A Detailed Lesson Plan

In English 9
9200, Iligan City, Lanao Del Norte

Student teacher: Theresa Nova D. VIllaester Date: Feb. 8, 2021

Cooperating Teacher: Ma’am Lyda Devocion

I. Learning Objectives
At the end of the lesson, the students are expected to:
a. define what is One-Act Play;
b. familiarize oneself with the elements of a one-act play.
II.Learning Content
Topic: Elements of One-Act Play
Reference: A Journey through Anglo-American Literature – Grade 9, English-Learner’s Material, First
Edition 2014; Reprint 2016, 2017
Materials: Power Point presentation
English Skills: Listening, Writing, Reading and Speaking
Core Values: Appreciation

III. Learning Experiences

Teacher’s Activity Students’ Activity

A. Preparatory Activities
1. Prayer
“Everybody please stand for our prayer. The students stand and Mr./Ms. _____ leads
Mr./Ms. _____ kindly lead the prayer.” the prayer.

“Thank you Mr./Ms. ______.”

2. Greetings
“Good morning class. How are you today?” All students: “Good morning Ma’am Theresa.
We are doing fine ma’am.”
3. Classroom Conditioning
“Class, before you take your seats, I want you The students arrange their chairs and then
to please arrange your chairs properly.” they take their seats.
4. Checking of Attendance
“Leaders prepare to report your group’s
attendance.”
“Row 1 leader, who is absent in your group?” Student 1: “No one is absent Ma’am.
“ How about Row 2 leader, any one absent in Student 2: “No one is absent Ma’am.”
your group?”
 “Row 3 leader?” Student 3: “Nobody is absent Ma’am.”
“Row 4, is any one absent in your group?” Student 4: “We are all present Ma’am.”
5. Review
“Class, last meeting, we discussed about Verbal
and Non-Verbal Strategies.”

“What do we mean by Verbal Strategy?” A student answers, “Verbal Strategy refers to

the use of one’s voice in a form of word to
effectively deliver a speech.”

“Very good. How about Non-Verbal Strategy?” A student answers, “Non-Verbal Strategy
includes the use of facial expression, body
language, eye contact, and gestures Ma’am.”

“Well said. It is nice to know that you have

recalled our topic last meeting.”

B. Motivation
“Class, I need five volunteers. Five students volunteer.

(The teacher shows a list of descriptive characters

to the class):
 a hungry cat
 a student who has been summoned to
the principal’s office
 someone desperate to use the restroom
 a spy on a secret mission
 a mother delivering a baby
“I want each of you to pick one from the list. Do Each of the volunteers picks one descriptive

not let anybody know which descriptive character character.

you picked.”

“Your task is to act-out to the class your chosen The volunteers act-out to the class and their

descriptive character. Your classmates will guess classmates guess the character that they portray.

which character you are portraying.”

“Well done class! Let us clap out hands to our

volunteers.”
“Before we start our lesson, these are our
 learning objectives for today. (A PowerPoint
presentation is flashed in the screen/TV.)
Please read everyone, together:” The students read the objectives in unison.
At the end of the lesson, the students are
expected to:
a. define what is One-Act Play; and
b. familiarize oneself with the elements of a
one-act play.

1. Activity
“Class, I want you to look at these jumbled words. The students comply.
Arrange these jumbled words and use them to
complete the sentence. Use the descriptions as
clues. ”

CLUES:
1. A division or unit of a drama The students go to their respective group and
2. A dramatic performance choose their group’s leader and secretary.”
3. The simplest or essential parts
4. The most exciting and important part of a
play
5. The part of the story’s plot line in which
the problem of the story is resolved
 2. Analysis
“Are you done class? Let us check your
answers.”

“Everybody, eyes here. For item number one,

let us read the sentence al

“Group yourselves in to five. Each group must A student reads the definition of the first
select a leader and a secretary. Let us start element:
counting from 1 to 5.” Theme – the thought

“You may now go to your respective groups and
choose your leader and secretary.”
“Okay class, listen to my instruction. Choose a
scene from the story, ‘While the Auto Waits’ by
O. Henry and create your own short dialogue
script. Write it on a ½ sheet of paper.”
Student 1: “Ma’am, I have observed that all of
the things as shown in the pictures are
arranged and in order.”
Student 2: “I have noticed that the stuff are
arranged according to their colors, kind, and
sizes ma’am.”

3. Analysis Students raise their hands.

“What is your idea of a one-act play?”
“What are the elements of a one-act play?”

