A Detailed Lesson Plan

In English 9
9200, Iligan City, Lanao Del Norte

Student teacher: Theresa Nova D. VIllaester Date: Feb. 9, 2021

Cooperating Teacher: Lyda Devocion

I. Learning Objectives
At the end of the lesson, the students are expected:
a. identify the characters, setting, problem, solution, beginning, middle and end of a one-act
Anglo-American play; and
b. create a character map, setting illustration, problem/solution graphic organizer, events and
theme graphic organizer to distinguish features of one-act plays.
II.Learning Content
Topic: Elements of One-act Play
References: A Journey through Anglo-American Literature, pp.348-370
Materials: copies of the literary text “While the Auto Waits”, cartolina, PowerPoint presentation and
projector
English Skills: Reading and Speaking
Core Values: Valuing the importance of being true to oneself and to others.

III. Learning Experiences

Teacher’s Activity Students’ Activity

A. Activities
1. Preparation –Prayer, Greetings, Classroom Students comply.
Conditioning, Checking of Attendance,
Collecting of Assignment

2. Motivation
“Class, I need five volunteers. I will give 5 bonus Five students volunteer.
points to be added to your score in our quiz later.
I will count 1 to 5; the first five students to get
here in front will be given the bonus points in 1, 2,
3, 4 and 5!”

(The teacher shows a mystery box.)

“Alright! Now, for the five of you, I have here with Each of the volunteers picks one piece of paper
me a mystery box. I want you to pick just one from the box.
piece of paper and then read what is written and
do not let anybody see it.”
“Your task is to act-out to the class your chosen
descriptive character. Your classmates will then
guess which character you are portraying.”
“For the rest of you, here are the five descriptive
characters.”
(The teacher shows to the class the list of the five
descriptive characters which the volunteers need
to act out.) The students look at the list of descriptive
 a hungry cat characters.
 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

“Are you ready? Let’s begin!” The volunteers act out the descriptive characters
they picked.

“Terrific performance! Let us clap our hands for The students clap their hands.

our volunteers. Thank you very much, each of you

just gained 5 bonus points to be added to your
scores in our quiz later.”
The students comply.

“Settle down everyone.”

“They were acting out the descriptive characters

“Now, while your classmates were performing, they chose, ma’am.”

what were they doing? “They used non-verbal strategies, ma’am.”

“Yes, you are correct! Thank you. Now, what

strategy did they just do or perform in acting out
for you to be able to guess which character were “Non-verbal strategy is the use facial expressions,

they portraying?” gestures, body language, posture, and eye

“Brilliant! Yes, they were all using non-verbal contact in communicating ma’am.”

strategies in acting out their chosen characters.

Now, what do we mean by non-verbal strategy? If “Verbal strategy is when we use our voice in

you can recall from our lesson last meeting.” communicating, ma’am.”

“Thank you very much. You are absolutely right!

We tend to use facial expressions, gestures, body
language, posture, and eye contact in “Examples of verbal strategies are speaking,
communicating non-verbally. On the other hand, shouting, singing, and cheering ma’am.”
what do we mean by verbal strategy?
“Very well said! Can you give me examples of
verbal strategies?”
“Great answer! Thank you for that.”
“Now, before we start our lesson, these are our
learning objectives for today. (A PowerPoint The students read the learning objectives.
presentation is flashed in the screen/TV.)
Please read everyone, together:”
At the end of the lesson, the students are
expected to: The students count off.
a. familiarize oneself with the elements and
definition of a one-act play; and
b. apply learned knowledge by performing The students comply.
the given tasks.
3. Activity
“I need you to group yourselves into two. Let’s The students listen.
start counting off from 1-2 beginning from the
left.”

“Now, you may go to your respective group and

then select a leader and a secretary for each
group.”

“Listen carefully to my instruction. Each group will

be given a task. I have here two sets of tasks.
Task A is for Group 1 and Task B is for Group 2.

“For Group 1, your task is to arrange these

jumbled words and use them to complete the
sentence. Use the descriptions as clues. ”

Task A
CLUES:
1. A division or unit of a drama
2. A dramatic performance
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

“For Group 2, your task is to guess the words

hidden in the constellation of letters. Use the
description as a clue.”
TASK B
“Yes, ma’am.”

“The students start answering their tasks.”

1.__________ 2. ___________
(Place where the story (Platform on which the Group 1 prepares.
happened.) actors perform.)
“A division from a unit or a drama is act,
ma’am.”
“Yes ma’am.”

“A dramatic performance is a play, ma’am.”

“Yes ma’am.”
“Elements, ma’am. The simplest or essential
parts.”
 3. _______________
(People involved in the story.)
4. ________________
(Words or lines the characters say in a
story, movie, play, etc.)
“Are you ready?”
“Okay then! I will give you 5 minutes to answer.
Your 5 minutes starts now!”
B. Analysis
(After 5 minutes…)
“Time’s up! Everybody, your attention please.
Let’s start with Group 1 first. Let us c heck if you
got the correct answers group 1.”
“What is your answer for number 1?”
“Is their answer correct, class?”
“Good! Let’s proceed to number 2. What is your
answer for number 2?”
“Is it correct class?”
“Well done! Let’s now go to number 3, what is it?”
“Is element correct, class?”
“So far so good, Group 1! How about number 4?”
“Do you agree with Group 1 class?”
“So far so good, Group 1! Let’s proceed to number
5.”
“Yes ma’am.”
“The most exciting and important part of the
play is climax, ma’am.”
“Yes ma’am.”
“Resolution, ma’am. It is the part of the story’s
plot line in which the problem of the story is
resolved.”
“A one act play is a play with only one act. An
act is a part of a play defined by elements such
as rising action, climax, and resolution.”
The students clap their hands for the first group.
The second group prepares.
“The place where the story happened is setting,
ma’am.”
“Yes ma’am, they are correct.”
“Stage ma’am. The platform on which the actors
perform is stage.”
“Yes ma’am, we agree with them ma’am.”
“The people involved in the story ma’am are the
characters.”
“Yes, ma’am.”
“Number 4 is dialogue ma’am. Words or lines the
characters say in a story, movie, play, etc. is
called dialogue, ma’am.”
The students clap their hands.
“We learned the definition of a one-act play,
ma’am.”
“One-act play is a play with only one act.”
“It is a part of a play, ma’am.”
“It is defined by the elements such as rising
action, climax, and resolution ma’am.”

“Alright Group 1, you did great! Now, let us
complete the sentence using the words you
arranged.”
“Bravo Group 1. A round of applause for group 1
class.”
“Now let us hear from Group 2.”
“Group 2, what is your answer to number 1?”
“We learned about important terms such as
setting, stage, characters, and dialogue ma’am.”
“It is the place where the story happened.”
“It is the platform on which the actors perform,
ma’am.”
“Characters are the people involved in the story
ma’am.”
“Dialogues are the words or lines the characters
say in a story, movie, play, etc. ma’am.”

“What do you think class, are they correct?”

The students count off from 1 to 3.
“Well done! Now let us proceed to number 2.
What is it?”
The students comply.
“Do you agree with group 2, class?”
“The students listen.
“How about number 3, what is your answer?”

“Is that right, class?”

“Alright then, let’s check their answer for the last

word. What is it?”

“Congratulations to everyone, you all did a great

job! Give yourselves a round of applause class.”

C. Abstraction
“Alright class, looking back to work of Group 1,
what have you learned?”

“What is its definition then?”

“Very smart! And what is an act?”
“Well said! And play is defined by..?”
“Great learning class!”
“Let us now go back with Group 2’s answers.
What have you learned?”

“Okay. So what do we mean by setting?”

“Brilliant! How about the stage?”

“None, ma’am.”
“You got it right! Now, what have you learned
about the term characters?” The students work with their group.

“Wonderful! Now how about this last term, The students presented their output.
dialogue. What is it?”

Students’ answers may vary.

“Nice going Grade 9! You’ve learned a lot from
our activity today.”
Students’ answers may vary.
D. Application
This time class, you will group yourselves in to 3
groups. Each group will be given a task. Let’s
count off starting from the right.”

“You may now go to your respective groups. You

choose a leader and a secretary for each group.”

“Listen carefully now. Last meeting, I have

assigned you to read in advance “While the Auto
Waits” by O. Henry in your book. To those of you
who have not read it, I will provide a copy of it to
each of the group.”
“For Group 1, your task is to complete the story
grammar below by writing the details about the
play, ‘While the Auto Waits’.”
“For Group 2, your task is to fill out the character
analysis sketch to give characterization to the
characters of the play.”

Part of the play

where it was
Trait Evidence
revealed

Girl
Young
Man

“For group 3, your task is to come up with a plot

diagram of the play.”

“Here is the rubric for this activity.”

Criteria %
Content 50
Creativity 40
Teamwork 10
Total 100

“I will give you 10 minutes to discuss with your

group and then 5 minutes will be given to each
group to present your work.”
“Do you have any questions?”

“If you do not have any questions, you may begin

now.”
(After 10 minutes…)
“Class, your 10 minutes is up! It is now time for
you to present your group’s work.”

“Congratulations everyone for a job well done!”

“Now, going back to the play, what do you think

are the intentions of the characters for not
 revealing their true status in life?”

“Would you consider the situations of the

characters a ‘white lie’? Why or why not?”

“Thank you so much class for your ideas.”

Remember, “it is very important that we have to

be true to ourselves as much as to others. We can
be anything we want to be, but we can’t be
anyone we want to be. Pretending to be someone
you are not will cause you to lose the person you
really are, which may cause unhappiness-and
eventually cause you to fail-crash and burn.”

IV. Evaluation
Fill in the blank with the correct answer.
________1. It is a division or unit of a drama.
________2. It is a dramatic performance.
________3. It is the most exciting and important part of a play.
________4. It is the part of the story’s plot line in which the problem of the story is resolved.
________5. It is the place where the story happened.
________6. It is the platform on which the actors perform.
________7. They are the people involved in the story.
________8. These are the words or lines the characters say in a story, movie, play, etc.
________9. A play with only one act.
_______10. The author of “While the Auto Waits”.
Answer Key:
1. Act
2. Play
3. Climax
4. Resolution
5. Setting
6. Stage
7. Characters
8. Dialogues
9. One-act play
 10. O. Henry

V. Assignment
Write a character sketch for someone you know. Do this in a short bond paper. Your character sketch
should include the following:
 Opening-introduce the topic
 Explain how you met
 Give physical description
 Give personality traits with supporting evidence