A Detailed Lesson Plan in Drama

for Grade 12 HUMSS Students

I. Objectives

At the end of the lesson, the students should be able to:

A. Describe the elements of drama.

B. Appreciate the different elements of drama.
C. Analyze sample texts according to the elements and aspects of drama.

II. Subject Matter

Drama
References: Moratilla, Noel Christian S. (2016). Creative Nonfiction A Textbook
on Humanities and Social Science
Guth, Hans P. and Gabrielle L. Rico. 1997. Discovering Literature:
Stories, Poems, Plays (Second Edition)
The Complete Works of William Shakespeare. 1993. “Romeo and
Juliet. Entire Play” Accessed April 14, 2016.
Materials: Cartolina

III. Procedure

Teacher’s Tasks Student’s Tasks

A. Preparation

1. Greeting
“Good morning, class!” “Good morning, ma’am!”
2. Prayer
“Can somebody lead us a prayer?” (A student will volunteer to lead the prayer.)
3. Checking of Attendance
(Checks the attendance in alphabetical
order.)

“Raise your hand and say ‘present’ when (Students will raise their hand and say
your name is called.” “present” when their names are called.)

“How are you today?” “We’re fine, ma’am.”

 “Okay, let us start our lesson.” “Okay, ma’am.”

B. Review

“Last meeting, we had discussed about (A student will raise a hand and answer.)
poetry and creative nonfiction. Can someone “Poetry may be defined as a kind of language
share to the class what we have discussed that says more and says it more intensely
about poetry?” that those ordinary language.”

“Very good! In other words, poetry uses a

‘heightened language.’ To achieve this, the
poet uses ‘imagery’ by employing figurative (A student will raise a hand and answer.)
language. Imagery is one of the most “Creative nonfiction utilizes the techniques
important elements of poetry. How about and strategies of fiction.”
creative nonfiction? Can somebody share
what creative nonfiction is?”

“That is correct. Creative nonfiction is based

on real life events but utilizes the elements of
fiction.

“Very good! I’m glad that you still remember

our lesson from last meeting.”

C. Motivation

“Before we start the next lesson, we will have “Yes!”

an activity first. Are you ready?”

“I’ll divide the class into two groups. Start the (The students will be grouped into two by
count-off.” doing a count-off.)

“All right! I have here an old issue of a

tabloid. Look for stories with so much drama.
Choose a leader who will preside over the
discussion and the process of selecting of a “Yes!”
“dramatic” news article in the tabloid. I’ll give
you 20 minutes to organize and rehearse a 5-
minute skit dramatizing the news. The leader
 will serve as the director. Is that clear?”

“Good! You may start.”

(The teacher gives out old tabloids to each (The students start organizing and
team.) rehearsing.)

(After 20 minutes.)

“Okay, let’s start the performance.” (The students will perform their skit.)

D. Discussion

“Good job, everyone! Now, the activity we

had a while ago is connected with our topic
for today. The reason why we conducted the
activity earlier is because it will give us a
glimpse of today’s lesson. Here are the
objectives for today’s topic.”

(Reads the objectives.)

“Our topic for today is about Drama. Can

somebody share his/her idea about what (A students raises a hand to give his/her own
drama is?” idea of drama.)

“Thank you. Please read. Drama is…” (Students will read the definition of drama.)

(The teacher will explain the definition of

drama and cite some examples of dramas.)

“There are also five elements of drama which

are the situation, character, dialogue, plot,
and style.”

(The teacher will explain each of the

elements of drama.)
 “Is everything clear?” “Yes!”

E. Application

“Without a doubt, Romeo and Juliet is

considered as one of Shakespeare’s most
popular play. I will be giving these hand-outs
of the Scene II. Capulet’s Orchard of Romeo
and Juliet.”

This time try to read the text and figure out

the elements of drama found in the play on
your own. Write your answers in a ½ sheet of
paper. I’ll give you 20 minutes to answer.”

“Kindly get one and pass.”

(Teacher gives out the hand-outs.) (Students will get one hand-out and pass it
over to their other classmates.)

(The students will start to read the text and

analyze the elements of drama found in the
play.)

F. Summary

“Everyone did very well on today’s lesson. (A student will raise a hand and answer.)
Before we have our quiz let’s do a recap. Can “A drama or a play is a script that is meant to
someone tell me what a drama is?” be staged.”

“That is correct. All together now, please (The students will enumerate the elements of
enumerate the elements of drama.” drama.)
“Situation, character, dialogue, plot and
style.”

“Very good. Do you have any question?

“None, ma’am.”
IV. Evaluation

In a ¼ sheet of paper, identify what is being asked.

__________1. A script that is meant to be staged.

__________2. Series of events that are arranged in a logical and casual manner.
__________3. The one doing the action in the story.
__________4. The one who wrote Romeo and Juliet.
__________5. Has something to do with the playwrights’ or writers’ use of
language.
__________6. The language used in William Shakespeare’s drama.
__________7. The early scenes of the play that answers basic questions in the
spectators’ minds.
__________8. It pushes the story forward.
__________9-10. Two-fold nature of drama.
__________

Assignment

In a one-whole sheet of paper.

1. Write your own ‘dramatic’ personal experiences.

2. Include the elements of drama that were discussed – situation, character,
dialogue, plot, and style.