Creative Writing Learners Packet Las

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
LEARNER’S PACKET TEMPLATE

Key Stage IV
The learners have an understanding of drama as a genre and are able

Content Standards
to analyze its elements and techniques.
Performance
Standards
Compose at least one scene for a one-act play that can be staged.
Most Essential Learner’s Packets

Enabling/
Learning Learner’s
Pre- Content LM page
Competencies Materials Videos/ Visuals/ Audio Materials
requisites (LMs)
number
(MELCs)
Identify the
various  https://drive.google.com/file
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Literary
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Devices in
Drama  https://drive.google.com/file
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/d/1CvJKvNQVe8fhiAp0nfw
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Prepared by: Reviewed by:
GLEN WELLE ANNE. A. SUAREZ _______________________________

Teacher – Writer Education Program Supervisor
SAMPLE LEARNER’S ACTIVITY SHEET (LAS)
CREATIVE WRITING
Name of Learner
Grade level and Section
Date
Elements, Techniques and Literary Devices in Drama
Learning Competency with code

 Identify the various elements, techniques, and literary devices in drama
Learning Context (Brief discussion of the lesson, cite examples)
What is Drama?
-Drama in literature refers to the performance of written dialogue and stage action. It’s a literary genre
that allows actors to act out a writer’s words directly to an audience. Drama is also a type of a play
written for theater, television, radio, and film.
Different Types of Literary Drama

Comedies are usually humorous plays which uses clever wordplay or turns of phrase.
Farce is a comic dramatic work using buffoonery and horseplay and typically including crude
characterization and ludicrously improbable situations.
Melodrama is a dramatic work wherein the plot, which is typically sensational and designed to appeal
strongly to the emotions, takes precedence over detailed characterization. Melodramas typically
concentrate on dialogue, which is often bombastic or excessively sentimental, rather than action.
Musical drama is an opera in which the musical and dramatic elements are equally important; the
music is appropriate to the action. opera - a drama set to music; consists of singing with orchestral
accompaniment and an orchestral overture and interludes.
Tragedy is a genre of story in which a hero is brought down by his/her own flaws, usually by ordinary
human flaws – flaws like greed, over-ambition, or even an excess of love, honor, or loyalty.
Tragicomedy is a literary genre that blends aspects of both tragic and comic forms. Most often seen in
dramatic literature, the term can describe either a tragic play which contains enough comic elements to
lighten the overall mood or a serious play with a happy ending
Elements of Drama
The six Aristotelian elements of drama are the plot, character, thought, diction, spectacle,
and song.
Plot refers to the order of events occurring in a play make its plot. There are five primary elements of
plot: exposition, rising action, climax, falling action, and resolution. This is also referred to as
dramatic structure, as it originated from plays.
Characters refers a person or individual in the drama that may have defined personal qualities and/or
histories.
Thought or called to be the theme refers to its central idea. The theme is the philosophy that forms the
base of the story or a moral lesson that the characters learn. Some general themes in play are:
Conflict between two individuals, Conflict between man and a supernatural power, Conflict
between the man and himself
Diction pertains to the words used, the accent, tone, pattern of speech, and even the pauses in
speech, say a lot about the character and help reveal not just his personality, but also his social
status, past, and family background as given by the play.
There are various forms of dialogs which are:
SOLILOQUY - an act of speaking one's thoughts aloud when by oneself or regardless
of any hearers, especially by a character in a play.
ASIDE - Asides are shorter than soliloquies, usually only one or two lines.
MONOLOGUE - refers to a speech delivered by a character in order to express his thoughts
and feelings to other characters or the audience.
DIALOGUE - refers to a conversation between two or more characters in a work of literature.
Spectacle is the most immediate element which is appropriate and distinctive in a play. This refers to
the visual elements of a play: sets, costumes, special effects, etc. Spectacle is everything that the
audience sees as they watch the play.
Songs refers to the sound of the dialog, etc. musicality, rhythm, pace, etc. which helps establish mood,
characterize, lend variety, pleasurable.
Techniques in Drama
Body, in drama character is conveyed through posture, gesture and facial expression.
Space, in drama, the positioning of objects and bodies on the stage and the relationship between them
are vital means of making meaning.
Voice pertains on how actors speak their lines instantly identify personality and emotion.
Movement refers to the use of timing, direction and energy to build a sustained sequence of
movement can enhance understanding of character and the meaning of the scene.
Literary Devices in Drama

To understand the literary devices in drama, Shakespeare used many literary devices (and also many
poetic devices), below are the most important ones, most central to his work.
Allusion is a reference to a person, place, event, usually without explicit identification. Allusions can be
references to mythology, the bible, historical events, geography, legends, or other literary works.
Dramatic device is a convention used in drama as a substitution for reality that the audience accepts
as real although they know them to be false.
Dramatic irony is a literary device by which the audience’s or reader’s understanding of events or
individuals in a work surpasses that of its characters.
Monologue is a long, uninterrupted speech that is spoken in the presence of other characters. Unlike a
soliloquy a monologue is heard by other characters
Soliloquy is a speech in which a character, who is usually alone on the stage, expresses his or her
thoughts aloud.
Symbolism expresses some profound ideas by using a word repeatedly in different contexts. It
expresses several interlocking themes in frequent use of words, places, characters, or objects that
mean something beyond what they are on a literal level.
Learning Tasks (Includes directions/ instructions, exercises, and guide questions if necessary)
*(All key stage (1 - 4) shall have 5 items ONLY Standardized questions based on MELC)
*Illustration and pictures shall adhere with the IPR guidelines.
ACTIVITY 1: What Am I
Read the statements carefully. Identify what is being defined in each number. Write the answer on your
answer sheet.
______1. This refers to a person or individual in the drama that may have defined personal qualities
and/or histories.
______2. This refers to the words used, the accent, tone, pattern of speech, and even the pauses in
speech say a lot about the character and help reveal not just his personality, but also his
social status, past, and family background as given by the play.
______3. This pertains to the message that the play gives to the audience.
______4. This pertains to the order of events occurring in a play, exposing the past or background of
the main and other characters, and the point of conflict, then proceeds to giving the
central theme or climax.
______5. This refers to the time and place where a story is set is one of its important parts.
ACTIVITY 2: Complete Me
Complete the following sentences with words or group of words to complete thought or idea.
1. Drama is ______________________________________________________________
2. A soliloquy is a type of monologue in which a character
______________________________________________________________
3. Symbolism is the frequent use of _______________________________________
4. Allusion is a reference to a _____________________________________________
5. Monologue is __________________________________________________________
Scoring Rubric (If necessary)
Reflection
The important things that I have learned today are
_________________________________________________________________________
I realized that I should
__________________________________________________________________________________
I promise that I will
__________________________________________________________________________________
References for learners
https://drive.google.com/file/d/1OrCBr3GOkNxfIPfhtgJr4Me8eCc_77yT/view?usp=sharing
Answer Key
Activity 1
1. a
2. e
3. b
4. c
5. f
Activity 2
Answers may vary.
Prepared by: GLEN WELLE ANNE A. SUAREZ

Name of Writer
For Quality Assurance
Reviewed by:
_____________________________
Learning Resource Evaluator
(Master Teachers, Subject Specialist)
GLENN A. TOLEDO ALBERT T. SAUL

School Head Public School District Supervisor
LAILA R. MALOLES HENRY P. CONTEMPLACION

Education Program Supervisor (Subject) Education Program Supervisor (LRMS)
Approved by:
VINCENT EMMANUEL L. ILAGAN
CID - Chief Education Program Supervisor

Key Stage IV

Content Standards
Performance
Standards

Enabling/
requisites (LMs)
number
(MELCs)
Understand Intertextuality
21st
intertextuality
Century
as a  https://drive.google.com/
as a technique Technique of file/d/1ac1qezqipukZOG
of drama Literature
Drama WI85nTNqn2n_JrKHky/v
iew

CREATIVE WRITING
Name of Learner
Date
Intertextuality as a Technique of Drama

 Understand intertextuality as a technique of drama
What is Intertextuality?
Intertextuality is when a text implicitly and explicitly refers to another text, by using common or
recognizable elements of the referenced text.
An implicit reference is when the composer alludes to another text through ideas, symbols,
genre or style.
An explicit reference is when the composer directly mentions quotes or references another text
in their work.
Different Types of Intertextuality
Allusion is a subtle or indirect reference to another text, historical period or religious belief.
Parody is an imitation of another text for satirical purpose, usually to mock.
Quotation is a direct reference to another text with an acknowledgement of its composer.
Appropriation is a reworking or the reimagination of a well-known text to change or extend its
meaning.
Adaptation is a film, TV drama or stage play that is based on a written work.
Difference Between Intertextuality and Allusion

Although both these terms seem similar to each other, they are slightly different in their
meanings. An allusion is a brief and concise reference that a writer uses in another narrative without
affecting the storyline. Intertextuality, on the other hand, uses the reference of the full story in another
text or story as its backbone.
Example of Intertextuality
Aime Cesaire’s play A Tempest is an adaptation of The Tempest by William Shakespeare. The
author parodies Shakespeare’s play from a post-colonial point of view. Cesaire also changes the
occupations and races of his characters. For example, he transforms the occupation of Prospero, who
was a magician, into a slave-owner, and also changes Ariel into a Mulatto, though he was a spirit.
Cesaire, like Rhys, makes use of a famous work of literature, and put a spin on it in order to express
the themes of power, slavery, and colonialism.
How does Intertextuality work?

Writing and art will be intertextual whether you want them to be or not. Latent intertextuality is
inescapable! But when should you employ deliberate intertextuality? Deliberate intertextuality has a
place both in creative writing and formal essays. In creative writing, it’s a great way to get inspiration for
stories. You can draw on other authors’ stories and characters, or you can use other art forms to get
inspiration. Either way, when you make deliberate references to these other works
you are employing intertextuality.
A complex use of intertextuality is considered a sophisticated tool in writing. Rather than
referencing phrases from other works, a refined use of intertextuality involves drawing upon an
ideology, a concept, or even rhetoric from others. Thus, you may explore the political ideology in your
story by drawing upon the current rhetoric in politics. Alternatively, you may use a text source and
explore it further.
ACTIVITY 1: Compare and Contrast
Using Venn diagram, compare and contrast Intertextuality and Allusion.
Intertextuality Allusion
ACTIVITY 2: Critiquing Time
Listen to Taylor’s Swift’s song Love Story and watch its music video. Then, answer the following
questions.
1. What famous literary work is being referenced to in the lyrics of Taylor Swift’s Love Story?
__________________________________________________________________
2-4. Describe intertextual link Taylor Swift’s Love Story have with the famous literary work in terms
of:
Opening scene in the music video: __________________________________________
Setting of the music video: _________________________________________
Meaning of the lyrics: _______________________________________
5. How did Taylor Swift divert from the original ending of the famous literary work with the ending of her
song? ________________________________________________________________
Reflection
_________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
Answer Key
Activity 1
Answers may vary.
Activity 2
Answers may vary.

Name of Writer
Reviewed by:
_____________________________


Education Program Supervisor (English) Education Program Supervisor (LRMS)
Approved by:

Key Stage IV

Content Standards
Performance
Standards

Enabling/
requisites (LMs)
number
(MELCs)
Conceptualize
a character/  https://drive.google.com/file
setting/plot for /d/18IGJ0LpuvO7WbEiqpZ
a one-act play 1890H_wdHsMq39/view
Characters,
21st
Setting and
Century /d/1bXB1NEerToOx4esECf
Plot in one
Literature uTcJqjOMxRiqoO/view?
Act Play
usp=sharing
/d/1fFbnmXecUQ903W71b
vizWEKAVU1sRDYV/view?
usp=sharing

CREATIVE WRITING
Name of Learner
Date
Characters, Setting and Plot in one Act Play

 Conceptualize a character/ setting/plot for a one-act play
Character/Setting/Plot for a One-Act Play
Nature of a one-act play

A one-act play is a play that has only one act, as distinct from plays that occur
over several acts. One-act plays may consist of one or more scenes. Because the playing time of a
one-act is about twenty to sixty minutes, the playwright has the challenge of creating an engaging plot,
enticing characters, and resolution to the conflict in a relatively short amount of time.
A one-act play must have the following characteristics and components:
The story must revolve around, or focus on one event. The action of the play should move
fairly quickly. There is no time to have a lengthy introduction. Introduce characters and conflict fairly
early on in the action of the play.
The characters should be limited to two to seven, with one clear main character.
Make your characters believable, but interesting!
Create a setting that is realistic in regards to the characters and plot. The setting can be very
detailed or discussed minimally, always in italics. The playing time or read-through time of the play
should be between twenty and sixty minutes.
The play should be entertaining and engaging, with some element of suspense.
The play's form should follow the standard design.
Characters in one- act play

A play presents us directly with scenes which are based on people’s actions and interactions,
characters play a dominant role in this genre and therefore deserve close attention. The characters in
plays can generally be divided into major characters and minor characters, depending on how
important they are for the plot. A good indicator as to whether a character is major or minor is the
amount of time and speech as well as presence on stage he or she is allocated. In play, characters can
be:
Protagonist – the chief figure who struggles against opposing forces
Antagonist – the force, most often another character, that opposes the protagonist
Dynamic Character – one whose attitudes and values are affected by the events in the story
Flat Character – a character having only a single trait or quality
Round Character – a multi-dimensional or a complex character
Static Character – one whose personality, attitudes, and beliefs remain fixed, no matter what kinds of
situations he encounters
Setting in one- act play

Setting is an environment or surrounding in which an event or story takes place. It may provide
particular information about placement and timing.
Two types of Setting
Backdrop setting emerges when it is not important for a story, and it could happen in any setting. For
instance, A. A. Milne’s story Winnie-the-Pooh could take place in any type of setting.
Integral Setting is when the place and time influences the theme, character, and action of a story. This
type of setting controls the characters. By confining a certain character to a particular setting, the writer
defines the character. Beatrix Potter’s short story The Tail of Peter Rabbit is an example of integral
setting, in which the behavior of Peter becomes an integral part of the setting. Another good example
of this type of setting can be seen in E. B. White’s
novel Charlotte’s Web.
Plot in one- act play

The plot is the logical arrangement of events in a story or play. The plot is an organized, logical
series of events having a beginning, middle, and end.
Kinds of Plot
Linear plot begins at a certain point, moves through a series of events to a climax and then ends up at
another point. The primary advantage of using a linear plot is that the reader knows, or at least has an
idea, of where the plot goes next, and the reader is guaranteed to get a beginning and ending.
a) Introduction - The beginning of the story where the characters and the setting is revealed.
b) Rising Action - This is where the events in the story become complicated and the conflict in the
story is revealed (events between the introduction and climax).
c) Climax - This is the highest point of interest and the turning point of the story. The reader
wonders what will happen next; will the conflict be resolved or not?
d) Falling action - The events and complications begin to resolve themselves. The reader knows
what has happened next and if the conflict was resolved or not (events between climax and
denouement).
e) Denouement - This is the final outcome or untangling of events in the story.
Modular Plot is a story that does not follow a linear narrative. That is, it doesn’t move in a
chronological order, instead jumping around within the story or between different stories. Sometimes,
the different sections don’t even feature the same characters or world. Instead, they are united by
thematic meaning.
Episodic Plot is made up of a series of chapters or stories linked together by the same character,
place, or theme but held apart by their individual plot, purpose, and subtext.
ACTIVITY 1: Story Time

Read the short story with understanding. Use the table below to determine the parts of the plot in each
story and write your answers on your answer sheet.
Plot Stone Soup

Exposition
Rising Action
Climax
Falling Action
Denouement
Stone Soup
© Written by Leanne Guenther, based on the Portuguese fable
A kindly, old stranger was walking through the land when he came upon a village. As he entered,
the villagers moved towards their homes locking doors and windows.
The stranger smiled and asked, why are you all so frightened. I am a simple traveler, looking for a
soft place to stay for the night and a warm place for a meal.
"There's not a bite to eat in the whole province," he was told. "We are weak and our children are
starving. Better keep moving on."
"Oh, I have everything I need," he said. "In fact, I was thinking of making some stone soup to share
with all of you." He pulled an iron cauldron from his cloak, filled it with water, and began to build a fire
under it.
Then, with great ceremony, he drew an ordinary-looking stone from a silken bag and dropped it into
the water.
By now, hearing the rumor of food, most of the villagers had come out of their homes or watched
from their windows. As the stranger sniffed the "broth" and licked his lips in anticipation, hunger began
to overcome their fear.
"Ahh," the stranger said to himself rather loudly, "I do like a tasty stone soup. Of course, stone
soup with cabbage -- that's hard to beat."
Soon a villager approached hesitantly, holding a small cabbage he'd retrieved from its hiding
place, and added it to the pot.
"Wonderful!!" cried the stranger. "You know, I once had stone soup with cabbage and a bit of salt
beef as well, and it was fit for a king."
The village butcher managed to find some salt beef . . . And so it went, through potatoes, onions,
carrots, mushrooms, and so on, until there was indeed a delicious meal for everyone in the village to
share.
The villager elder offered the stranger a great deal of money for the magic stone, but he refused to
sell it and traveled on the next day.
As he left, the stranger came upon a group of village children standing near the road. He gave the
silken bag containing the stone to the youngest child, whispering to a group, "It was not the stone, but
the villagers that had performed the magic."
(https://www.dltk-teach.com/fables/stonesoup/mtale.htm)
ACTIVITY 2: Writing Preparation

Based on what you learned from the lesson, make a plan of your very own one-act play by writing an
outline with the following elements.
I. Characters (Consider the kinds of characters)

II. Setting (Consider the elements of setting)
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in the story
VII. Stage
One-Act Play Outline Rubrics

1 Point 2 Points 3 Points
Completion Left several items Left a few items blank. Complete every item.
blank.
Description Little or no description Some description Provided description
used. used. for every area.
Reflection
_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answer Key
Activity 1
Answers may vary.
Activity 2
Answers may vary.

Name of Writer
Reviewed by:
_____________________________


Approved by:

Key Stage IV

Content Standards
Performance
Standards

Enabling/
requisites (LMs)
number
(MELCs)
Explore
different
21st
staging Staging
modalities vis-
Century
Modalities
 https://drive.google.com/file/d/
Literature 1HIjal3gx6URYgHPhdbSmHq
à-vis
envisioning 7Ojlo6Y8cY/view
the script

CREATIVE WRITING
Name of Learner
Date
Staging Modalities

 Explore different staging modalities vis-à-vis envisioning the script
What is Staging?
Staging refers to the performance of a drama or play in a stage. The stage is the area where the
actors perform, and it is usually a raised platform. It is essential to understand how to explore different
staging modalities vis-a vis envisioning the script because these give great impact to the performance.
Thus, the mode of the stage must be fit to the script or kind of drama or play.
Staging is the position of the acting area in relation to the audience. The Acting area is the part of
the available space occupied by the set and used by the actors when acting.
Types of Staging Modalities
A proscenium is the stage of the nineteenth and twentieth centuries. It is also known as picture
frame stage since the audience sits in rows facing the stage and they could watch the play as it would
regard a large moving picture in a frame just like in cinemas. This is considered as the traditional.
It is a type of staging wherein a curtain underlines the division of the actors and the audience. In this
type of modality, the stage is illuminated during the performance while the audience remained dark.
It can be said that it’s a “window” that frames the play taking place on the stage. This type of
stage, gives everyone in the audience a good view because the performers need only focus on one
direction rather than continually moving around the stage to give a good view from all sides.
A traverse stage is a form of theatrical in which the audience is predominantly on two sides of
the stage, facing towards each other. The stage is also commonly known as an 'alley' or 'corridor
stage'.
It is a type of staging modality wherein the audience are sitting on the sides of the stage, facing
each other just like in a fashion catwalk. This type is appropriate for confrontation scenes but needs
dynamic fast-paced
entrances.
A thrust theatre stage is known by its arrangement which consists of being surrounded by
audience on three sides. The Fourth side serves as the background.
Often the playing area is of square or rectangular shape, usually raised and surrounded by
raked seating.
An End stage is the same as the Thrust stage but in this case the audience is located only on
the front of the stage and doesn’t extend around it. “Backstage” is behind the background wall. There is
no real wing space to the sides, although there may be entrances there. An example of a modern end
is a music hall, where the background walls surround the playing space
on three sides. Like a thrust stage, scenery primarily background.
An Arena stage is characterized by a central stage surrounded by audience on all sides. The
stage area is also often raised to improve sightlines.
Flexible theatre also called as a “Black Box” theatre, these are often big empty boxes painted
black inside. Stage and seating not fixed. Instead, each can be altered to suit the needs of the play or
the whim of the director.
ACTIVITY 1: Pair Them

Match the terms in column A with their definitions in column B. Write the letter of the answer on the
blank before each number.
A B
_____1. Proscenium Stage A. a stage that can take many shapes and forms
_____2. Arena Stage B. the most common and traditional type of stage
_____3. Thrust Stage C. the corridor stage
_____4. Flexible Stage D. surrounded by audience on all sides
_____5. Traverse Stage E. normally rectangular in shape surrounded by audience in 3
sides
ACTIVITY 2: Be a Set Director

Think of a part of your school or neighborhood which could be used as flexible stage for a one-act play.
Create an illustration of your flexible stage with the settings of your planned one-act play. Do this on
your answer sheet.

One-Act Play Stage Illustration Rubrics
1 Point 2 Points 4 Points 5 Points
The scene/setting Very little effort Student put some Student put a lot Student drew a
made in drawing. effort in the of effort in their very detailed
The scene does drawing. It is a drawing. The scene from the
not reflect the clear scene from drawing reflects story. The scene
story at all. the story, but is clearly a scene is creative and
Picture is messy not colored. from the story. attractive. The
and sloppy. The scene is scene is colored
Picture not colored nicely. very nicely.
colored. Evidence of
imagination and
effort clear.
Reflection
_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answer Key
Activity 1
1. B
2. D
3. E
4. A
5. C
Activity 2
Answers may vary.

Name of Writer
Reviewed by:
_____________________________


Approved by:

Key Stage IV

Content Standards
Performance
Standards

Enabling/
requisites (LMs)
number
(MELCs)
Write at least
one scene for
one-act play
21st Writing a
applying the
Century one-act
various
Literature play
 https://www.youtube.com/wa
elements, tch?v=VVUNTc7ck3o
techniques,
and literary
devices


CREATIVE WRITING
Name of Learner
Date
Writing a One-Act Play

 Write at least one scene for one-act play applying the various elements, techniques, and
literary devices
Considerations in writing a one-act play

The following steps in writing a one-act play is published at penandthepad.com by (Contributor 2018):
1. Choose a subject to cover in a brief one act play. A short story works best. Remember to give the
one act play the necessary plot, action and characters to make it a complete story. Research other one
act plays (http://www.one-act-plays.com/) to get ideas and inspiration for yours.
2. Develop the action first, then compose the dialog before you decide anything else. Keep the plot
simple for a one act play and it should move consistently throughout the play.
3. Develop the characters. Write out a character sketch beforehand to help you flesh out your
characters and bring them to life. Give your characters a motive in life (or lack thereof) and up the
stakes by making them face a problem. This is central to any story.
4. Generate the setting. The setting for a one act play will be one scene, but you have to still develop
the scene so the audience sees everything about the story line. Include as many of the five senses as
you can. Lighting helps the setting. Make sure you write in notes about how the lighting should look.
5. Add in the stage directions after you write the action. Write notes about how each character should
respond and what props you'll need. For example, if the characters should be facing another direction
and talking to another character, note it in the script.
6. Find performers that fit each part.
7. Make copies of the play for each cast member. Save the document in case you need extra copies.
Give copies of the one act play to each member of the stage and prop handling too.
8. Practice the play. Ask for feedback from all the people involved in the play.
ACTIVITY 1: Story Time

Read and analyze the one-act play. Fill in the bale below with the appropriate information about the
one-act play. Write your answers on your answer sheet.
Characters
Type of Setting
Type of Plot
Literary Devices Used
Type of Staging
Modality
Friends and Family

A One-Act Play by Pearson R. Kunz
Cast of Characters
2F & 2M
ANNA: A female high school junior. Charlie’s older sister.
CHARLIE: A male high school freshman. Anna’s younger brother.
DEVIN: A female high school senior. Mel’s older sister.
MEL: A male high school freshman. Devin’s younger brother
Scene: In the family room of Anna and Charlie’s family home.
Time: The present.
SYNOPSIS:
Siblings Devin and Mel are forced to spend every other Friday afternoon following school with siblings
Charlie and Anna while waiting for their mom to pick them up. The sets of siblings start as strangers
but grow closer over the course of five different times together. They learn about themselves and each
other while exploring the differences and similarities between friends and family.
PRODUCTION HISTORY:
Performed on May 20th, 2015 at Westview High School in Portland, OR.
COSTUMING:
In general, all characters need to wear something clearly different for every new scene because two
weeks have elapsed between each of the scenes. However, due to time constraints, it is best if this
change is small and easy;
for example: loose shirts that can be quickly thrown on and off backstage while a generic pair of pants
stays the same. Devin, the character who cares the least about clothing, could get away will wearing
repeat outfits of a dark
color scheme. Similarly, Mel could wear variations of the same t-shirt or button-up to make his costume
changes simpler. Anna and Charlie should have slightly more variation as they are more concerned
with appearances than the other two characters.
PROPS:
4 Backpacks
1 Bowl of Skittles
1 Monopoly Set
8 Cans of Coke or other soda*
3 Cell-phones
1 Throw pillow
3 TV Remotes
1 Jacket
*Some cans can be empty and open for repeated use throughout the show. They only need to be
opened on stage if indicated.
SET DESIGN:
The set can be as complex or simple as desired. The only necessities are a couch (with a couple of
throw pillows), an armchair, a coffee table and something to hang coats on. The doors can theoretically
“exist” just offstage and out of sight from the playing space.
LIGHTING:
All the that is necessary for light is a full coverage of the stage. It works best if the light transitions
between scenes are abrupt. Lights up at the beginning of each scene will be cued by the actor “turning
on the lights” by the front door. Ideally, the light would be softer and more homey. Also, if
desired, a side-lamp can be on the set and turned on for the duration of the play to give more of a
home feeling.
SOUND & MUSIC:

1 Latin Pop Song
1 Doorbell Sound
1 Relevant Pop Song.
SCENE 1
SETTING:
Modern day. Mid-afternoon. The family and entry room of the Warren’s house.
A front door sits in the stage-right wall of the space. There is a small mat in front of the door and a coat
rack to the left with a short shelf for storing shoes beside that. A staircase upstage-left goes up to Anna
and Charlie’s bedrooms. A door downstage-left leads to the kitchen. Posed family photos line all the
walls. Small, well-maintained, potted plants are placed on various surfaces throughout the room. The
home was clearly designed to look cozy but the intention only executes itself superficially.
A large, sofa sits in the center of the room with an armchair to the stageleft side. The armchair is
angled toward a theoretical TV “located” downstageright in front of the sofa and armchair. There is a
coffee table with magazines in front of the sofa and two end tables on either side.
AT RISE: The house is empty and quiet for a brief moment – lights off except for possibly a side lamp
left on in the family’s daily absence. Both of the Warren parents are away at their work and the kids
have been at school. The sound of a young man’s voice – CHARLIE – telling a story can be heard from
behind the front door with some distance between the noise and the house.
ANNA, silent, enters through the front door and turns on the room’s lights. She takes off her shoes and
puts her backpack onto the couch. CHARLIE enters followed by DEVIN and MEL, both of whom are
seeing this house for the first time.
CHARLIE (taking off his shoes and backpack while finishing a story): … so I told the teacher: “You
asked me to build a bridge - you didn’t tell me it had to
work.” He was pissed! To be honest, I really just taped a couple of Popsicle sticks into trapezoid, which
sort of looked like a bridge if you squinted. I mean, I’m not going to grow up to be some bridge
engineer – that’s for sure. So who really cares, right? Mr. Thatcher didn’t agree with me at all. (He
chuckles at himself.)
(DEVIN and MEL stand in the entryway and look around awkwardly – not knowing what they should
do.)
ANNA (sarcastic; to CHARLIE): Hilarious, Charlie. (politely; to DEVIN and MEL:) Come on in you guys.
Take your shoes off. Make yourselves at home. (trying to seem cool; in Spanish:) Nos casa es su casa.
MEL (to himself; correcting ANNA): Nuestro casa es su casa
DEVIN: -God, Mel, don’t.

MEL: What?
DEVIN: You’re always correcting people.
MEL: No I’m ANNA (trying to diffuse the situation): Oh it’s ok. I never really liked Spanish. I was terrible.
Still am. Finished the required two years and never thought about it again… Are you in Spanish, Mel?
MEL: Yeah. Same class as Charlie.

CHARLIE: Oh, yeah, you sit in the back corner right?
MEL: Yeah.
DEVIN: Typical Mel.
CHARLIE: You corrected the teacher yesterday in class. That was awesome! Are you fluent or
something?
MEL: My mom spoke it to me and Devin when we were little kids.
CHARLIE: That’s so cool.

ANNA (trying to make conversation): So you’re fluent too, Devin?
DEVIN: No, I haven’t spoken Spanish since I started middle school, which seems like forever ago, so…
ANNA: Oh. Ok. (A long awkward moment of silence. They all stand in the entryway. No one knows
what to say.)
CHARLIE (joking): Someone cue the crickets…

ANNA: Do either of you want a snack? I think my mom said she put some Skittles in a bowl on the
kitchen counter. I’ll get them. One second. (exits to the kitchen)
CHARLIE (to MEL and DEVIN): You can put your backpacks down and take a seat or something. (He
takes Anna’s backpack off of the coach and throws it across the room.) Make yourselves comfortable.
DEVIN: Thanks…
(DEVIN and MEL sit rigidly on opposite ends of the coach. DEVIN pulls out her phone and starts to text
someone.)
CHARLIE: You guys just moved here, right? From…

DEVIN: Redmond.
CHARLIE: I think our Aunt lives in Redmond. Either there or Medford. She’s that Aunt no one really
talks to; you know what I mean? (MEL forces a smile and DEVIN continues to text.) How was it?
DEVIN: What?
CHARLIE: The move.
DEVIN: Terrible.
CHARLIE: Oh, jeez. What happened?
DEVIN: We moved.
CHARLIE (after a small chuckle): I see… (Beat.) I’ve never moved before. Well, I mean, I’m always
moving – can’t sit still! But, like, I’ve never moved from Portland. (He quietly laughs to himself.)
DEVIN: You’re lucky. (Silent pause.)

CHARLIE (desperately trying to get DEVIN or MEL to talk so that things are not as unbearably
awkward): I think my mom was saying you two live pretty far away, right? You can’t take the bus home
on Fridays or something? You
have to get picked up from here for some reason?
DEVIN (puts her phone down): Our mom still lives in Redmond. We have to spend every other
weekend with her and she can’t get to Portland until five o’clock. They won’t let us hang around the
school for two hours so … sorry.
CHARLIE: Oh, no it’s no prob
DEVIN: Your mom was the one who suggested to our mom that we come here. We could’ve walked to
a Starbucks or something. But, our mom always thinks her ideas are the best ideas
CHARLIE (as though he had said the following many times before today): We love having guests here
at the Warren home. The more the merrier! (Seeing that this got DEVIN to stop her rant, CHARLIE,
takes a deep breath.)
(ANNA enters and places a bowl of Skittles on the coffee table.)
CHARLIE (quietly; to ANNA): What took you so long?

ANNA: That was not very long.
(ANNA sits between DEVIN and MEL - it is the last available seat on the couch.
More silence. CHARLIE cannot handle it.)
CHARLIE: So…your parents are…um…

DEVIN: Divorced. Yeah.
ANNA: Jeez, Charlie, be polite.
CHARLIE: I was just asking.
(CHARLIE takes a handful of Skittles and eats them.)
ANNA: Sorry that my brother’s such a pest, Devin.
DEVIN: Don’t worry, so is mine.
ANNA (jokingly): I promise, I’m nicer.
DEVIN: I can already tell.
(ANNA smiles.)
ANNA (figuring out something to say): Are you texting your friends from back home?
DEVIN: It’s my boyfriend. Our two-year anniversary is next week and I’m going to be here.
ANNA: Oh, that sucks. But, uh, congratulations, I guess.
DEVIN: Yeah, thanks.
CHARLIE: Wait, you have a boyfriend? I thought you were les- (ANNA shoots a look at CHARLIE.)
DEVIN: What?
CHARLIE (thinks quickly): Single…
ANNA (changing the topic): I just broke up with my boyfriend. But we were only together for a couple
months, so…
CHARLIE: Thanks for sharing, Anna… (Yet another awkward pause.)
ANNA: Oh, I just remembered! I have to finish the first season of House of Cards today… Do either of
you watch that?
DEVIN: I only watch old movies, usually.
ANNA: Oh, I love old movies!
CHARLIE (to ANNA): No you don’t.

ANNA (gives CHARLIE a look; to DEVIN): There’s just something about a movie when it’s in black and
white. Almost like going back in time. You know what I mean?
DEVIN: What’s your favorite movie?
ANNA: Oh, I don’t know exactly. I haven’t been able to watch much lately since I’ve been so busy
researching colleges and stuff. But I feel like I can’t have a
conversation with someone these days without knowing what happened in House of Cards, so I watch
it. I don’t even really like the show! (She laughs at herself uncomfortably.)
DEVIN: I’ve never seen it.
CHARLIE: Orange is the New Black is way better in my professional opinion.
MEL: I like that show.

CHARLIE: He speaks!
MEL: How far are you?
CHARLIE: Just half way through the first season!
MEL: Get ready.
CHARLIE: What? What’s going to happen? Don’t tell me. Is it bad?
MEL: You’ll see…
CHARLIE: Ahh! … Well, I know what I’m doing right after you guys leave.
ANNA: Be polite, Charlie!

CHARLIE: Sorry, Jeez.
ANNA: Does anyone want to play a board game or something? We have Monopoly or Life, I think.
CHARLIE: What are we, little kids?

DEVIN: I am one hell of a monolopier.
ANNA (gives CHARLIE a look): Great! Monopoly it is. I’m going to be honest, though: I don’t remember
how to play. Can I get some help from the master monopolier, Devin?
DEVIN: Yeah! Just as long as you don’t beat me.

ANNA: Don’t think you have to worry about that. (She laughs at herself and quickly gets up from her
seat.) The games in the closet down the hall. I’ll run and grab it for us. Be back in a second. (She exits
through entrance to the
kitchen.)
CHARLIE: Well, if this is going to get serious I want to establish right now that I call playing as the hat.
Otherwise, you can count me out.
MEL: I usually pick the hat too.

CHARLIE (being overly-dramatic in an effort to lighten the mood): I knew we had more in common than
meets the eye. But don’t think that cute little attempt at winning my sympathy will cause me to give up
my prized piece.
The hat or death!
MEL: You can have it. I’ll just use the boat.
CHARLIE: And for you, Devin?
DEVIN (not amused): What ever piece is left over, I guess.
CHARLIE (yelling through the house): FIND IT YET, ANNA? (to himself:) Jeez.
(BLACKOUT)
ACTIVITY 2: Playwright for a Day

Using the outline you made in the previous lesson, write at least one scene for a own one-act play.
Do this on your answer sheet.

One-Act Play Script Rubrics
https://www.cteonline.org/cabinet/file/daefc4ff-c47f-455d-ba7e-
1735e8b27e74/Script_Writing_Rubric.pdf
Reflection
_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
https://drive.google.com/drive/folders/1pQ0DAXFx255YcCvRKLLZ10q9pr5dOr8K?
fbclid=IwAR1ZUfTVepDMzbBdCzEkzZuxE7MPaJttfWWa-Wf8WFRD_kzHGwgFnbIlH2I
Answer Key
Activity 1
Answers may vary.
Activity 2
Answers may vary.

Name of Writer

Reviewed by:
_____________________________


Approved by:

Key Stage IV
The learners have an understanding of the different orientations of creative

Content Standards
writing.
Performance Produce a craft essay on the personal creative process deploying a
Standards consciously selected orientation of creative writing.

Enabling/
requisites (LMs)
number
(MELCs)
Write a craft
essay  https://drive.google.com/dri
demonstrating ve/folders/1H8YzpBE4kScV5
awareness of
DCG-_dr8YRSyRpm2iqD?
and sensitivity Creative
to the different 21st fbclid=IwAR2ar_L4VVbs1ItaZ
Literary
literary and/or Century gU8GYI8vVcK4w-
Work
socio-political Literature k5MHC_0dc1zExppnFSdxVO
(Essay)
contexts of XjwRkM
creative writing
 https://www.youtube.com/
watch?v=qhpRq1af2n0

CREATIVE WRITING
Name of Learner
Date
Creative Literary Works (Essay)

 Write a craft essay demonstrating awareness of and sensitivity to the different literary and/or
socio-political contexts of creative writing
Creative Literary Works

A literary work can be defined as a branch of literature dealing with words as raw material to
create a picture, an idea or a story in a meaningful pattern. Yet words, being the backbone of the
pattern, are not really of great importance if they aren't carefully manipulated into good syntactically
structured sentences so as to convey the target idea in an artistic way. By this it is meant that the work
is valued as work of art with a literary style which is, of course, different from that we use in colloquy.
The literary work, as a work of art, can be a drama, a fiction, essays, biography or journalism
and so on. Sometimes the author deals with an imaginary world such as in drama, novels and poetry.
Essay
An essay is a "short formal piece of writing dealing with a single subject". It is normally
composed to attempt to convince the readers utilizing chosen research proof. By and large, a
scholastic paper has three sections:
An introduction that gives the reader an overview of the ideas that the author would like to
include in the text.
A body, or middle section, that provides evidence used to strengthen the claims and
encourage the readers to accept the writer's point of view
A conclusion that provides the summary of the content and findings of the essay
The following are the four main categories of essays:
The Expository Essay

The expository essay is a genre of essay that requires the understudy to research a thought,
assess proof, clarify the thought, and put forward a contention worried that thought in a reasonable and
brief way.
The purpose of an expository essay is to describe or explain a specific topic. It:

• Uses factual information
• Is written from the third-person point of view
• Does not require a strong, formal argument
The five-paragraph Essay

Usually, in writing an essay, a common writing procedure of expository essay is the five-
paragraph approach. The essay which sounds straightforward, that is because of factual presentation
of the claims and ideas. The method consists of:
• an introductory paragraph
• three evidentiary body paragraphs
• a conclusion
Descriptive Essay
The descriptive essay is a type of essay that lets the writer to describe the chosen topic or
subject like object, person, place, experience, emotion, situation, etc.
Narrative Essay
This essay most of the time deals with an essay which tells a story. These essays are often
anecdotal, experiential, and personal which allow the writer to express themselves in a creative and,
quite often, moving ways.
Argumentative Essay
The argumentative essay is a genre of writing that requires the writer to present ideas which
aims to investigate a topic, collect, generate, and evaluate evidences, and presents a stand on the
topic in a concise manner.
The structure of the argumentative essay is held together by the following.

• First Paragraph must present a clear, concise, and defined thesis statement.
• Paragraphs and parts of the essay must have clear and logical transitions.
• Body paragraphs must have evidences to support the claims.
• Conclusion lets the readers decide at the end of your article.
Here is an example of an outline that will help you to write your essay. Outlining helps you to
be organized and systematic in writing your essay. It will also help you to attain congruency and
coherence of your text.
Using the Standard Essay Outline

1) Thesis Statement
A. Supporting Argument/Idea #1
B. Supporting Argument/Idea #2
C. Supporting Argument/Idea #3
D. Conclusion/Transitional Device
2) Topic Sentence for Supporting Idea #1
A.
B.
C.
A.
B.
C.
A.
B.
C.
5) Conclusion/Restatement of Thesis
A.
B.
C.
D. Strong Concluding Sentence
ACTIVITY 1: Be a Literary Analyst

Read the essay below. Using the template, supply the essential information. Do this on your answer
sheet.
Cyberbullying is the act of bullying in the form of digital media or devices. It is a modern term
for bullying, which emerged with the rise of the internet and mobile devices. Cyberbullying takes place
on digital devices like cell phones, computers, and tablets. It can take the form of texts through SMSes,
online chat forums, social networking sites and gaming forums. Acts such as posting, sending or
sharing negative content that is harmful, mean or obscene, defines cyberbullying. Cyberbullying can
also take the form of some illegal physical activities and unlawful behavior. The internet is the place
where cyberbullying is most common. Social media sites like Facebook, Snapchat, and Instagram, to
name a few are the most common sites for cyberbullying.
Victims of cyberbullying are most commonly from the age group of 12 to 18. Teenagers get
attracted to the online glamour and the attention that they get from strangers. The virtual fandom is
what they seek, and they tend to do things for gaining followers on social sites such as Facebook and
Instagram. But older victims can get caught in it too. School students are easy to target, and if they
have a bully within they school then, it becomes more difficult to escape the bullying.
Cyberbullying can result in increased distress for the victims along with increased anger and
frustration. They will vent this out on various occasions, and it might force them to get addicted to the
virtual world where they can have several identities to hide their real one. The victims will automatically
have lower self-esteem since that is the sole purpose of bullying. Prolonged bullying will lead to severe
withdrawal from their family and friends. They will begin favoring isolation most of the time and
indulging in harmful activities like drugs and alcohol.
The primary step is to prevent the kids from coming in contact with these harmful and dangerous
predators that are always prowling about for a victim. Try to keep the computer in a common area and
stay updated with all the latest websites and trends on the internet. Teach them about the internet and
how to use it responsibly and safely.
Communication is an essential step in getting to know about their situation. Talking to the child
will help in building trust, and they will be more comfortable in sharing their troubles with the parents.
Once they share what is happening, try not to overreact and blame them for the incident.
Cyberbullying is a serious issue, and it can be truly horrific to go through such a difficult period.
Staying strong and fighting back is the only option against these bullies. It’s possible to get over it and
live your life again. Seeing a counselor can help the victims handle the incident in a better and a safe
way. Life does not get over if you are a victim of cyberbullying and it is possible to fight back.
(https://pteacademicexam.com/cyberbullying-essay-effects-prevention/)
1. Topic: _______________________________
2. Point of View: _______________________________
3. Target Audience: _______________________________
4. Thesis Statement: _______________________________
A. Supporting Argument/Idea #1 _______________________________
B. Supporting Argument/Idea #2 _______________________________
C. Supporting Argument/Idea #3 _______________________________
5. Conclusion: _______________________________
ACTIVITY 2: Time to Write

You notice that most posts the youth share on social media are about foreign and local artists, memes,
viral videos, and the likes. Many of them are not sensible nor helpful. As a contributor to an online
newspaper, inform the young netizens about more relevant issues the country is experiencing. Discuss
how they positively and negatively affect the nation and its people in these struggling times. Choose
from the topics given below. Do this activity using a sheet of paper.
A. Mandatory Covid-19 vaccination to all citizens

B. Implementation of Anti-Terrorism law
C. Allowing minors aged 10 to 14 to go out of their homes in areas under modified general
community quarantine or MGCQ

Essay Writing Rubrics
Criteria Percentage
Coherent and informative ideas 50%
Correct use of grammar and punctuation 30%
Connect ideas using transition words 20%
Total of 100%
Reflection
_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Answer Key
Activity 1
Answers may vary.
Activity 2
Answers may vary.

Name of Writer
Reviewed by:
_____________________________


Approved by:

Key Stage ___4____
The learners have an understanding of the different orientations of creative

Content Standards
writing.
The learners may choose from any of the following:
1. Design a group blog for poetry and fiction
Performance
Standards
2. Produce a suite of poems, a full/completed short story, or a script for a one-
act play, with the option of staging
3. Create hypertext literature

Learning Pre- Learner’s LM
Content
Competencies requisites Materials page Videos/ Visuals/ Audio Materials
(MELCs) (LMs) number
https://www.canva.com/
Create an online https://piktochart.com
portfolio the Create https://prezi.com/
outputs 21st Creative https://www.powtoon.com/
an
produced: Century Writing-
Online Pages
poetry, fiction, Literature Module https://drive.google.com/drive/folders/1H8Yz
Portfolio 7-9
script, etc. 18 pBE4kSc-_dr8YRSyRpm2iqD?
applying ICT fbclid=IwAR2I4NCVoJpp1jlKTVgDyJgvuiybk
skills/any pq-TOdqPmmNrtJnmQiZxER-zhCqAx4
appropriate
multimedia
forms
Prepared by:
Anne Cris H. Azor
Teacher – Writer
Reviewed by:
Laila R. Maloles
Education Program
Supervisor

CREATIVE WRITING
Name of Learner
Date
Creating an Online Portfolio for the Outputs Produced: Poetry, Fiction, Script, Etc., Applying Ict

 Create an online portfolio the outputs produced: poetry, fiction, script, etc. applying ICT
skills/any appropriate multimedia forms
A student portfolio is a compilation of academic work and other forms of educational

evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and
academic achievement; (2) determining whether students have met learning standards or other
academic requirements for courses, grade-level promotion, and graduation; (3) helping students
reflect on their academic goals and progress as learners; and (4) creating a lasting archive of
academic work products, accomplishments, and other documentation.
Portfolios can be a physical collection of student work or it may also be digital archives,
presentations, blogs, or websites that feature the same materials as physical portfolios, but it may
also include content such as student-created videos, multimedia presentations, spreadsheets,
websites, photographs, or other digital artifacts of learning. Online portfolios are often called
digital portfolios or e-portfolios, among other terms.
Some of the platforms that can be used in creating portfolios are canva, prezi, Piktochart,
powtoon and powerpoint.
How to make a PORTFOLIO?

The following are platforms where you can make your portfolio.
1. Canva is a graphic design platform that allows users to create social media graphics,
presentations, posters, documents, and other visual content. Users can choose from many
professionally designed templates and edit the designs and upload their own photos through
a drag and drop interface. (https://www.canva.com)
2. Piktochart is an online tool for creating infographics, presentation slides, reports, flyers,
posters, and more, for both print and online audiences. Combining charts, graphs, text, and
built-in graphics, teachers, and students can easily assemble and present information using
the drag and-drop interface. (https://piktochart.com)
3. Prezi is a presentation tool that can be used as an alternative to traditional slide making
programs such as PowerPoint. Instead of slides, Prezi makes use of one large canvas that
allows you to pan and zoom to various parts of the canvas and emphasize the ideas
presented there. Prezi supports the use of text, images, and videos and also provides a
collection of templates to choose from to help new users get accustomed to the interface.
(https://prezi.com)
4. PowerPoint is a computer program that allows you to create and show slides to support a
presentation. You can combine text, graphics, and multi-media content to create professional
presentations. As a presentation tool PowerPoint can be used to:

 organize and structure your presentation.
 create a professional and consistent format.
 provide an illustrative backdrop for the content of your presentation.
 animate your slides to give them greater visual impact.
5. Powtoon is a web-based animation software that allows users to create animated

presentations by manipulating pre-created objects, imported images, provided music, and
user-created voiceovers. (https://www.powtoon.com)
ACTIVITY 1: Name the logo
Directions: Look at the following logos below. Identify the name of each logo by choosing the
answers from the pool of names. Do this on your answer sheet.
1. 2. 3. 4. 5.
A. Powtoon C. Weebly E. Canva

B. Piktochart D. Prezi F. Powerpoint
ACTIVITY 2: Creating Time!
A. Write a three-stanza poem in free-verse about your experience in using modules. Post it on
your social media account with hashtags.
B. Using Canva, make a slogan about self-discipline in times of pandemic.
Use the rubric below to guide you in doing the activity:
Criteria Percentage
Creativity in designs 40%
Skills in ICT 30%
The originality of work 20%
Total 100%
Reflection
At the end of this lesson, I learned that Online Portfolio ___________________________.

I also learned that _________________________________________________________________.
Answer Key
Activity 1
1. B
2. D
3. E
4. A
5. F
Prepared by: ANNE CRIS H. AZOR

Name of Writer
Reviewed by:
_____________________________
DONNY ARIS C. MALVAR ALBERT T. SAUL


Education Program Supervisor (Subject) Education Program Supervisor (LRMS)
Approved by:


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LEARNER’S PACKET TEMPLATE

The learners have an understanding of drama as a genre and are able

Most Essential Learner’s Packets

Prepared by: Reviewed by:

GLEN WELLE ANNE. A. SUAREZ _______________________________

SAMPLE LEARNER’S ACTIVITY SHEET (LAS)

Elements, Techniques and Literary Devices in Drama

Learning Competency with code

Learning Context (Brief discussion of the lesson, cite examples)

Different Types of Literary Drama

Literary Devices in Drama

Scoring Rubric (If necessary)

References for learners

Prepared by: GLEN WELLE ANNE A. SUAREZ

For Quality Assurance

GLENN A. TOLEDO ALBERT T. SAUL

LAILA R. MALOLES HENRY P. CONTEMPLACION

LEARNER’S PACKET TEMPLATE

The learners have an understanding of drama as a genre and are able

Most Essential Learner’s Packets

Prepared by: Reviewed by:

GLEN WELLE ANNE. A. SUAREZ _______________________________

SAMPLE LEARNER’S ACTIVITY SHEET (LAS)

Intertextuality as a Technique of Drama

Learning Competency with code

Difference Between Intertextuality and Allusion

How does Intertextuality work?

ACTIVITY 1: Compare and Contrast

Using Venn diagram, compare and contrast Intertextuality and Allusion.

ACTIVITY 2: Critiquing Time

Scoring Rubric (If necessary)

I realized that I should

References for learners

Prepared by: GLEN WELLE ANNE A. SUAREZ

For Quality Assurance

GLENN A. TOLEDO ALBERT T. SAUL

LAILA R. MALOLES HENRY P. CONTEMPLACION

LEARNER’S PACKET TEMPLATE

The learners have an understanding of drama as a genre and are able

Most Essential Learner’s Packets

Prepared by: Reviewed by:

GLEN WELLE ANNE. A. SUAREZ _______________________________

SAMPLE LEARNER’S ACTIVITY SHEET (LAS)

Characters, Setting and Plot in one Act Play

Learning Competency with code

Character/Setting/Plot for a One-Act Play

Nature of a one-act play

Characters in one- act play

Setting in one- act play

Two types of Setting

Plot in one- act play

ACTIVITY 1: Story Time

Plot Stone Soup

ACTIVITY 2: Writing Preparation

I. Characters (Consider the kinds of characters)

Scoring Rubric (If necessary)

One-Act Play Outline Rubrics

References for learners

Prepared by: GLEN WELLE ANNE A. SUAREZ

For Quality Assurance

GLENN A. TOLEDO ALBERT T. SAUL

LAILA R. MALOLES HENRY P. CONTEMPLACION

LEARNER’S PACKET TEMPLATE