GRADE 1 to 12 School DANIEL R.

AGUINALDO NATIONAL HIGH SCHOOL Grade Level 11

DAILY Learning CREATIVE
LESSON Senior High School Teacher ANA MARIE J. MATALINES Area WRITING
LOG Teaching Dates and Time February 13-16, 2017 Quarter Second
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

The learner will determine the various elements of drama.

A. Content Standard
The learner gains understanding of drama as a genre and is able to analyze its elements and techniques.
B. Performance Standard
The learner composes at least one scene for a one-act play that can be staged.

C. Learning
Competency/Objectives
Write the LC code for each.
The learner identifies the various elements, The learner identifies the various elements, The learner identifies the various The learner writes at least
techniques and literary devices in drama. techniques and literary devices in drama. elements, techniques and literary devices one-scene for one-act play
a. Plot a. Plot in drama. applying setting and character
b. Dialogue b. Dialogue a. Plot in drama.
HUMSS_CW/MPIj-IIc-15 HUMSS_CW/MPIj-IIc-15 b. Dialogue
HUMSS_CW/MPIj-IIc-15 HUMSS_CW/MPIj-IIc-20
The learner conceptualizes plot and The learner conceptualizes character and setting
dialogue for a one-act play. for a one-act play. The learner conceptualizes character and
HUMSS_CW/MPIj-IIc-17 HUMSS_CW/MPIj-IIc-17 setting for a one-act play.
HUMSS_CW/MPIj-IIc-17

II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG; the content can be tackled in a week or two.

Plot and Dialogue in Drama Plot in Drama Dialogue in Drama Plot and Dialogue in Drama

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
 2. Learner’s Materials
pages
3. Textbook pages www.kau.edu.sa/GetFile.aspx? www.kau.edu.sa/GetFile.aspx? www.kau.edu.sa/GetFile.aspx?
id=146196&fn=elements%20of id=146196&fn=elements%20of id=146196&fn=elements%20of
%20drama.pdf %20drama.pdf %20drama.pdf
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Elements of Drama Activity Sheet Plot Worksheet Dialogue Worksheet Writing Activity

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the Group will summarize what they have Give a sample one-act play and have students Ask three students to review the past
new lesson learned in the previous lesson. identify the plot and dialogue. lesson and state their learning. Give a review on the elements
of drama: plot and dialogue.

B. Establishing a purpose
for the lesson
Cite the importance of knowing and
understanding the elements of drama.
QUESTIONS: Dialogue strengthens the mood and
 What do you know of plot and dialogue emotions of the audience. It makes the Writing a short play is difficult
in drama? play dynamic and provocative.. yet rewarding with the use of
 How important is knowing and effective plot and dialogue.
understanding of plot and dialogue in
drama?

C. Presenting Present a sample one-act play and have Present a sample dialogue from a play and have Have the students analyse the dialogue in
examples/Instances of students identify the plot and dialogue. students analyse the plot. a sample one-act scene play based on
the new lesson their previous knowledge of the lesson.
D. Discussing new concepts Present a brainstorming activity on the Group Discussions: There will be a group Present a brainstorming activity on the
and practicing new skills elements of drama: plot and dialogue. discussion based on the output made from the importance of dialogue in drama.
#1 given worksheet.

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Conceptualize plot and dialogue for a one- Ask the students to analyse the plot of Miss
(leads to Formative act play. Saigon: exposition, suspense, rising action,
Assessment 3) climax, falling action. Answer a worksheet on dialogue.
G. Finding practical How can understanding plot and dialogue How important is learning about the elements of From the activities that we have made,
application of concepts as elements of drama help you in your daily plot in drama? how do plot and dialogue make you a
and skills in daily living living? better writer of a play?
H. Making generalizations Understanding the elements of drama Employing a well-sequenced plot makes a play Plot and dialogue are necessary in writing
and abstractions about helps in finding meaning and importance of more dynamic, provocative, and entertaining. interesting and provocative drama.
the lesson a play.
I. Evaluating learning Write a one-act play with character, setting, Answer the worksheet on elements of plot in Write a one-act play with an effective Write a short scene for a one-
plot and dialogue as elements. drama. dialogue that heightens the emotions of act play applying appropriate
the audience. plot and dialogue as elements.

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for remediation
who scored below 80%
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 teaching
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?
Checked by:

JENNELOU N. ANGELO, PhD

Master Teacher II

Noted:

MARY JOY H. SIMOAG, PhD

Principal I/SHS Focal Person