“Very good! Thank you very much for your ideas.”

4. Abstraction Student 3: “Organizers ma’am.”

“A one-act play is a play that has only one act. An
act is a part of a play defined by elements such as
rising action, climax, and resolution.
A student answers, “Organizers are people
“Now class, here are the elements of a one-act who organize things and events ma’am.
play. Kindly read the first element:”
 5. Application
“This time, I will group you into five. I will let
A student answers, “Organizers are things
you choose which graphic organizer you want
usually containers with compartments used
to use and then I will assign a topic for your
for storage.”
chosen graphic organizer.

“Let us start counting starting from the last

person at the back, near the door.”
A student tries to answer.
“Ma’am I think graphic organizers are
“Now go to your respective groups.”
___________.”

Here are your topics:

“For the fishbone group, your topic is
Greenhouse Effect.”

“For the group who chose timeline graphic

organizer, your topic is the Evolution of Man.”
A student raises his/her hand to read the
definition of graphic organizer.
“For the concept map group, your topic is
about Distance Learning.”
Graphic Organizer is a visual and graphic
display that depicts the relationship between
“For the group who chose semantic web,
facts, terms, and or ideas within a learning
your topic is about Social Media.”
task.

“Lastly, for the Venn Diagram, your topic is

about Mobile Legend and Call of Duty.”

“Here are the criteria for grading your

presentations.”
(The criteria are flashed on the monitor.)
Criteria %
Content 50
Creativity 40
Teamwork 10
Total 100

“Listen very carefully. I want everyone to

participate in the activity. You will be graded Students sitting in the first row read the

as a group, so you have to participate and definition of Fishbone.

help your group. Work as a team. Let me

know who among your group does not 1. Fishbone – is also called cause and effect
 cooperate, okay?” diagram and it is used to categorize the
potential causes of a problem.
“I will give you 15 minutes to discuss with
your group and then 3 minutes will be given
to each group for their presentation.”

“Any question?”

“Okay. You may start now.”

(After 15 minutes, each group presents their
work in front.)
Constructive criticism will be given after all
the groups have presented. The scores will be
given after.
Students in row 2 read the definition of
Timeline.
2. Timeline – it shows specific events in
sequence especially with dates.

“Well done class! You did a very good job! A

round of applause for everyone. “

“You may settle down now.”

“Class, what have you learned from today’s Students in row 3 read the definition of
activity?” Concept Map.
3. Concept Map – a tool used to graphically
depict meaning.
“Alright! Very good class. Now, you already
know the different ways in organizing
information through the use of graphic
organizers.”

IV. Evaluation
(A 5-item quiz is flashed on the screen.)
Identify the different ways in organizing
information. Write your answers in a ¼ sheet of
paper.
1. It shows specific events in sequence
especially with dates.
2. It is also called cause and effect diagram
Students in row 4 read the definition of
Semantic Web.
4. Semantic Web – are maps or web of
words to visually display meaning-based
connections between a word or phrase
and a set of related words and concepts.
 and it is used to categorize the potential
causes of a problem.
3. It is used to organize information visually
to see the relationships between two or
three sets of items. It can be used to
identify similarities and differences.
4. These are maps or web of words to
visually display meaning-based
connections between a word or phrase Everybody read the definition of Venn
and a set of related words and concepts. Diagram.
5. It is a tool used to graphically depict 5. Venn Diagram – used to organize
meaning. information visually to see the
relationships between two or three sets
of items. It can be used to identify
similarities and differences.

A student answers, “Fishbone is used to

categorize the potential causes of a problem,
Ma’am.”

A student answers, “Cause and Effect Diagram

Ma’am.”
A student answers, “Timeline Ma’am.”
A student answers , “Concept Map Ma’am!”

A student answers, “Semantic Web Ma’am.”

A student answers, “Venn Diagram Ma’am.”

“None so far Ma’am.”

The students listen attentively.

The students start counting.

The students go to their respective groups.

Each group chooses the graphic organizer

they want to use.
“Yes Ma’am!”

“None Ma’am.”

The students discuss with their groups.

Each of the group presents their work.

Students clap their hands whenever a group is
finished with their presentation.

The students clap their hands.

 Students answer in chorus, “We learned
about graphic organizers and how to use
them ma’am!”

The students answer the quiz quietly.

1. Timeline

2. Fishbone

3. Venn Diagram

4. Semantic Web

5. Concept Map

V. Assignment

Make a timeline for the Philippine presidents. Put your output in a long bond paper.