School Grade Level/Section 11 HUMSS

Teacher JERICSON E. VILLASANTA Learning Area CREATIVE WRITING/MALIKHAING

PAGSULAT
Teaching Dates and WEEK 9 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 key elements of stage and scriptwriting, including dialogue, stage directions,
setting, and pacing.
2. Adapt a well-known story into a short script for a stage performance, showcasing creativity in modifying plot,
characters, and setting.
3. Apply stage and scriptwriting techniques to effectively convey emotions, subtext, and underlying meanings in a scene
or dialogue.
4. Create a script for a public service announcement addressing a social issue, incorporating stage and scriptwriting
techniques to engage the audience and convey the desired message.
5. Evaluate and provide constructive feedback on scripts, identifying strengths and areas for improvement in terms of
dialogue, stage directions, and character interactions.
B. Performance By the end of this lesson, students should be able to:
Standards
1. Creativity and Adaptation:
• Adapt a well-known story into a script for a stage performance, demonstrating creative modifications to the plot,
characters, and setting.
• Show originality and innovation in incorporating unique elements or twists to enhance the adapted script.

2. Scriptwriting Techniques:
• Apply stage and scriptwriting techniques effectively, including clear and engaging dialogue, appropriate stage
directions, and effective use of space.
• Demonstrate an understanding of pacing, timing, and structure in the script, ensuring a coherent and engaging flow
of the performance.
 3. Subtext and Emotional Depth:
• Incorporate subtext effectively to convey underlying emotions and meanings in a scene or dialogue.
• Demonstrate the ability to create depth and complexity in characters through the use of subtext.

4. Message Conveyance:
• Create a script for a public service announcement that effectively communicates a social issue and engages the
audience.
• Demonstrate the ability to use stage and scriptwriting techniques to convey the desired message clearly and
impactfully.

5. Evaluation and Feedback:

• Evaluate and provide constructive feedback on scripts, identifying strengths and areas for improvement in terms of
dialogue, stage directions, and character interactions.
• Offer insightful suggestions for enhancing the effectiveness and impact of the scripts.
C. Learning LC1: Demonstrate an LC2: Adapt a well-known LC3: Apply stage and LC4: Create a script for a public
Competencies understanding of the key story into a short script for scriptwriting techniques to service announcement addressing a
Write the LC code elements of stage and a stage performance, effectively convey social issue, incorporating stage
for each scriptwriting, including showcasing creativity in emotions, subtext, and and scriptwriting techniques to
dialogue, stage directions, modifying plot, underlying meanings in a engage the audience and convey
setting, and pacing. characters, and setting. scene or dialogue. the desired
(HUMSS01CWQ2M4S1) (HUMSS01CWQ2M4S2) (HUMSS01CWQ2M4S3)
message.(HUMSS01CWQ2M4S4)
D. Specific Objectives 1. Understand the key elements of stage and scriptwriting
Identify and explain the components of stage and scriptwriting, including dialogue, stage directions, setting, and pacing.

2. Adaptation skills
Adapt a well-known story into a short script for a stage performance, demonstrating creativity in modifying plot,
characters, and setting while maintaining coherence and engaging storytelling.

3. Effective communication through stage and scriptwriting

Apply stage and scriptwriting techniques to effectively convey emotions, subtext, and underlying meanings in a scene or
dialogue, enhancing the overall impact of their writing.
II. CONTENT
A. Topic Stage and Script
 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 video clip or perform a short skit to demonstrate the power of stage
and scriptwriting in conveying emotions and telling stories.
2. Engage the students in a brief discussion about their favorite plays or
performances they have seen.
A. Reviewing previous lesson or presenting the new 1. Begin the lesson by reviewing the previous lessons on creative writing,
lesson focusing on the elements of storytelling and character development.
2. Discuss the importance of stage and scriptwriting in various forms of
performance arts.
B. Activity • Divide the class into small groups and provide each group with a well-known
fairy tale or folk story.
• Instruct the groups to adapt the story into a short script for a stage
performance.
• Encourage creativity in modifying the plot, characters, or setting to make it
more suitable for a stage production.
• Each group should assign roles and practice their script, focusing on dialogue,
stage directions, and character interactions.
• After a given time, have each group perform their adapted script in front of
the class.
• Provide constructive feedback and encourage discussion on the effectiveness
of each script.
C. Analysis • Lead a class discussion on the key elements of stage and scriptwriting, such
as dialogue, stage directions, setting, and pacing.
• Analyze the scripts performed by the groups, highlighting the strengths and
areas for improvement.
• Discuss the importance of engaging dialogue, clear stage directions, and
effective use of space in conveying the intended message to the audience.
D. Abstraction • Introduce the concept of subtext in stage and scriptwriting.
• Provide examples and explain how subtext can enhance the depth and
complexity of a scene or dialogue.
• Engage the students in a brief exercise where they rewrite a dialogue from a
script, incorporating subtext to convey hidden emotions or underlying
meanings.
E. Application • Present a real-life scenario where the students are tasked to create a script for
a public service announcement addressing a social issue.
• Provide guidelines and criteria for the script, such as the target audience,
desired impact, and length.
• Allow the students to work individually or in pairs to develop their scripts.
• Once completed, have the students share and discuss their scripts,
emphasizing the effective use of stage and scriptwriting techniques to engage
the audience and convey the desired message.
F. Assessment Questions and Answers
 1. True or False: Stage and scriptwriting are important in conveying
emotions and telling stories through performance arts. (True)
2. Fill in the blanks: Subtext in stage and scriptwriting refers to the
underlying _________________ and ____________________ of a
scene or dialogue. (emotions, meanings)
3. Multiple Choice: What is the purpose of the activity where students
adapt a fairy tale into a stage script? a) To develop creativity and
storytelling skills b) To practice memorizing lines for a performance
c) To learn about the history of fairy tales d) To analyze the structure
of a stage script (Answer: a)
4. True or False: Stage directions are crucial in guiding actors'
movements and interactions on stage. (True)
5. Fill in the blanks: Stage and scriptwriting techniques can enhance the
impact of a performance by creating _______________ and
_________________. (engagement, immersion)
G. Assignment • Assign the students to write a one-act play script based on a theme or
topic of their choice.
• Provide guidelines on formatting, length, and character development.
• Encourage students to incorporate the stage and scriptwriting
techniques discussed in class.
• Set a deadline for the submission of the scripts.
H. Interactive Activities 1. Role-Play: Divide the class into pairs. Provide each pair with a short script
with missing dialogue. Instruct them to fill in the missing dialogue, focusing
on conveying emotions and subtext effectively.
2. Script Editing Workshop: Organize a workshop where students exchange
their scripts and provide feedback on each other's work. Emphasize the
importance of constructive criticism and the impact it can have on improving
the overall quality of the script.
3. Guest Speaker: Invite a local playwright or theater director to share their
experiences and insights on stage and scriptwriting. Allow students to ask
questions and engage in a meaningful discussion about the craft.
V. REMARKS 1. In the event of suspension or interruption of the lesson due to unforeseen
Suspension, continuation of lesson plan in case of re-teaching or circumstances, the remaining activities can be carried over to the next session
lack of time, etc. to ensure the completion of the objectives and learning competencies.
 2. If additional time is required to fully grasp the concepts and skills covered in
the lesson, it is recommended to allocate extra sessions or extend the duration
of the activities to provide ample opportunity for re-teaching and
reinforcement.
3. To enhance student engagement and participation, it is advisable to
incorporate interactive activities and discussions throughout the lesson,
allowing for a more dynamic and collaborative learning experience.
4. The assessment portion should be carefully designed to accurately measure
the students' understanding and application of stage and scriptwriting
techniques, ensuring that the questions align with the objectives and learning
competencies.
5. It is important to provide constructive feedback to students during individual
or group activities, emphasizing their strengths and areas for improvement in
stage and scriptwriting skills. This feedback will aid in their growth and
development as writers and performers.
During the lesson on stage and scriptwriting, it is essential to reflect on what went
VI. REFLECTION right and what went wrong in order to improve future teaching experiences. Here are
What went right or what went wrong some points to consider:

What went right:

• The engaging activities, such as adapting a well-known story into a short
script and creating a public service announcement script, effectively
stimulated the students' creativity and critical thinking skills.
• The use of interactive discussions and group work encouraged active
participation and collaboration among the students.
• The incorporation of real-life scenarios and examples helped students
understand the practical applications of stage and scriptwriting techniques.
• Providing constructive feedback during individual or group activities allowed
students to learn from their strengths and areas for improvement.

What went wrong:

• Lack of time management might have resulted in rushing through certain
activities, limiting the students' opportunity for deeper exploration and
practice.
 • Insufficient clarity in instructions or expectations could have caused
confusion among the students, impacting their understanding and
performance in the activities.
• Inadequate assessment methods might have limited the ability to accurately
measure the students' mastery of stage and scriptwriting skills.

Suggestions for improvement:

• Ensure better time management by carefully planning and allocating sufficient
time for each activity, allowing for thorough exploration and practice.
• Provide clear and concise instructions, clarifying any uncertainties and setting
clear expectations for student performance.
• Implement a variety of assessment methods, including performance-based
assessments, to better gauge student understanding and application of stage
and scriptwriting techniques.

By reflecting on both the successes and challenges encountered during the lesson,
adjustments can be made to enhance future teaching experiences and promote better
student learning outcomes.

Prepared by: Checked by: Monitored by:

JERICSON E. VILLASANTA ___________________________ _______________________
Teacher Principal PSDS