Instructional Planning

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Creative Writing Grade Level: 11 / 12 Quarter: 2nd Duration: 2 hours
4.5.
The learners write short exercises involving Code:
Learning Competency/ies: character, dialogue, plot, and other elements HUMSS_CW/MPIj –
of drama IIc – 19
Key Concepts / Understandings to
Character, dialogue, plot, and other elements of drama
be Developed
Domain Categories 1. Objectives
Remembering
Knowledge Discuss the elements of drama
Understanding
Applying
Skills Analyzing
Write a short dialogue
Evaluating
Creating
1. Receiving Phenomena
2. Responding to Phenomena
Demonstrate creativity in ending a drama
Attitude 3. Valuing
4. Organization Display responsibility in performing varied roles in a team
5. Internalizing values

Values 1. Receiving Phenomena

2. Responding to Phenomena
3. Valuing Makabansa: Promote Social Responsibility
4. Organization
5. Internalizing values
2. Content Quarter II - 4. Reading and Writing Drama (one-act)
3. Learning Resources Printed Emoticon
Audio Recording courtesy of https://www.youtube.com/watch?
v=jvc6Gwi5G5Q
Title: Behind The Wall [Muslim Short Film] Very Heart Touching
Video; Uploaded by: Muhammad Fatahillah
4. Procedures
4.1 Introductory Live Emoticons
Activity The teacher shows big printed ‘emoticons’ to the class. The students shall mimic the
(10 minutes) emoticon being shown.
Process Questions:
1. How did you feel about the activity?
2. What are the emotions often felt after watching or listening to a dramatization?
4.2 Activity Changing the Ever After
(25 minutes) The goal of this activity is to watch a short film and give a different ending to the story.
1. The students shall watch an eight-minute short film entitled, Behind the Wall.
This film shows that despite the differences in religion, people can still be united
in times of need.
2. Still in groups, the students will create a synopsis of the short film and give a
different ending.
3. With the synopsis, the group shall identify the major characters and their types,
the setting and the phases of plot. Students may fill in a given template.
4. Each group must choose a representative to share their work to the class.
4.3 Analysis After the listening activity, the teacher shall facilitate in discussing the following
(10 minutes) Process Questions:
1. What were the challenges you encountered in writing the synopsis?
2. What did you consider in deciding for the ending of the story?
3. What elements are present in drama that may not be present in a story?
4. How can you change your synopsis into a material for drama?
5. What are the elements that should be present in drafting a drama script?
4.4 Abstraction Lecturette
(10 minutes) What are the elements of drama?
1. Character
2. Setting
 3. Plot
4. Dialogue
How to write a dialogue in a drama:
1. Identify the characters and a brief description of their roles.
2. Develop the plot. Outlining may help simplify and organize the phases of plot.
3. Describe the setting in each scene: place, time, mood, atmosphere, and other
social conditions necessary.
4. Add stage directions (for stage plays)
5. Write the speaking lines and indicate the character names for each line.
 Work on creating Natural Dialogues
o Use conversation tangents
o Lines must be emotionally powerful yet real and natural
o Include interruptions in the dialogue
*Show a sample script format. (See appendices)
4.5 Application Collaborative Writing
(20 minutes) From the synopsis written in the previous activity, the students will draft a short
dialogue for the ending. The dialogue must follow the proper format in writing a script.
4.6 Assessment Assessment Method: Conferencing
(25 minutes) Pair Writing Task
Assessment
Method
The students will choose their own writing partner. They shall create a dialogue for a
1. Observation one-act play. The students shall be given freedom to choose the topic and theme of the
2. Conferencing story. The following criteria must be considered:
3. Analysis of  Content (the message must make sense)
Learners’ Product  Format (the dialogue must follow the script format)
4. Tests
 Dialogue (speaking lines must be natural/conversational)
 Literary Value (elements of drama must be evident)
4.7 Assignment Enriching
(5 minutes) Reflection Journal
1. Reinforcing /
Strengthening
2. Enriching / The students shall fill out this journal format:
Inspiring
3. Enhancing / I learned that… (knowledge learned)
Improving I realized that… (practical application of the knowledge learned)
4. Preparing for the
new lesson
I felt … (emotions felt after the lessons and activities)
4.8 Concluding Pause and Reflect
Activity The teacher shall flash the following quotation either on a projector screen or any visual
(10 minutes) aids. The students must be able to infer their own learning insights from this.

“Theater is a mirror, a sharp reflection of society.” – Yasmina Areza

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities

for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: Nympha A.Tapao School: Science and Technology Education Center
Position/Designation: Teacher III Division: Lapu-Lapu City
Contact Number: 09423934257 Email address: voguechic08@yahoo.com
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others