12

Creative Writing
Quarter 2 – Module 3:
Conceptualizing Character,
Setting, and Plot
for One-Act Play
Creative Writing – Grade 12
Self-Learning Module (SLM)
Quarter 2 – Module 3: Conceptualizing Character, Setting, and Plot for One-Act Play
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Arlene Ll. Espina
Editors: Louie Mark G. Garvida , Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie Galindez
Layout Artist:
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 12

CREATIVE WRITING
Quarter 2 – Module 3:
Conceptualizing Character,
Setting, and Plot
for One-Act Play
Introductory Message
For the facilitator:

Welcome to the Grade 12 – Creative Writing Self-Learning Module (SLM)

Conceptualizing Character, Setting, And Plot For One-Act Play!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Grade 12 – Creative Writing Self-Learning Module (SLM)

Conceptualizing Character, Setting, And Plot For One-Act Play!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Hi there! So far, you have done such brilliant tasks from the previous
competencies that will help you navigate through the new lesson in store for you. In
this module entitled Conceptualizing Character, Setting, and Plot for a One-act
Play, you will begin to unravel the intricacy and beauty of a one-act play as a literary
genre. Your creative juices will be unleashed as you begin to paint a picture of a
concept confined under the specific elements of Drama such as character, setting,
and plot. Overall, this lesson will serve as your stepping stone into creating your
own masterpiece of a one-act play.

Most Essential Learning Competency (MELC) S1/Q2

Conceptualize a characters/ setting/ plot for a one-act play

(HUMSS_CW/MPIj-IIc-17).

Learning Objectives
In this lesson, you are expected to:

1. categorize character, setting, and plot in a one-act play;

2. examine character, setting, and plot from a one-act play;
3. outline a model for character, setting, and plot for one-act play.
 What I Know

As you explore more deeply into the lesson at hand, let us check your knowledge
about the essential elements confined in one-act play. Read each item carefully and
be able to choose the correct answer. Write the letter of your choice on the space
provided preceding the number.

___ 1. What is another term used to denote drama as a genre in literature?

a. One-act play
b. play
c. poetry
d. novel

___ 2. It is a literary element that pertains to the sequence of related events in

drama.
a. theme
b. conflict
c. moral
d. plot

___ 3. A plot consists five parts. Which among the choices presents a logical
sequence of the plot?
a. exposition, climax, rising actions, conclusion, falling actions
b. rising actions, exposition, falling actions, climax, conclusion
c. exposition, rising actions, climax, falling actions, conclusion
d. exposition, climax, rising actions, falling actions, conclusion

___ 4. Which part of the plot is/ are the conflict/s manifested and developed?
a. climax
b. exposition
c. climax
d. rising actions

___ 5. It is the time, place, and condition of a literary piece.

a. setting
b. crisis
c. tone
d. moral

___ 6. Which among the items does not qualify for setting?
a. climate or weather
b. historical period
c. geographic location
d. atmosphere
___ 7. A character functions to emphasize the qualities of another character.

a. Anti-hero
b. antagonist
c. protagonist
d. foil

___ 8. Who is considered to be the one opposing the central character?

a. foil
b. protagonist
c. anti-hero
d. antagonist

___ 9. It a type of character that is more realistic and shows development or

change.

a. flat
b. stock
c. square
d. round

___ 10. This character type displays a stereotype like ‘a mean stepmother.’
a. round
b. flat
c. stock
d. square

Conceptualizing Character,
Lesson
Setting, and Plot
1 for One-Act Play

Drama is a literary genre that falls under the major category of prose. Unlike
a short story or a novel, drama or otherwise referred to as play is meant to be
performed on stage. The fictional representation of a drama is distinctly identified
with a script with dialogues and lines between and among characters. Its power lies
on the effective conceptualization of life’s realities.
A one-act play is a short play that comprises only one act with one or more
scenes presented in one set. It includes four characters or less acting upon one main
action or problem. The length of the script may range from 9-12 pages. Among all
literary elements, a one-act play works best mainly around its characters, setting,
and plot.
 What’s In

Activity 1: Whose is that line?

In this activity, you will experience the relationship between literary texts
based from your previous lesson on Intertextuality. Fill in the first line with the name
of the character who popularized the given line, then write the title of the literary text
where the line is taken from.

1. “You are my own personal brand of heroin.”

Character: __________________________
Title of the Text: __________________________________________________
2. “What’s in a name? That which we call a rose by any other name
would smell as sweet.”
Character: __________________________
Title of the Text: __________________________________________________
3. “Besides, you’re saying it wrong. It’s leviOsa not leviosA.”
Character: __________________________
Title of the Text: __________________________________________________
4. “May the odds be ever in your favor.”
Character: __________________________
Title of the Text: __________________________________________________
5. “Sweet Princess, if through this wicked witch’s trick, a spindle
should your finger prick. A ray of hope there still may be in this,
the gift I give to thee.”
“And from this slumber you shall wake, when true love’s kiss, the
spell shall break.”
Character: __________________________

Title of the Text: _________________________________________________

Notes to the Teacher

To the Teacher:
The absolute freedom is within your disposition to add
more meaningful activities that will suit your learners’ academic
needs concerning this lesson.
 What’s New

Activity 2: Experience Philippines!

It is now your turn to promote our beloved motherland, Philippines. Pretend

that you are a tourist guide. You will be introducing the best Filipino traits,
picturesque vacation destinations, and exciting festivals/events here in the
Philippines to our foreign tourists.

Instructions: List down in Box 1 - 5 best Filipino traits, Box 2 - 5 picturesque

vacation destinations, and Box 3 - 5 exciting festivals/events here in
the Philippines.

BOX 1
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

BOX 2
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________

BOX 3

1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
 What is It

Activity 3: Let’s Go Save the World

Such a great job you pulled through right there, learners! Now, you are ready
to take things on a higher level. Read the succeeding one-act play. Be able to
comprehend the essence of the selection, and answer the succeeding questions
therein.

WORRYING ABOUT THE FUTURE

D. M. Larson

(Ash is a kid and Drew is an adult. They are at home)

Ash: Can I borrow $5?

Drew: You don't have a job. How will you pay me back?

Ash: Can I borrow $10?

Drew: Why $10?

Ash: So I can pay you back for the $5 I borrowed.

Drew: Why do you need $5?

Ash: $10

Drew: What's it for?

Ash: I am going to write a book.

Drew: Oh... so you're going to buy a notebook and pencils and such. I'll
give you $5 for that. What are you going to write about?

Ash: How to trick someone out of $5.

Drew: Get back here!

Ash: I'm kidding... actually I want to help people who are scared.

Drew: Scared? Scared of what?

Ash: It seems like people are scared of a lot of things. There's so much to
be scared about. People with guns. Losing jobs. Losing your home.
I don't think anyone wants to grow up anymore. What is there to
look forward to?

Drew: Is everyone really scared?

Ash: Very.

Drew: That's cool that you want to help. So what are you going to tell
them?

Ash: Well... chapter one... I'll talk about all the shootings at schools and
malls and theaters and such... That one is simple. You just take
away all the guns.

Drew: That's so crazy it just might work.

Ash: And for jobs... we'll make more jobs. I mean look at all the things
that need to be done. People could clean up trash, pull weeds, help
the homeless... there's all kinds of work that needs to be done.

Drew: How will we pay for it?

Ash: We make the rich pay their taxes. Everyone pays the same percent.

Drew: Ah, you're a flat tax supporter.

Ash: Sure... sounds fair... and simple. Why can't it be fair and simple?
Why do politicians have to make everything so complicated?

Drew: That's a great question.

Ash: Or we could have a mean people tax?

Drew: What's that?

Ash: I should write a whole chapter on mean people. You know, bullies
and such. They should tax them... or fine them... give them tickets
or something. It's like a swear jar... you know where you put a
quarter in it every time you swear. Well, mean people should get a
ticket every time they pick on someone... there are so many
bullies... we'd make a lot of money that way.
 Drew: Totally. Plenty of adult bullies too. We'd make millions for the
economy.

Ash: And then we build everyone a home. That goes back to jobs... one of
the jobs we make can be building homes for people who need
them. Then no one ever has to worry about losing them home. We
build it and they get to keep it.

Drew: That would be really nice.

Ash: I just want people to look forward to things... and stop worrying
about the future.

Drew: Now that I know you're here to help, I'm less worried.

Ash: I hope people read my book.

Drew: Me too.

Ash: I guess I have to write it first.

Drew: Let me know if you need any help.

Ash: Actually... could you give me a ride to the store?

Drew: Gladly. Let's go change the world.

END

Guide Questions:

1. Describe the place, time, and condition in the one-act play, Worrying About
the Future.
____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________
 2. Who among the characters can be considered the protagonist? Explain
briefly.
____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. Whose character showed change or development? Cite your proof.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. Describe the most intense part of the selection.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

5. How did the one-act play end? Are you in favor of its end? If not, briefly
propose how you will end it.
____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

It’s amazing how you have comprehensively scrutinized the selection! You are
already getting the hang of it. By answering the preceding questions, you have
already broken down the concept of character, setting, and plot elements into smaller
parts. You also have had a first-hand experience of reading a one-act play. Now, you
can definitely move on further.

Literary Elements of Drama: Character, Setting, and Plot

1. Characters
These are the people or animals that are subjected to in the drama that are
portrayed by the actors and actresses. A play is able to take its essential form
because of the characters. They embody the integral part of drama. Character
can be categorized according to function and types.
 CHARACTERS IN THE DRAMA (ONE-ACT PLAY)
A. Protagonist – the main character in the
play; the hero or heroine
B. Antagonist – a major character who opposes
CHARACTERS and is hostile to the protagonist.
ACCORDING TO
C. Foil – a minor character who emphasizes the
FUCNTION
qualities of another character
D. Anti-Hero – a minor character who is
inconsistent and usually shows failed goals
A. Round – a character who is realistic; has
sufficient motivation for his actions and
behavior; experiences change and
development in the course of the play
CHARACTERS
B. Flat – a character who has one distinct
ACCORDING TO TYES
characteristic; static or does not change
C. Stock – a literary character who manifests
several traits that particularly apply to a
group of people or class; Example: a cruel
stepmother

2. Setting
It is the place, time, and condition in which the events occur. In other words,
setting can be displayed through geographical location, historical era/period,
weather or climate, season of the year, time of day, or even type of building.

3. Plot
The storyline or the artistic arrangement of events in the drama. It comprises
exposition, rising actions, climax, falling actions, and conclusion.

PLOT
A. Exposition Presents a brief description of the main characters,
setting, and the background details of the play
B. Rising Actions Consists the most number of events in the play where
the struggles between and among the characters are
developed
C. Climax Highlights the most intense part of the narrative where
the conflict is heightened
D. Falling Actions Shows the decline of emotions as this part shows events
that provide the answer or resolution to the conflict
E. Conclusion Tells the information regarding what finally happens to
the characters in the drama
 What’s More

Activity 4: Technology: Boon or Bane

Way to go, learners! You have reviewed in the previous sections of this module
the concepts of character, setting, and plot in a one-act play as a whole. It is about
time you get to experience more those to equip you as you prepare to embark into
creating your own masterpiece pretty soon.

The next activity will let you immerse one more time in the world of one-act
play. In this second part, you will find out how technology has become part of our
lives in an unthinkable way.

Cell Phone Zombies (A.K.A. Smartphone Zombies)

D. M. Larson

(Two time travelers, BAKER and JONES, are on stage. They can either be
in a spotlight with other people lumbering around in the darkness behind
them or them alone on stage with people moaning off stage)

BAKER: We have traveled back in time to a critical time in our history. This
is a key moment where our world was nearly destroyed by a mind
numbing technology that turned everyone into zombies. This is the
zombie apocalypse!

(Lights come up and people - ZOMBIE JOE and MOE - wander around the
stage looking at their cell phones moaning as they walk not looking where
they are going and bumping into each other which causes more
moaning. More Zombie Cell Phone Users can be added if available)

JONES: It's horrible. What caused our ancestors to suffer this terrible fate?

BAKER: It's these strange devices they are all carrying around and staring
at. They've all been put into a trance by these things. They can't
stop looking at them.

JONES: What's that strange sound they're all making?

BAKER: We call it the iMoan.

JONES: This is too horrible. I can't watch. Why did you bring me back to see
all this?

BAKER: Because history tells us you are the one who stops it. A time
traveler with your name is the one who saves humanity?

JONES: Are you sure it was me? Jones is a pretty common name. I went to
school with someone with the same name first and last name even,
that's how common it is.
BAKER: I sure hope you're the right one. We've been planning this your
entire life.

JONES: You mean you've been grooming me my whole life to travel back in
time and save the world?

BAKER: Yes.

JONES: That explains the guy in the suit and sunglasses that was always
following me around as a kid.

BAKER: I was hoping you didn't notice that.

JONES: He was creepy! He gave me nightmares!

BAKER: Sorry about that.

JONES: I had to get therapy!

BAKER: We paid for that.

JONES: It helped. Thanks.

BAKER: You're welcome.

JONES: So how am I supposed to save the world anyway?

BAKER: We're not sure. We just know that you somehow do it alone. No
mention of anyone else.

JONES: No mention of you?

BAKER: Affirmative. Very odd indeed.

JONES: Hey! Lookout! That zombie is driving a car while looking at one of
those devices!

BAKER: This is bad. These are all manual vehicles. No self driving cars in
this time period.

JONES: It's headed right for us!

BAKER: I have to stop it. You have to be safe! You must complete your
mission!

JONES: What are you doing?!

(BAKER runs off stage. There is a car screech and thump - or this can be
staged in a silly way with a zombie person driving a small kid car or a
cutout of a car and hits BAKER)

(Turns it on. Zombie Joe, who is closest to JONES stops and moans
louder. Phone isn't working anymore. Zombie Joe holds it up to the sky
and tries to get reception)

JONES (CONT.): Did the sonic toothbrush just disrupt your phone?
JONES (CONT.): Oh no! Baker's dead. What do I do? Okay, stay calm
Jones. You were trained for this kind of situation. The emergency
kit. Look in the emergency kit. We have a wound self-cleaning
bandage, common cold cure tablet, unlimited credit instant
currency card good for any time period, instant shelter just add
water, daily meal pill... a sonic toothbrush...

(Turns it on. Zombie Joe, who is closest to JONES stops and moans
louder. Phone isn't working anymore. Zombie Joe holds it up to the sky
and tries to get reception)

JONES (CONT.): Did the sonic toothbrush just disrupt your phone?

(JONES points it at another person, ZOMBIE MOE, and turns it on. That
person's phone stops working. They moan too and hold it up too trying
to get reception).

JONES (CONT.): This sonic toothbrush has higher settings... I'll turn it to up
popcorn stuck between the teeth.

(More zombies stop and moan and hold up their phones. If more actors
are not available then the moaning can come from off stage. The first
and second zombies, JOE and MOE, are starting to turn back to normal)

ZOMBIE JOE: What's going on?

ZOMBIE MOE: I don't know.

ZOMBIE JOE: Where am I?

JONES: Welcome to the future, my good people. I have freed you of the
terrible creature that took over your world. Be free of this hideous
device forever.

(Takes Zombie Moe's phone and throws it)

ZOMBIE MOE: Hey! I don't have insurance on that!

ZOMBIE JOE: I have the dropsie plan. I can drop it and get a new one. I do
that monthly. I always have to have the latest phone.

ZOMBIE MOE: Let's go get new ones. I hear the new iPid is awesome.

ZOMBIE JOE: What's an iPid?

ZOMBIE MOE: I have no clue but it's new!

ZOMBIE JOE: I want one!

(Turns sonic toothbrush on. More moaning)

Teeth whitening.

(Turns it on again. Even more moaning)

(ZOMBIE MOE and JOE exit)

JONES: It's no good. They are obsessed. I will have to find a way to destroy
all the phones. Let's set this to plaque removal.

(Turns sonic toothbrush on. More moaning)

Teeth whitening.

(Turns it on again. Even more moaning)

Root canal!

(Turns it on again and there is all kinds of moaning from all over - use
pre-recorded moans or get audience to join in)

Who would have thought someone could save the world with a
sonic toothbrush?

***
JONES (CONT.): Where is that time traveling device anyway? You'd think
an emergency kit would have one or at least a return to home
device or something.

Oh well... at least I have this no credit limit currency card...

(ZOMBIE MOE runs in and grabs it)

ZOMBIE MOE: Zoink! I'm buying me an iPid.

(ZOMBIE MOE runs off)

JONES: Hey! Give that back!

(JONES runs off after ZOMBIE MOE. ZOMBIE JOE finds the emergency
kit and starts going through it)

ZOMBIE JOE: A daily meal pill? Hmmm...

(Puts it in his mouth)

ZOMBIE JOE (CONT.): Hey, it's like I'm eating... like the food is appearing in
my mouth as I suck the pill... Fruit Loops... coffee.... Donuts...
some kind of melon... pizza for lunch... uh... why would they put
anchovies on it? Uh...

END OF SCENE
Directions: A. Fill in the graphic organizer with the correct details about the
characters from the one-act play, Cell Phone Zombies (A.K.A. Smartphone
Zombies)
.
CELL PHONE ZOMBIES (A.K.A. SMARTPHONE ZOMBIES)
(Characters)
Function/ Name of Short Description
Type Character

Protagonist
According to Function

Antagonist

Foil

Anti-Hero

Round
According to Type

Flat

Stock

Directions: B. Fill in the graphic organizer with the correct details about setting from
the one-act play, Get the Message.

Cell Phone Zombies (A.K.A. Smartphone Zombies)

Setting Brief Description

Directions: C. Fill in the graphic organizer with the correct details about the plot
from the one-act play, Cell Phone Zombies (A.K.A. Smartphone
Zombies)

Cell Phone Zombies

(A.K.A. Smartphone
Zombies)

Exposition

Rising
Actions

Climax

Falling
Actions

Conclusion
 What I Have Learned

Activity 5: I Knew It!

Let’s check how far you have learned so far. What you have gone through in the
preceding activities will surely prepare you for your major output this quarter.

Directions: You are now tasked to illustrate a graphic organizer creatively

showing what you have comprehended from the lesson on character, setting, and
plot elements in a one-act play. Reflect your graphic organizer inside the box.
 What I Can Do

Activity 6: Master of the Play

This is now your chance to create an initial and tentative framework of the
one-act play you are going to write in the succeeding lesson.
Directions: Create your own concept of your one-act play. Provide your initial details
regarding your characters, setting, and plot.

Tentative Title

Character Character
Character 2 3
1

Qualities Qualities Qualities

Setting

Main Idea

(one-act play)
 Assessment

Your mastery of the lesson will be assessed in this test. Try your best to
answer everything correctly.

Directions: A. Write the letter of your choice on the space provided preceding
each number.

___ 1. Robin is known to be Batman’s sidekick. How does Robin function as a

character?
a. protagonist
b. antagonist
c. anti-hero
d. foil

___ 2. What type of character does Robin in item number one portray?
a. round
b. flat
c. square
d. stock

___ 3. In the one-act play, Max, the antagonist was apprehended by the authorities
for the crime he committed. What part of the plot does this event fall?
a. rising actions
b. conclusion
c. falling actions
d. climax

___ 4. Which part of the plot presents the major characters?

a. climax
b. exposition
c. conclusion
d. rising actions

___ 5. “And they lived happily ever after.” is an example of __________.

a. Falling actions
b. conclusion
c. rising actions
d. exposition

___ 6. What is true about setting as literary element?

a. season of the year
b. type of a building
c. Both A and B
d. None of the Above
___ 7. A character with positive qualities and is focused on in drama is called ____?

a. foil
b. antagonist
c. anti-hero
d. protagonist

___ 8. The plot’s most highlighted part is known as?

a. climax
b. rising actions
c. falling actions
d. conclusion

___ 9. It is where the problems arise in the plot?

a. exposition
b. conclusion
c. climax
d. rising actions

___ 10. A stock type of character can be illustrated as ___________.

a. a damsel in distress
b. wicked stepmother
c. a gentleman from far away land
d. a gangster
 Additional Activities

Activity 7: Sketch it Up!

The framework of your one-act play has taken its shape. Great job! You can
still do more.

Directions: Based from the framework you made in Activity 6, conceptualize your
plot by drawing the images of the five parts of your plot. Be guided by the suggested
criteria for rating.
Content…………………15 pts.
Organization………...... 5 pts.
Creativity……………….10 pts.
Total……………………..30 pts.
What I Know What's In Assessment
1. Edward Cullen
1. B “Twilight”
1. D
2. D 2. Juliet Capulet 2. D
3. C “Romeo and 3. C
4. D Juliet” 4. B
5. A 3. Hermione Granger 5. A
6. D “Harry Potter and 6. C
7. D the Sorcerer’s 7. D
8. D Stone” 8. A
9. D 4. Effie Trinket 9. D
“The Hunger
10.C 10.B
Games”
5. Maleficent
“Sleeping Beauty”
Answer Key
References
DepEd Curriculum Guide in Creative Writing

Books

Aguila, A. (2017). Wording the World: the Art of Creative Writing. Quezon City,
Philippines. C & E Publishing Inc.

Montenegro-Gasulas, A. et al. (2017). Creative Writing. Quezon City, Philippines.

Phoenix Publishing House.

Tan, D. (2016). Enhanced English Engagement: 21st Century Literature from the
Philippines and the World. Makati City, Philippines. Don Bosco Press Inc.

Online Sources

Cell Phone Zombies (aka Smartphone Zombies). Retrieved from

https://freedrama.net/zombies.html

Conceptualizing Characters. Retrieved from

https://www.reddit.com/r/CharacterDevelopment/comments/7vuwjf/conce
ptualizing_characters/

Drama. Retrieved from

https://sites.google.com/site/thegreenishsubmarine/elements-of-drama

Elements of Drama. Retrieved from

https://academic.luzerne.edu/shousenick/ENG104--
ELEMENTS_Drama.htm

How to Write a One Act Play and Sample Script. Retrieved from
https://whartoncenterassets.com/tcoh/pdfs/1819/YPF/YPF-sample-
script.pdf

One-Act Play. Retrieved from

https://www.definitions.net/definition/One-act+play

Understanding Drama. Retrieved from

https://study.com/academy/lesson/elements-of-drama-characters-plot-
setting-symbolism.html

Worrying About the Future. Retrieved from

https://freedrama.net/worry.html
 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners in Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph