2010 Secondary Education Curriculum

English I

ENGLISH I

General Standard: The learner demonstrates literary and communicative competence

through his/her understanding of the different genres of Philippine
Literature and other text types for a deeper appreciation of
Philippine culture.

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Quarter 2: DRAMA Topic1: Basic Features and Elements
of Drama
Content Standard:
The learner demonstrates understanding of the interconnection
among the basic features and elements of drama that help
engage audience to gain insights about the kind of world the
characters inhabit.
Essential Understanding:
Drama clearly portrays the real world by presenting man’s
significant experiences in a grand, moving and colorful ways.
Learners will know:
• Elements of drama
• Features of drama
• Ways on how to read drama
• Techniques on how to write an extended dialog
• Types of sentences according to function
• Coordinate conjunctions used in discourse
2010 Secondary Education Curriculum
English I
Time Frame: 20 days
Stage 1
Performance Standard:
The learner uses an original extended dialog to expand a drama
presentation.
Essential Question:
How does drama mirror real life?
Learners will be able to:
• Survey and explain elements and features of drama like theme,
characterization, plot, dialog.
• Activate prior knowledge on significant human experiences that are
dominantly utilized as drama themes intended for presentation.
• Apply various graphic organizers to illustrate key concepts in a
drama.
• Perform an array of reading techniques to concretize and unlock
drama concepts.
• Respond in various ways to express understanding of drama.
• Relate how drama mirrors real life.
• Deduce authentic experiences that can be incorporated in a drama.
• Draw insights on main and sub issues presented in a drama.
• Analyze descriptions, dialogs and actions to discover, articulate and
justify characters in a drama.
• Use coordinate conjunctions and various types of sentences in a
dialog.
• Apply various ways in writing an original extended dialog.
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Product or Performance Task:
An original extended dialog for drama
presentation
2010 Secondary Education Curriculum
English I
Stage 2
Evidence at the level of understanding Evidence at the level of performance
Learners should be able to demonstrate
understanding by covering the six (6) facets Performance assessment of an original extended
of understanding: dialog for drama presentation based on the
following criteria:
Explanation
Explain the features, elements and • Focus/ theme
conventions of the different types of drama • Accuracy
• Audience Contact
Express agreement and disagreement
• Sequence
courteously
• Development of action
Demonstrate a smooth flow of thought from • Style
one sentence to the next by using • Language
coordinate conjunctions correctly • Delivery
• Voice
Make a clear and interesting explanation • Pacing
about people, things and events using
different types of sentences
Connect drama to people’s significant
experiences in the real world
Interpretation
Interpret the series of connected events in a
drama (plot)
Application
Apply knowledge of drama in a role play
Perspective
Analyze how the truth in life is depicted in a
drama presentation
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Empathy
Assume role in a drama that runs counter to
your personal experience.
Self-knowledge
Self- assess one’s strengths and
weaknesses in presenting significant
experiences in a drama.
Stage 3
Teaching/Learning Sequence:

EXPLORE

At this stage, the teacher should be able to do the following:

• Make the learners aware of the desired result, that is, for him/her to demonstrate understanding of the
interconnection among the distinct features, elements, sources, bases, and structure of Philippine drama.
• Introduce/Decode the Essential Question (EQ),”How does drama mirror real life?” with the students. Make
them answer the question as exhaustively as possible and cue them into the big ideas by activating their
prior knowledge or past experiences.
• Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the
prerequisite skills to the tasks at hand.
• Inform the learners of how they will be assessed. Their major output after the lesson is an original extended
dialog for a drama presentation.

Suggested Activities:
Activity 1: Unmasked!

- Let learners answer the questions found in the analysis guide below.
- Encourage the learners to brainstorm on the meaning of mask.
- Instruct the pairs to present their answers to the class.

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English I

MAG (Masks Analysis Guide)

SYMBOLISM What does each symbol represent? Ans.
EXAGGERATION Why are masks drawn in exaggeration? Ans.
LABELING What emotional labels can be attached to the drawing? Ans.
ANALOGY What are compared? Does the illustrator’s point become Ans.
clearer through the comparison?
IRONY In what way does the irony help in expressing the ideas Ans.
which the masks represent?
Activity 2 : PRG (Photo Read Game)
- Have the class form groups of five.
- Instruct the learners to decode the essential question by adding the text and the symbols.
- Let the learners present their answers in class.
- The first group to present the correct answer wins.

H + (-c) does dra + real L + (- kn) ?

Activity 3: HIT OR MISS! (e inspired game)

- Place two flaglets in front of the classroom. One flaglet is green and the other is red.
- Remind learners to choose between “hit” (yes answer represented by GREEN) or “miss” (no answer represented by RED).
-Allow learners to fall in line based on the flaglet they choose.
- Clarify that whoever makes an error will be eliminated.

Or

Note: “Game ka na ba” background music maybe used for each question
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Sample Questions: Is it a HIT or a MISS?

1. The word drama originated from the Greek word “DRAN” meaning “to do or act” (hit)
2. Speeches assigned to the characters in a drama are called cue lines.(miss /answer: Dialog)
3. Stage directions refer to notes that help in visualizing the setting, lighting, sound effects etc.(hit)
4. Persons (or dramatis personae) that appear in a drama are called characters. (hit)
5. Sequence is the series of events mostly structured with acts and scenes. (miss/plot)
6. The central idea of a play is known as the theme. (hit)
7. Aesthetic is a sub item of stage directions that deals with the stage and its artistic backdrop. (miss/ design)
8. Setting refers to the time and place of the action in the story which directly affects the plot. (hit)

Note: Questionnaires have to be provided for in case the school does not have an LCD projector.

Activity 4: Feature Perfect!

-Instruct learners to form groups of three and distribute copies of the questionnaire.
-Give them five minutes and let them explain why the checked items are features of drama.
-Guide the learners for further exploration based on their initial concepts about drama by providing supplementary discussion.

Put a check mark in the box if the item represents a feature of drama; otherwise, put an x.

Characterization Chronology and time Setting

Lead narrative voice

Repetition

Activity 5: TRIPLE I (interested to know, informed well, inquire more about)

-Direct learners to group themselves into five.

- Allot five minutes for the group to fill out the data sheet.
- Explain that the Triple I Activity is a modification of the K – W – L chart.
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*K-W-L- is an instructional technique created by Ogle (1986). The teacher activates the students’ prior knowledge by asking them
what they already Know, then students set goals specifying what they Want to learn, and after reading, students discuss what they
have learned.
- Let learners compare responses to determine how drama differs from other literary forms.
- Instruct the group to present their answer in class.
- Have the learners jot down the common and different responses from each group.

Drama Narrative
I –nformed well
I –nterested to know
I – nquire more

Activity 6: Illustrative Concepts

- Group the class into seven. Have the learners draw an apple and the world.
- Let the learners decide on the proximity of items to one another.
-Tell them to enrich their illustrations with colors.
- Have the learners write three (3) possible reasons for the connection between an apple and the world.
-Tell the group representatives to share their answers in class.
-Process the learners’ answers.

Drawing How they are connected

1.___________________________________________________
2.___________________________________________________
3.___________________________________________________

Note: This activity maybe used during preparatory phase in reading “The World is an Apple”.

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English I

FIRM UP
At this stage, the teacher should be able to do the following:

• Make the learners illustrate or crystallize their knowledge of the features, elements, sources, bases, topic structures of
Philippine drama, and the significance of various kinds of sentences, and the use of conjunctions in the production of
an extended dialog for a play presentation. You may have all these things contained in the varied activities you will
provide them.
• Engage them in meaningful and challenging activities that will enrich what they have learned.
• Provide feedback for understanding.

Note: The following activities may also be used for other drama texts.

Activity 7: Dramatic Link

- Give learners ten minutes to read, “The World Is An Apple,” by Alberto Florentino. (After reading the drama, let students work in
triads as they complete the Venn diagram.
*Venn Diagram (introduced by John Venn) is made up of two or more overlapping circles. In language arts instruction, Venn
Diagrams are useful for examining similarities and differences of items (things, people, event, ideas etc.)
- Allow the learners to plot the similarities at the middle circle and the differences at the two adjacent circles.
- Instruct learners to write details about the apple and the world as well as their link in the story.
- Allow learners to share their answers in class.

Apple World

Activity 8: Character Perspective Chart

- Group the class into ten.
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- Distribute a copy of the Character Perspective Chart for each group. (See the sample below.)
-Assign one character per group.
- Instruct the learners to present their chart in class.
- Process the answers of the learners.
- Allow other group members to give comments and feedback after each presentation.

Questions Character 1(Gloria) Character 2 (Mario) Character 3(Pablo)

Setting: Where and at what point in the
drama does the character become
significant?
Problem: What is the character’s
problem?
Goal: What is the character’s goal? What
does the character want?
Attempt: What does the character do to
solve the problem or attain the goal?
Outcome: What happens as a result of
the attempt?
Reaction: How does the character feel
about the outcome?
Theme: What general truth in life does
the playwright want to emphasize?

Activity 9: Character’s Sentiments

- Instruct learners to work in pairs.
- Remind learners that they will write how Tita feels about herself and towards the other
characters.
- Let female learners choose between Gloria and Tita. Instruct male learners to choose between Mario and Pablo.
- Remind the learners that the condition and status of Tita in the story will have bearing on how she feels about the characters.
- Allot seven minutes for students to work on the activity.
- Learners share their answers in class.
- Process students’ answers.

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English I

Pablo (her father’s friend)

Mario (her father)

Gloria (her mother) Tita (herself)

Activity 10: The Famous Lines

- Instruct learners to refer back to the text and complete the dialog between the couple in the story.
- Allow learners to group themselves into eight and brainstorm the meaning of the dialog delivered by the characters.
- Let learners report their answers to the class.
- Process the learners’ answers.

Gloria: (calls from inside) Mario! Is that you Mario?

Mario: Yes.
Gloria: ------------------------------------------ (meaning :_ _ )
Mario: How is Tita? (without waiting for an answer, he enters the dwelling.)
Gloria: (crosses to the bench)______________________________ (meaning:____________________________)
Mario: ____________________________ (meaning;____________________)
Gloria: She wouldn’t eat even a mouthful of lugao. But I’ll buy her some biscuits. Maybe she’ll eat them.
Mario:-------------------------------------------(meaning: )
Gloria:(Low but intense) All I want is a little money to buy her something to eat! She hasn’t eaten anything all day! That was why I
was bothering you.
Mario: (repentant)------------------------------(meaning: )

Activity 11: (Reading A Play Excerpt)

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English I

-Instruct learners to study the completed dialog.

-Let learners stay in their respective groups and highlight the lines (taken from the dialog) which convey strong emotions.
-Remind students that highlighted lines need to be emphasized.
-Call on learners to read the dialog efficiently.
-Encourage the listeners to give feedback.
-Give comments and suggestions.

Activity 12:Extracting Grammar Points

(Note: Group the students by ten)
-Facilitate students as they do the following grammar activities

Group1: Task 1:Dialog Revisited

- Instruct students to choose two lines in the play that:
a. ask questions b. state facts or share an information
1. 1.
2. 2.

c. express commands or requests d. express strong emotions

1. 1.
2. 2.

Task 2: IDIE INVENTORY (Imperative, Declarative, Interrogative, Exclamatory)

- Explain to the learners the distinction among the 4 kinds of sentences according to function.
- Instruct them to label the kind of sentences they have taken from the dialog.
-Have the learners construct three more sentences based on the following situations :

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a. You were Mario. Ask your wife two questions about the health status of your daughter, Tita.
Question 1:______________________________________________________________________
Question 2:______________________________________________________________________

b. You were Gloria. Order Mario to take your sick daughter to the hospital.
Command:_______________________________________________________________________
Request Mario to produce the possible amount needed to cover the hospital expenses.
Plea:____________________________________________________________________________

c.You were Pablo. Express your surprise when Gloria informs you of their impoverished condition.
Exclamation 1:_____________________________________________________________________
Exclamation 2:_____________________________________________________________________

d.You were Tita. Share your message with your mother and father who are taking care of you.
Message for Gloria:________________________________________________________________________
Message for Mario:________________________________________________________________________

Task 3: LIGHTS, CAMERA, ACTION!

- Require group 1 members to think of themselves as directors.

- Instruct the learners to prepare an inventory of commands, requests, questions, messages which a director shares with the
cast of a play.
-Let students present their answers after filling out the table below:

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English I

Commands / requests(.) Questions (?) Expressions/exclamations Messages/ reminders (.)

(!)
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
- Process the students’ answers

Group2: Task 1: i CON (Establishing Connections)

-Instruct group 2 members to write the possible idea which the underlined word conveys.
-Let members explain how the underlined words are called and why they are used in the dialog.
-Tell the group to write other words that may convey the same idea as the underlined words.
-Give the members five minutes to share with their classmates their inventory of coordinate conjunctions.

1. She wanted me to buy one for her, but I did not have seventy centavos.
2. Then she cried, so…when I saw this apple rollout of the broken crate, I thought Tita would love to have it.
3. I’ll pray tonight and ask Him to let you have the job.
4.I do not need sermon nor advice.
5. Why do you need money? To buy me a pretty dress or to let me watch a movie?

Task 2: DRAW THE LINE!

- Instruct members of group 2 to underline the conjunctions in the given sentences.

-Allow the learners to analyze whether they are coordinate conjunctions or not.
- Let the learners construct meaningful sentences using the appropriate conjunction in each number.
- Let group 2 members read their sentences in class.

1. Drama mirrors life and it enriches experiences.

2. I love to act but I hate to face the audience.
3. Acting makes me feel accomplished or it makes me enjoy life.
4. Laughter is a good medicine for it heals boredom.
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5. Drama takes my worries away, so, I am into it.

- Process the students’ answers.

Task 3: Sentence Completion

-Let members of the group complete the sentences by adding clauses which begin with a conjunction.
-Instruct them to read the sentences in class.

1. Watching a teleserye is entertaining and _____________________________.

2. You may memorize your lines here or _______________________________.

3. The microphone fell off during the play but_____________________.

4. We were expecting an excellent performance for________________________.

5. The crew worked diligently so________________________.

_________________________________________________________________________________________________________
- Process the students’ answers.

Activity 13: Dial – log

-Have the learners create a dialog using special expressions. They can use the situations below, or create their own.
-Remind the learners that dialog tags like whispered, exclaimed, etc. help in depicting clear scenarios.

1. The adviser of the dramatics club is looking for a student director of a play.
2. Alice, a junior transferee wishes to direct a play.
3. The adviser of Alice strongly recommends her to the dramatics club adviser as the play director.
4. The principal commends Alice for her genuine intention of helping the dramatics club.

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5. The editor-in-chief of the school paper interviews the new play director.

-Instruct the members of group 3 to present their dialog in class.

- Give comments and suggestions.

Activity 14: What if………..

Task1: Instruct the learners to draw the setting at the beginning of the story, and write two lines taken from the selection which
relate well to the story.

Line 1
Drawing
Line 2

Task 2 : Ask this question, ”What if the story happens in another setting , what changes in the characters’ personality and dialogs
would possibly occur? “
Tell them to draw a new setting and write possible dialogs which the husband and wife will possibly say. What will the woman ask
about? What will be the response of the husband?

Draw the new setting

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Activity 14: I WAS STRUCK

-Instruct students to choose any catchy line or startling dialogs from the text.
-Let students work in groups of four as they write a paragraph reflective of the chosen dialog.
-Remind learners that the paragraph should contain essential discussion to prove how they are moved by the said line or dialog.

Dialog:__________________________
________________________________
________
Reflection:_______________________
________________________________
________________________________
________________________________

Activity 15:PLOT BLOT

-Instruct students to complete the plot
Blot
-Learners work by ten and present the
Plot blot upon completion of the Theme
activity
What is the
conflict?
?
What is the sequence of
events? Include
exposition, rising action,
How is the conflict
conflict, climax, falling
resolved?
?

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ACTIVITY 16 : THE PROBE

-Ask students about the theme of the play. Let them look for textual evidence to support their answers.

What is the story all

about?

Evidence 1 Evidence 2 Evidence 3

DEEPEN
At this stage, the teacher should be able to do the following:

• Provide learners with thought-provoking questions that will make them reflect, revisit, rethink, and revise their earlier
assumptions about Philippine drama.
• Present an array of authentic situations to highlight the grammar structure.
• Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as
needed.
• Provide them with meaningful and challenging activities that will reinforce what they have learned.
• Engage them in meaningful self –evaluation.
• Give feedback.

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English I

ACTIVITY 17: KNOCK,KNOCK…..WHAT IS IT?

Group students by seven. Instruct students to label the titles of contemporary dramas. Students must write TS (for
teleserye),TL (for telenovela), or FS (for Fantaserye)When they present their answers, let them explain the concept behind
each form of contemporary Philippine drama.
_____1. Esperanza
_____2. Marina
_____3.Pangako Sa’yo
_____4.Marimar
_____5. Kay Tagal Kang Hinintay
_____6. Encantadia
_____7.Bakekang
_____8. Mulawin
_____9. Mara Clara
_____10. Captain Barbell
- Process the students’ answers.

ACTIVITY 18: DEAR MR.PLAYWRIGHT!

Allow students to choose any character from the play. “The World Is An Apple.” They need to write a letter addressed to
Alberto S. Tinio describing how they feel about the character they have chosen.

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ACTIVITY 19: THE END , BOW!

Group the students into five and ask them to modify the ending of the play,”The World Is an Apple,” or any Philippine Play of
their choice. Let them present the ending they have decided on. Give comments and suggestions.

ACTIVITY 20: FANATIC!

Instruct students to produce a journal of a drama character they like best. In their entries, they need to
explain what makes the character likeable or pleasant.

Note: This activity is good for written and oral presentation.

ACTIVITY 22: IMPROVISATION

Discuss the meaning of improvisation.
Group the learners into ten and have them prepare scenes to present to the class.
The scenes may be inspired by the various dramas they have searched in the previous activity.
Choose a part which they want to change and encourage them to incorporate the necessary changes in the elements.
Have them present the work to the class.
Follow presentations with a brief class discussion.
Give comments and suggestions.

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TRANSFER +++
At this stage, the teacher should be able to do the following:

• Have the learners make independent applications of the various processes (scene extension, script modification,
simulation activities) they have learned.
• Make the learners do independent performance or project using varied and complex assessment procedures.
• Have them see the connections between tasks and the world.

ACTIVITY 24: GRAPHOPHONIC CUES

Play extension is a phrase that refers to adding scenes to a drama previously written. This post modern practice makes a
student playwright go beyond the restricting practice of text confinement.

Remind learners of the following:

1. Choose one exciting incident in the play and plan to extend that scene for ten to fifteen minutes.
2. Take account of the additional incident through the words spoken by characters. Do not write descriptions and
Explanations.
3. Write lines for the actors to establish their characters. The previous dialogs will help learners figure this out.
4. Always include some actions like a mock fight, a chase or even a heated argument.
5. Make sure that the extended dialogs relate well with the previous scene taken from the original script.

Write an original dialog to extend a drama presentation.

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ACTIVITY 25: DRAMULIT (Drama.Music, Literature)

• Inside the square, write a summary of the things you have learned to explain how drama mirrors real life.
• Inside the circle, draw the symbol that represents the union of Dramulit.

Required Texts : The World Is An Apple, by Alberto Florentino

Laarni – A Dream, by Loreto Paras-Sulit
The Adarna Bird
Suggested Text: Shadow on Solitude, by Claro M. Recto translated by Nick Joaquin

Resources: Books, Internet, Multimedia materials, Computer, DVD, CD, Graphic Organizer, pictures, drawings, art materials, film clips,
e-journals, Philippine Drama books

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