School Grade Level/Section 11 HUMSS

Teacher JERICSON E. VILLASANTA Learning Area CREATIVE WRITING/MALIKHAING

PAGSULAT
Teaching Dates and WEEK 8 Quarter 2ND Semester/ 2ND Quarter
Time

Daily Lesson Log/Daily Lesson Plan (On School Learners)

(60 minute)
I. OBJECTIVES
A. Content Standards By the end of this lesson, students should be able to:

1. Demonstrate an understanding of the elements of plot, setting, and character in drama.

B. Performance Standards
2. Apply their knowledge of plot, setting, and character to create an original dramatic scene.
3. Analyze and evaluate the effectiveness of plot, setting, and character in a dramatic performance.
4. Incorporate symbolism into their writing to enhance the audience's understanding of the plot, setting, and
character in a drama.
By the end of this lesson, students should be able to:

C. Learning Competencies
Write the LC code for each
1. Identify and describe the key elements of plot, setting, and character in drama, demonstrating a clear
understanding of their roles and significance.
2. Create an original dramatic scene that effectively incorporates the elements of plot, setting, and character.
The scene should demonstrate creativity, coherence, and an understanding of dramatic structure.
3. Analyze and evaluate the use of plot, setting, and character in a dramatic performance, providing thoughtful
observations and constructive feedback on the effectiveness of these elements.
4. Demonstrate the ability to incorporate symbolism into their writing, using symbolic elements that enhance
the audience's understanding of the plot, setting, and character in a drama. The symbolism should be relevant
to the overall theme or message of the piece.
5. Effectively communicate their understanding of plot, setting, and character in drama through written and
oral presentations, using appropriate terminology and clear explanations to express their ideas.
LC1: Identify and explain LC2: Develop an original LC3: Critically analyze LC4: Utilize symbolism to
the elements of plot, dramatic scene integrating and evaluate the use of deepen the audience's
setting, and character in plot, setting, and character plot, setting, and character comprehension of plot,
drama. (CW-HUMSS2- effectively. (CW- in a dramatic performance. setting, and character in a
LC1) HUMSS2-LC2) (CW-HUMSS2-LC3) drama. (HUMSS2-LC4)
 D. Specific Objectives 1. Students will be able to deconstruct a given dramatic text to identify and explain the elements of plot, setting,
and character, through written analysis and discussion.
2. Students will demonstrate their understanding of plot, setting, and character by collaboratively creating an
original dramatic scene, incorporating these elements effectively, and presenting it to the class.
3. Students will evaluate the effectiveness of plot, setting, and character in a peer's dramatic performance,
providing constructive feedback based on the analysis of these elements, and suggesting improvements for
enhancement.
II. CONTENT
A. Topic Plot, Setting, and Character in Drama
B. Lesson
III. LEARNING RESOURCES
A. References HUMSS- Creative Writing Curriculum Guide, www.google.com
1. Teacher’s Guide page/s
2. Materials page/s PowerPoint Presentation, visual Aids, black board, and chalk
3. Textbook page/s
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
*Preliminaries Greetings, Prayers, Classroom Rules, Other Reminders
1. Prayer
Please all stand, let’s begin this day by a short prayer. ____________, can you please lead the prayer?
2. Greetings
Good morning HUMSS – Dama De Noche!
3. Checking of Environment
Before you sit down, please pick up the pieces of paper, candy wrappers, and all the trash that you see around
and under your chair and throw them in the trash can. Arrange also your chairs properly. Lastly, keep all
the things not related to our subject inside your bag.
4. Checking of Attendance
Look at your seat mates. Is anybody absent today? Ok, Good to hear! Let’s do the Very Good Clap!

Motivation 1. Show a short video clip or play a scene from a well-known drama
that highlights the effective use of plot, setting, and character.
 2. Engage students in a class discussion about the impact of these
elements on the audience and the overall storytelling experience.
A. Reviewing previous lesson or presenting the new lesson 1. Begin the lesson by reviewing the concepts of plot, setting, and
character in drama.
2. Discuss the importance of these elements in creating a compelling
story.
3. Recap the key terms and definitions related to plot, setting, and
character.
B. Activity • Divide the class into small groups and provide each group with a
different plot, setting, and character prompt.
• Instruct the groups to collaboratively create a short dramatic scene
that incorporates the given prompts.
• Encourage students to be creative and think outside the box while
developing their scenes.
• Allocate sufficient time for groups to rehearse and prepare their
performances.
• Afterward, have each group present their scenes to the class.
C. Analysis • Facilitate a class discussion on the different elements of plot, setting,
and character observed in the presented scenes.
• Encourage students to analyze the effectiveness of each group's
portrayal of these elements.
• Discuss the strengths and areas for improvement in terms of plot
development, setting description, and character portrayal.
D. Abstraction • Introduce the concept of symbolism in drama and its role in
enhancing plot, setting, and character.
• Provide examples of how symbolism can be used to convey deeper
meanings and evoke emotions in a dramatic piece.
• Discuss the importance of creating symbolic elements that are
relevant to the overall theme or message of the drama.
E. Application • Provide the students with a real-life scenario related to the objective,
such as writing a short play for a school event or competition.
• Instruct students to incorporate the concepts of plot, setting,
character, and symbolism into their plays.
 • Encourage students to be creative and innovative in their writing,
while also considering the practical aspects of staging and
performance.
F. Assessment Questions and Answers
1. True or False: Plot refers to the sequence of events in a
drama. (True)
2. Fill in the blank: Setting refers to the _______ in which the
drama takes place. (environment or location)
3. Multiple Choice: Which of the following is an example of a
character in drama? a) Prologue b) Climax c) Antagonist d)
Resolution (c) Antagonist
4. Short Answer: Explain the role of symbolism in drama and
how it can enhance the audience's understanding of the plot,
setting, and character.
5. True or False: Symbolism is only used in written forms of
drama. (False)
G. Assignment • Assign students to write a short dramatic scene that
incorporates the concepts of plot, setting, character, and
symbolism.
• Instruct students to focus on creating a cohesive and
engaging story that effectively utilizes these elements.
• Provide a deadline for submission and specify any additional
requirements or guidelines.
H. Interactive Activities 1. Role-Play: Divide the class into pairs. Assign each pair a different
plot, setting, and character prompt. Instruct them to create a short
role-play scene that incorporates these elements. Afterward, have
pairs perform their scenes in front of the class.
2. Storyboard Creation: Provide students with a blank storyboard
template. Instruct them to create a storyboard for a dramatic scene,
focusing on the plot, setting, and character development. Encourage
students to use visuals and captions to depict key moments and
dialogue.
3. Character Interview: Assign each student a different character from
a famous play or drama. Instruct students to research and prepare an
interview-style presentation where they embody their assigned
 character and answer questions about their role in the story, their
motivations, and their impact on the plot and setting.
V. REMARKS 1. In the event that re-teaching is necessary, additional time should be
Suspension, continuation of lesson plan in case of re-teaching or lack of allocated to review the concepts of plot, setting, and character in
time, etc. drama. This could involve providing more examples, engaging in
further class discussions, or assigning extra practice activities.
2. If there is a lack of time to complete all the activities in the lesson
plan, prioritize the core activities that focus on the main objective of
enhancing creative writing skills in relation to plot, setting, and
character in drama.
3. Encourage students to actively participate in all activities and
discussions, as this will enhance their understanding and engagement
with the lesson content.
4. Provide constructive feedback to students during their performances
and written work, highlighting their strengths and areas for
improvement in relation to plot, setting, character development, and
the use of symbolism.
5. It is important to create a supportive and inclusive learning
environment where students feel comfortable expressing their ideas
and taking creative risks.
6. Adapt the lesson plan as needed to meet the specific needs and
abilities of the students, ensuring that it aligns with the K to 12
Curriculum Guide and the objectives of the Creative Writing subject.
During the lesson, it is important to reflect on what went well and what could
VI. REFLECTION be improved for future teaching. Here are some potential reflections:
What went right or what went wrong
What went right:
• The use of visual aids, such as video clips or scenes from dramas,
effectively captured students' attention and motivated them to engage
in the lesson.
• The small group activity allowed for collaborative learning and
creative thinking, as students had the opportunity to work together to
create their own dramatic scenes.
 • The class discussion and analysis of the presented scenes provided a
platform for students to critically analyze and evaluate the elements
of plot, setting, and character in drama.
• The incorporation of symbolism in drama allowed students to explore
deeper meanings and enhance their understanding of how these
elements contribute to the overall storytelling experience.

What could be improved:

• The time allocated for the activities may need to be adjusted based on
the pace and engagement level of the students. It is important to
ensure that sufficient time is given for students to fully participate
and complete the tasks.
• Providing more diverse examples of dramatic scenes or plays from
different cultures or time periods could broaden students'
perspectives and understanding of plot, setting, and character in
drama.
• Clearer instructions and guidelines for the assessment tasks could be
given to ensure that students fully grasp the expectations and criteria
for evaluation.
• Incorporating more opportunities for individual reflection and self-
assessment could encourage students to take ownership of their
learning and identify areas for improvement.

Prepared by: Checked by: Monitored by:

JERICSON E. VILLASANTA ___________________________ _______________________
Teacher Principal PSDS