s the themes, issues and ideas it contains.
For example, the action of the piece might be two sisters arguing, but the content is
the exploration of sibling rivalry.
Climax and anti-climax
This is the building and release of tension in drama.
Tension is a growing sense of expectation within the drama, a feeling that the
story is building up towards something exciting happening. Without tension in a
scene it is hard to keep the audience engaged with what is happening so the work
may be flat and dull.
14. 4
A climax is when the tension within a scene builds to its highest point. It’s the
most exciting moment. An anti-climax is the release of tension. It happens after the
tension has reached its highest point and then suddenly drops.
Imagine a scene where a hostage has escaped their captors. They realize what
has happened and search the room where the hostage is hiding. Pauses build the
tension and the hostage is very close to being caught so the audience are on the edge
of their seats. When the hostage is seconds away from having their hiding place
discovered, the captors decide to leave and search somewhere else. The audience
breathe a collective sigh of relief for the hostage.
This is an anti-climax. The tension has built and has been released. Serial
dramas and television soap operas such as East Enders often finish just before or at
the point of climax so that the audience will tune in again to see what happens next.
This is called a cliffhanger or the ‘duff duff’ moment on account of the music at the
end of each episode!
Contrast
Contrast is a marked difference between two or more things placed side by
side for dramatic effect, eg stillness next to activity. When two opposing things are
placed next to each other their impact is strengthened. You could use contrast as a
way of highlighting differences in your drama and keeping the audience interested.
For example, a woman is lonely and miserable after the death of her beloved
husband. Creating a flashback memory of their joyous times together, laughing, and
playing with their children contrasts with the present and makes her loss more
intense and moving for the audience. They fully understand what she’s lost.
Using symbols
A symbol is something which stands for, or represents something else. Symbols are
often used in drama to deepen its meaning and remind the audience of the themes
or issues it is discussing. A prop often has a particular significance that an audience
will instantly recognise when used symbolically in the work. What might the following
things symbolise or represent?
. A white coat represents medicine, science, authority
. A dove represents peace and tranquility
. A torn wedding photograph represents divorce or separation
. A lamb represents new life, spring, innocence or sacrifice
Symbolic movements
Source of Image:
Pixabay.com (No
attribution required)
15. 5
Movement and actions can be symbolic too, particularly if you’re using
Physical theatre as a form. In Mark Wheeler’s play, Too Much Punch for Judy, the
keys being thrown are significant in certain important moments in the play.
Remember that the meanings behind symbols can sometimes change within the
same play.
Story Development
Writing off the top of our head sometimes is great to capture a fleeting idea.
But real planning and preparation work can save the writer a lot of frustration and
backpedaling at a later date. Outlining and breaking down the dramatic elements of
a story are well worth the effort. By playing contrasts and conflict to maximum effect
the playwright can stir the primal in us.
There are so many ways to approach an idea. And the actual activity of
logging in the possibilities is not a pleasant task. But having an easy and systematic
method to catalog ideas, dialogue, and other snippets is like having an assistant
available at all time to do your bidding. In recent years software developers have
created products to simplify this process; some are for outlining/brainstorming and
others specifically organize dramatic elements under a theoretical umbrella.
Whatever method you choose here is a "Top Ten Tip' List for you.
1. Create a world that's true to real life or fantastical or that mixes the mundane
with the magical. But whatever set of rules you create for that world, make
sure you follow them.
2. Write a conflict that builds as the play progresses. As you structure the
conflict, think in terms of your play having a beginning, a middle and an end.
3. Write characters that want something (which puts them in conflict with other
characters) and try to get what they want at every moment.
4. Make sure that each character has something at stake, a consequence if he
doesn't get what he wants.
5. Create a "ticking clock" that puts the characters under pressure to get what
they want right away.
6. Make sure there is a good reason, an "event," for your play. It's not enough for
two characters to sit around and talk for a while and then leave. There needs
to be some important reason why we're watching them now, at this particular
moment.
7. Write dialogue that illuminates your characters and advances the plot at the
same time.
8. Make each character speak in a distinctive voice. If you have trouble with that,
try imagining a specific actor you know - even if it's someone who will never
play the part - in the role.
9. Do not have a character that tells us something she can show us instead. For
example, it's much more effective to hide under the bed than to say "I'm afraid."
10. Give each character a "moment," something that justifies the character's
existence in your play and that makes him attractive for an actor to play.
16. 6
Activity 1: Character Creator
Direction: When your play, or any new scene or act, begins, the reader wants to
know the setting and who and what is seen on stage. Draw a picture of the setting
for your story. Make sure that you include WHO, WHAT, and WHERE.
17. 7
Activity 2: Character Traits Web
Directions: Fill out the boxes of words and phrases that you associate with your
ideal character/s in a story.
Rubrics 3 points 2points 1point Score
Mechanics
Answers in 2
sentences
Answers in 1
sentence
Content
Clearly gives
supporting points
relevant to the
topic
Gives supporting
points to the topic
but lacks relevance
Supporting
points given are
irrelevant to the
topic
TOTAL /5
18. 8
Activity 1
Directions: Create your own story using the graphic organizer below.
Rubrics
3 points 2points 1point Score
Mechanics
Fills all parts of the
activity
Misses answer
on some part of
the activity
Content
Clearly gives the
elements of the
story
Gives sufficient
elements of the story
Answers are
insufficient and
not relevant.
TOTAL /5
19. 9
Activity 2: Dialogue Element
Writing good dialogue is hard, but formatting it is easy. Dialogue, which is always
a mixed case, single-spaced, typically runs margin to margin and follows the
character name on the next line. A blank line follows between the dialogue and the
next character's name. Please refer to this link:
https://www.playwriting101.com/chapter14/.
Think of at least 4 main and minor characters and write the appropriate dialogue
for each. Use a separate sheet for this activity.
Character Dialogue
Example:
Ebony has run out of money and wants
her mother to give her some. Her
motivation is to persuade her mother to
give her enough money to go out with her
friends, but her methods and objectives
are different. What do you think her
objectives are in each speech?
Objective A - Ebony: ‘Do you want a cup
of tea Mum? Sorry if I’m grumpy, I’m just
a bit fed up. It’s just everybody is going
out tonight. It’s a really special evening
and I can’t afford to go. It’s tough when
everybody else gets a lot more pocket
money than I do. I’m not complaining, I
know how lucky I am. I just feel like I’m
letting my friend down on her birthday…’
Objective B - Ebony: ‘I can’t believe you
won’t give me any money! Don’t you know
how important this evening is? Oh don’t
be really mean Mum. Please. Please lend
me the money Mum. I’ll be miserable all
night if you don’t. Please Mum. I’ll do all
the housework tomorrow. Please Mum,
don’t be mean. Please lend me the
money…’
Objective C - ‘Are you going out later?
I’m just asking because you went out last
night Mum, didn’t you? I saw you…and
who you were with. Is that a new dress
you were wearing? Nice. Does Dad know
you bought it? Ah, it’ll be nice actually, to
have a night in with Dad. What time’s he
home? Of course, I could go out, if only
you’d give me some money…’
1.
2.
3.
4.
20. 10
Activity 5: Write a Story Together
Directions: Write a group story with your group mates. Assign each member a part
of the story. One member can be in charge of the introduction, another an action
and another member can be in charge of creating characters. Select another member
to write the ending to the story and another to write the conflict the characters
encounter. Allow everyone to work on their assigned areas of the story, then share
what they have written. Work together as a group to combine the information into a
complete story.
21. 11
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It refers to the actors/actresses that portray the characters in a play and are
usually listed at the beginning of script.
A. Acts
B. Casts
C. Scenes
D. Stage Directions
2. It is the division of a drama script and they are like chapters and paragraphs in
a book.
A. Aside; Dialogue
B. Acts and Scenes
C. Comedy and Tragedy
D. Monologue; Soliloquy
3. What do you call the person who writes a script of a play?
A. an author
B. a poet
C. a playwright
D. a writer
4. Look at the image, which word or words might be the best example of stage
directions? Remember a certain type of punctuation is seen and explains what the
actors should feel and how they should act on stage. D
A. Katie (amused)
B. Katie. Ok. Enjoy.
C. Bill. Yea, but it's been a long time since I've seen this one, and..
D. (She starts out,... then turns in the doorway as something else
strikes her.)
22. 12
5. What is a long speech given by one character on stage directed to other
characters or the audience?
A. Aside
B. Monologue
C. Soliloquy
D. Stage Directions
6. Which of these techniques might be used to demonstrate 'contrast' effectively?
A. Hot-seating
B. Thought-tracking
C. Cross-cutting
D. Improvisation
7. What might this image symbolize?
A. Peace and tranquility
B. Death and sorrow
C. Love and romance
D. Dreams and ambition
8. What is a narrative?
A. The storyline or plot of a piece of drama
B. A character in a play who tells the story
C. The thoughts and actions created on-stage
D. A drama which relies upon words, not physical means, to deliver
the story
9. What is a non-linear drama?
A. When there is a twist in the plot of the drama
B. When there are no lines spoken so the content is all mime and
physical work
C. When events are presented in an order that is non-chronological
D. When actors never stand in a line onstage but are spread out to
make it visually interesting
10. What is the term for when the tension builds to its highest point in the drama?
A. Anti-climax
B. cliffhanger
C. Climax
D. Dramatic peak
23. 13
Activity: Play Review
Directions: Search the internet for amazing plays.
Complete the table with the information based on the play
you’ve watched. Avoid duplication of play with your classmates.
Title of the play:______________________________________________
Genre:___________________________________________________________________________
Your Rating:
Setting
Time:______________________________________________________________________
Place:_____________________________________________________________________
Summary of the Play:
Who is/are your favorite character/s and why?
Do you like the play? Why or why not?
Who would you recommend this play to and why?
Photo of the Play
25. 15
References
References
McKnight, K. (2013). The teacher’s big book of graphic organizers. John Wiley
& Sons, Inc.
Dapat, R. (2018). English for academic and professional purposes for
senior high school. Books Atbp. Publishing Corp. p.10
Online Resources:
Bbc.co.uk. (2020). Responding to a stimulus. Retrieved from
https://www.bbc.co.uk/bitesize/guides/z34mvcw/revision/1. October 29,
2020.
Slideshare.net. (2015). One act play ppt. Retrieved from
slideshare.net/Victory30/one-act-play-ppt.October 28, 2020.
Stokpic. (2020, September 6). Assorted educational illustrations. Pixabay.
Retrieved from
https://pixabay.com/images/search/educational%20illustrations/
Dorf, J. (n.d). Playwriting101. Retrieved from
https://www.playwriting101.com/.Oct 28, 2020.
Winger. R. (2018). Elements of drama. Retrieved from.
/https://quizizz.com/admin/quiz/5be0d9036b88f9001edb9b6e/elements-
of-drama. Oct 28, 2020.
Mejia, M. (2016). Drama elements vocabulary quiz. Retrieved from
https://quizizz.com/admin/quiz/589f64b560dc1d8b62beb40e/drama-
elements-vocabulary-quiz. Oct 28, 2020.
26. For inquiries or feedback, please write or call:
Department of Education – Schools Division Office Navotas
Learning Resource Management Section
Bagumbayan Elementary School Compound
M, Naval St., Sipac Almacen, Navotas City
Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph