Subject: CREATIVE WRITING

Grade Level: Grade 11

Objective: I. OBJECTIVES

Content Standard: The learners have an understanding of drama as a genre and

are able to analyze its elements and techniques.

Performance Standard: The learners shall be able to produce compose at least

one scene for a one-act play that can be staged.

Learning Competency: The learner understands intertextuality as a technique of

drama (HUMSS_CW/MPIj-IIc-16)

Learning within and across curriculum:

- Within:

1) Language Arts: Understanding different literary devices and their application in

writing dramatic scenes.

2) Social Sciences: Exploring historical contexts that can influence the themes and
settings of a play.

3) Psychology: Analyzing character motivations and interactions in playwriting.

Review Motivation:

Teaching Strategy: Role-Playing

Instructional Materials: Pictures of different emotions

Engaging Activity 1:
Title: Emotion in Motion

Teaching Strategy: Role-Playing

Materials: Pictures of various emotions, space for movement

Significance: Understanding how emotions can drive character actions in a scene

Instructions:

1) Select an emotion from the picture provided.

2) Act out a short scene without using any dialogue, focusing on expressing the
chosen emotion through movement.

3) Reflect on how body language and facial expressions can convey emotions
effectively.

Rubric:

- Ability to convey emotion: 15 pts.

- Creativity in movement: 10 pts.

- Overall performance: 10 pts.

Assessment Questions:

1) How did the role-playing activity help you understand the importance of non-verbal
communication in drama?

2) Can you describe a situation where body language can speak louder than words
in a play?

3) What emotions do you find most challenging to express through movement?

Engaging Activity 2:

Title: Character Dialogue Exploration

Teaching Strategy: Discussion

Materials: Character profiles, dialogue prompts

Significance: Developing dialogue-writing skills and understanding character

dynamics

Instructions:

1) Choose a character profile provided.

2) Engage in a discussion with a partner, staying in character, using the dialogue

prompts as a guide.

3) Focus on maintaining the character's voice and motivations throughout the

conversation.

Rubric:

- Consistency with character profile: 15 pts.

- Depth of dialogue: 10 pts.

- Collaboration with partner: 10 pts.

Assessment Questions:

1) How did embodying a character help you in creating authentic dialogue?

2) What challenges did you face in maintaining the character's voice during the
discussion?

3) How does understanding character motivations impact the authenticity of dialogue

in a play?

Inclusive Activity 3:

Title: Plot Point Puzzles

Teaching Strategy: Brainstorming

Materials: None

Significance: Enhancing critical thinking and creativity without the need for
resources

Instructions:

1) Think of a key plot point from a famous play or movie.

2) Break down the plot point into smaller components or clues.

3) Challenge your classmates to guess the original plot point based on the clues
provided.

Rubric:

- Clarity of clues: 15 pts.

- Creativity in puzzle creation: 10 pts.

- Engagement with classmates: 10 pts.

Assessment Questions:

1) How did creating the plot point puzzle require you to think critically about story
structure?

2) What strategies did you use to ensure your classmates could decipher the clues
effectively?

3) How did working collaboratively in solving puzzles enhance your understanding of

plot development in drama?

ANALYSIS:

Activity 1: The role-playing activity effectively demonstrated the impact of emotions

on character portrayal in drama.

Activity 2: The character dialogue exploration allowed students to delve into

character motivations and practice writing authentic dialogue.
Activity 3: The plot point puzzles encouraged critical thinking and collaboration
among students in a resource-free setting.

ABSTRACTION:

Understanding drama as a genre involves analyzing elements such as

emotions, character dynamics, and plot development to create compelling
scenes for performance. Supporting Material 1: "The Importance of Non-Verbal
Communication in Drama" - Explores how body language and expressions can
enhance dramatic performances. Supporting Material 2

APPLICATION:

Teaching Strategy: Project-Based Learning

Task 1: Write a dialogue scene between two characters with conflicting motivations.

Task 2: Design a storyboard depicting the key plot points of a one-act play.

ASSESSMENT:

Teaching Strategy: Differentiation

Instructional Materials: Rubrics for each task

Question 1: How does understanding intertextuality enhance the depth of your

dialogue writing in drama?

Question 2: Analyze the character interactions in your dialogue scene and explain
how they contribute to the overall conflict.

Question 3: How did visualizing the plot points in a storyboard help you structure
your one-act play effectively?
H.O.T.S.:

Question 1: How can intertextuality be used to add layers of meaning to character

interactions in a play?

Answer 1: Intertextuality allows writers to reference other texts, adding depth and
complexity to character relationships by drawing on established narratives.

Question 2: In what ways does conflicting character motivation drive the plot
forward in a drama?

Answer 2: Conflicting motivations create tension and conflict, propelling the

narrative as characters navigate their desires and goals.

Question 3: How does storyboarding help you visualize the flow of a play and
identify crucial plot points?

Answer 3: Storyboarding allows for a visual representation of the narrative structure,

aiding in the organization of scenes and highlighting key moments.

Assignment:

1) Analyze a one-act play of your choice and identify instances of intertextuality

within the dialogue or plot.

2) Write a reflective essay on the impact of character motivations on the

development of a play's storyline.