Senior High School

Creative Writing
Quarter 2 – Module 1
Various Elements, Techniques and Literary
Devices in Drama

1
 COPYRIGHT 2021

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ii
 Senior High School

Creative Writing
Quarter 2 – Module 1
Various Elements, Techniques and Literary
Devices in Drama

ii
Introductory Message
For the facilitator:
Welcome to the Creative Writing Module on Various Elements, Techniques and
Literary Devices in Drama.

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 Creative Writing Module on Various Elements, Techniques and
Literary Devices in Drama.
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.

3
CONTENT STANDARD
The learners have an understanding of drama as a genre and are
able to analyze its elements and techniques.

PERFORMANCE STANDARD
The learners are able to compose at least one scene for a one-act
play that can be staged.

LEARNING COMPETENCY
The learners are able to identify the various elements, techniques,
and literary devices in drama.

LEARNING OBJECTIVES
At the end of this learning module the learner should be able to:
1. Identify the various elements, techniques and literary devices in
drama.
2. Understand the various elements, techniques and literary devices in
drama.
3. Apply the techniques and literary devices in writing a drama.

1
INTRODUCTION

Drama is a composition in prose form that presents a story entirely told in dialogue
and action and written with the intention of its eventual performance before an audience.
Drama can be defined as a dramatic work that actors present on stage. A story is
dramatized, which means the characters and events in the story are brought to life
through a stage performance by actors who play roles of the characters in the story and
act through its events, taking the story forward. In enacting the roles, actors portray the
character’s emotions and personalities. The story progresses through verbal and non-
verbal interactions between the characters, and the presentation is suitably supplemented
by audio and visual effects.
Through the characters involved, the story has a message to give. It forms the
central theme of the play around which the plot is built. While some consider music and
visuals as separate elements, others prefer to club them under staging which can be
regarded as an independent element of drama. Lighting, sound effects, costumes,
makeup, gestures or body language given to characters, the stage setup, and the props
used can together be considered as symbols that are elements of drama. What dictates
most other dramatic elements is the setting; that is the time period and location in which
the story takes place. This Buzzle article introduces you to the elements of drama and
their importance.

HOW TO LEARN FROM THIS MODULE

In order for you to be able to finish and grasp the lesson in this module
please be guided with the following:
1. Start your day with a positive attitude
2. Make sure to plan how to do each of the activities.
3. Read carefully the directions and texts in the activities.
4. If you have questions please your teacher for help.
5. Lastly do your best in every module you do.

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PRE – TEST

Name: Strand:__ Score:

Directions: Underline the correct answer.

1. It is an element of drama that identifies the time and place in which the events
occur.
A. Character C. Dialogue
B. Setting D. Plot

2. It is an element of drama that refers to the people in the play and thus considered
as the principal material in drama.
A. Plot C. Character
B. Theme D. Dialogue

3. _________ lays out the series of events that form the entirety of the play and
serves as a structural framework which brings the events to a cohesive form and
sense.
A. Setting C. Theme
B. Dialogue D. Plot

4. It is an element of drama that is considered as the unifying element that defines

the dramatized idea of the play.
A. Theme C. Dialogue
B. Setting D. Plot

5. It consists of the historical period, the moment , day and season in which the
incidents take place.
A. Dialogue C. Setting
B. Plot D. Character

6. A chronological sequence of events arrangement where actions continuously take

place as an end result of the previous action.
A. Plot C. Episodic Plot
B. Natural plot D. None of the above

7. It is based on a brutal and overpowering romantic love between Romeo

and Juliet that forces them to go to extremes, finally leading them to self-
destruction. This drama is an example of ____________.
A. Character C. Plot
B. Theme D. Setting

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8. The story is narrated to the audiences through the interaction between
the play’s characters, which is in the form of dialogs.
A. Character C. Plot
B. Dialogue D. Setting

9. An aspect of character which identifies peripheral facts such as age, sexual

category, size, race and color.
A. Physical C. Psychological
B. Social D. Moral

10. An aspect of character which embraces all aspects that can be gleaned from the
character’s world or environment as exemplified by the economic status ,
occupation or trade.
A. Physical C. Psychological
B. Social D. Moral

11. An aspect of character that discloses the inner mechanism of the mind of the
character as exemplified by his habitual responses , attitudes , longings,
purposes, likes and dislikes.
A. Physical C. Psychological
B. Social D. Moral

12. An aspect of character which discloses the decisions of the characters, either
socially acceptable or not, exposing their intentions, thus projecting what is upright
or not.
A. Physical C. Psychological
B. Social D. Moral

13. It is the point where the playwright commences his story. It reveals the identity of
story’s initial crisis.
A. Exposition C. Crisis
B. Complications D. Discovery

14. It is a point that discloses points which are previously unknown, characterized, as
something mysterious, strange, unfamiliar and thus revealed through objects,
persons, facts, values, or self-discovered.
A. Exposition C. Crisis
B. Complications D. Discovery

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 15. _________ is a framework of a plot which is considered as the final major
component of the story which brings the condition back to its stability.
A. Beginning C. ending
B. Middle D. None of the above

PRESENTATION OF THE NEW LESSON

For this module you will learn and understand the literary techniques / literary
devices. This module tackles about the literary techniques or literary devices that are used
in writing drama.

ACTIVITY
Give an example of each literary device that is used in dramatic scenery.

Allusion is a reference to a person, place, or event or to another

literary work or passage.
Example: She was the Eve of tomorrow.

Dramatic Irony occurs when a character’s words or acts carry a

larger meaning that the character does not perceive. He/she
expects the opposite of what fate holds in store, or unknowingly
says something that has a double meaning. The audience,
however, is fully aware of the character’s situation.
Example: A character may ignorantly state, “I feel something evil
in the air.” The audience will be aware that the character is soon
to be murdered.

Imagery is the picture created by the author’s use of words. They

are the playwright’s way of creating an atmosphere which is to tell
his story. Imagery is the recurrent uses of “word pictures”. It
provides an imaginative, yet vivid, specific description.
Example:
(WRONG) Your words hurt me
(CORRECT) Your words are razors to my wounded heart.

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Hyperbole is an exaggeration used to create a specific effect.
Example: She gave us a million pages to read for homework.

Metaphor is a figure of speech used to imply rather than directly

express a comparison between 2 objects.
Example: He soared and plunged through the air in a one engine
plane.

Simile a figure of speech used to directly express a comparison

between 2 objects.
Example: The spot was as small as a pea.

Paradox is when a character says something that sounds contrary

or absurd, but which holds some truth to it.
Example: “Fair is foul.”

Pathetic Fallacy is a figure of speech that describes nature or

inanimate things in a way that is sympathetic to or prophetic about
the events in the plot and/or the emotions of the character.
Example: The somber clouds darkened our mood.

Personification a figure of speech in which a quality or idea is

represented by human qualities, or nature is portrayed as having
human feelings, intelligence or emotions
Example: Cupid is the personification of love.

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ANALYSIS

Identification: Identify the following sentences by choosing the appropriate literary

devices inside the box.

Allusion Hyperbole Paradox

Dramatic Irony Metaphor Pathetic Fallacy
Imagery Simile Personification

______________1. That man is as tall as a house.

______________2. They fought like cats and dogs.
______________3. Lightning danced across the sky.
______________4. Nature abhors a vacuum.
______________5. It's so beautiful I could just die.
______________6. Don't act like a Romeo in front of her.
______________7. It was dark and dim in the forest.
______________8. My brother is the black sheep of the family.
______________9. This house is as clean as a whistle.
_____________10. My alarm clock yells at me to get out of bed every morning.
_____________11. Save money by spending it.
_____________12. I can resist anything but temptation.
_____________13. She's as skinny as a toothpick.
_____________14. The rise in poverty will unlock the Pandora’s box of crimes.
_____________15. My house is a friend who protects me.

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ABSTRACTION

What is drama?
Drama is a composition in prose form that presents a story entirely told in a
dialogue and action and written with the intention of its eventual performance before an
audience.
Drama is a composition of prose or poetry that is transformed into a performance
on stage. The story progresses through interactions between its characters and ends with
a message for the audience.
Drama can be defined as a dramatic work that actors present on stage. A story is
dramatized, which means the characters and events in the story are brought to life
through a stage performance by actors who play roles of the characters in the story and
act through its events, taking the story forward. In enacting the roles, actors portray the
character’s emotions and personalities. The story progresses through verbal and non-
verbal interactions between the characters, and the presentation is suitably supplemented
by audio and visual effects.
Through the characters involved, the story has a message to give. It forms the
central theme of the play around which the plot is built. While some consider music and
visuals as separate elements, others prefer to club them under staging which can be
regarded as an independent element of drama. Lighting, sound effects, costumes,
makeup, gestures or body language given to characters, the stage setup, and the props
used can together be considered as symbols that are elements of drama. What dictates
most other dramatic elements is the setting; that is the time period and location in which
the story takes place. This Buzzle article introduces you to the elements of drama and
their importance.
Drama has a two-fold nature: Literature and Theater

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 Elements of Drama
Characters are the people in the play and thus considered as the principal material in a
drama.

The characters that form a part of the story are interwoven with the plot of the drama.
Each character in a play has a personality of its own and a set of principles and beliefs.
Actors in the play have the responsibility of bringing the characters to life. The main
character in the play who the audience identifies with, is the protagonist. He/she
represents the theme of the play. The character that the protagonist conflicts with, is the
antagonist or villain. While some characters play an active role throughout the story,
some are only meant to take the story forward and some others appear only in certain
parts of the story and may or may not have a significant role in it. Sometimes, these
characters are of help in making the audiences focus on the play’s theme or main
characters. The way in which the characters are portrayed and developed is known as
characterization.
Character Aspects
Physical
It identifies peripheral facts such as age, sexual, category, size, race and colour. It deals
with external attributes which may be envisaged from the description of the playwright or
deduced from what the characters verbalize about his appearance.

Social
It embraces all aspects that can be gleaned from the character’s world or environment as
exemplified by the economic status, occupation or trade, creed, familial affiliation of the
characters.

Psychological
It discloses the inner mechanism of the mind of the character as exemplified by his
habitual responses, attitudes, longings, purposes, likes and dislikes. It is considered as
the most indispensable level of character categorization because routines and emotions,
thoughts, attitude and behaviour enable the readers to know the character intrinsically.

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Moral
It discloses the decisions of the characters, either socially acceptable or not, exposing
their intentions, thus projecting what is upright or not.

Setting identifies the time and place in which the events occur. It consists of the historical
period, the moment, day and season in which the incidents take place. It also includes
the sceneries in the performance which are usually found in the preliminary descriptions.
The time and place where a story is set is one of its important parts. The era or time in
which the incidents in the play take place, influence the characters in their appearance
and personalities. The time setting may affect the central theme of the play, the issues
raised (if any), the conflict, and the interactions between the characters. The historical
and social context of the play is also defined by the time and place where it is set. The
time period and the location in which the story is set, affect the play’s staging. Costumes
and makeup, the backgrounds and the furniture used, the visuals (colors and kind of
lighting), and the sound are among the important elements of a play that dictate how the
story is translated into a stage performance. The Merchant of Venice has been set in the
16th century Venice. Romeo and Juliet has been set in the era between 1300 and 1600,
perhaps the Renaissance period which is the 14th and 15th centuries.

Plot
It lays out the series of events that form the entirety of the play. It serves as a structural
framework which brings the events to a cohesive form and sense.

The order of events occurring in a play makes its plot. Essentially, the plot is the story
that the play narrates. The entertainment value of a play depends largely on the sequence
of events in the story. The connection between the events and the characters in them
form an integral part of the plot. What the characters do, how they interact, the course of
their lives as narrated by the story, and what happens to them in the end, constitutes the
plot. A struggle between two individuals, the relation between them, a struggle with self,
a dilemma, or any form of conflict of one character with himself or another character in
the play, goes into forming the story’s plot. The story unfolds through a series of incidents

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that share a cause-and-effect relationship. Generally, a story begins with 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. Then comes the consequences of the
climax and the play ends with a conclusion.

Types of Plot
Natural Plot
It is a chronological sequence of events arrangement where actions continuously take
place as an end result of the previous action.

Episodic Plot
Each episode independently comprises a setting, climax, and resolution; therefore, a full
story in itself is formed.
Framework of Plot
Beginning Middle Ending

Beginning identifies information about the place, such as geographical location, social,
cultural, political background or period when the event took place.

Exposition

Exposition is the point where the playwright commences his story. It reveals the identity
of story’s initial crisis.

Middle is composed of a series of difficulties:

Complications

Complications bring changes and alterations in the movement of the action which take
place when discovery of novel information, unexpected alteration of plan, choosing
between two courses of action or preface of new ideas are revealed.

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 Crisis

Crisis reveals the peak of anticipation in the series of incidents.

Obligatory Scene

Obligatory scene identifies the open collision between two opposing characters or forces.

Discovery

Discovery discloses points which are previously unknown, characterized as something

mysterious, strange, unfamiliar, and thus revealed through objects, persons, facts,
values, or self-discovered.

Ending is the final major component of the story which brings the condition back to its
stability. This part brings satisfaction to the audience which extends to the final curtain as
peace is completely restored.
Dialogue
The story of a play is taken forward by means of dialogs. The story is narrated to the
audiences through the interaction between the play’s characters, which is in the form of
dialogs. The contents of the dialogs and the quality of their delivery have a major role to
play in the impact that the play has on the audiences. It is through the dialogs between
characters that the story can be understood. They are important in revealing the
personalities of the characters. 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.
Monologues and soliloquies that are speeches given to oneself or to other characters
help put forward points that would have been difficult to express through dialogs. “What’s
in a name? That which we call a rose By any other name would smell as sweet” from
Romeo and Juliet in which Juliet tells Romeo of the insignificance of names or “To be, or
not to be”, a soliloquy from Hamlet are some of the greatest lines in literature.

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 Theme
Theme is considered as the unifying element that defines the dramatized idea of the
play. It is the over-all sense or implication of the action. It defines the problem,
emphasizes the ethical judgement and suggest attitude or course of action that
eliminates the crisis is an acceptable way.
Dramatic Literary Devices
Allusion is a reference to a person, place, or event or to another literary work or
passage. Serves to illustrate or clarify or enhance a subject.
Ex. She was the Eve of tomorrow.
Dramatic Irony occurs when a character’s words or acts carry a larger meaning that
the character does not perceive. He/she expects the opposite of what fate holds in
store, or unknowingly says something that has a double meaning. The audience,
however, is fully aware of the character’s situation.
ex. A character may ignorantly state, “I feel something evil in the air.” The audience will
be aware that the character is soon to be murdered.
Imagery are the pictures created by the author’s use of words. They are the
playwright’s way of creating an atmosphere is which to tell his story. Imagery is the
recurrent uses of “word pictures”. It provides an imaginative, yet vivid, specific
description.
ex. recurring images of blood, darkness, and vicious animals create an evil atmosphere
of gloom, death, despair, etc.
ex. Your words hurt me vs. Your words are razors to my wounded heart.
Imagery is created through the use of figurative language created by some of the
following devices:
Hyperbole is an exaggeration used to create a specific effect
ex. She gave us a million pages to read for homework.
Metaphor a figure of speech used to imply rather than directly express a comparison
between 2 objects.
ex. He soared and plunged through the air in a one engine plane.
Simile is a figure of speech used to directly express a comparison between 2 objects.
ex. The spot was as small as a pea.

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Paradox is when a character says something that sounds contrary or absurd, but which
holds some truth to it.
I.e. “Fair is foul.”
Pathetic Fallacy is a figure of speech that describes nature or inanimate things in a
way that is sympathetic to or prophetic about the events in the plot and/or the emotions
of the characters
Personification is a figure of speech in which a quality or idea is represented by human
qualities, or nature is portrayed as having human feelings, intelligence or emotions
ex. Cupid is the personification of love.
The cruel, crawling sea.

Exercise #1
Direction: Read the short story below entitled “The Story of an Hour” by Kate Chopin
(1894). Select all the lines that used literary devices.

"The Story of An Hour"

Kate Chopin (1894)

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to
break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed
in half concealing. Her husband's friend Richards was there, too, near her. It was he
who had been in the newspaper office when intelligence of the railroad disaster was
received, with Brently Mallard's name leading the list of "killed." He had only taken the
time to assure himself of its truth by a second telegram, and had hastened to forestall
any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed
inability to accept its significance. She wept at once, with sudden, wild abandonment, in
her sister's arms. When the storm of grief had spent itself she went away to her room
alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she
sank, pressed down by a physical exhaustion that haunted her body and seemed to
reach into her soul.

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She could see in the open square before her house the tops of trees that were all
aquiver with the new spring life. The delicious breath of rain was in the air. In the street
below a peddler was crying his wares. The notes of a distant song which some one was
singing reached her faintly, and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met
and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless,
except when a sob came up into her throat and shook her, as a child who has cried
itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a
certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away
off yonder on one of those patches of blue sky. It was not a glance of reflection, but
rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What was it?
She did not know; it was too subtle and elusive to name. But she felt it, creeping out of
the sky, reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing
that was approaching to possess her, and she was striving to beat it back with her will--
as powerless as her two white slender hands would have been. When she abandoned
herself a little whispered word escaped her slightly parted lips. She said it over and over
under hte breath: "free, free, free!" The vacant stare and the look of terror that had
followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and
the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and
exalted perception enabled her to dismiss the suggestion as trivial. She knew that she
would weep again when she saw the kind, tender hands folded in death; the face that
had never looked save with love upon her, fixed and gray and dead. But she saw
beyond that bitter moment a long procession of years to come that would belong to her
absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself.
There would be no powerful will bending hers in that blind persistence with which men
and women believe they have a right to impose a private will upon a fellow-creature. A
kind intention or a cruel intention made the act seem no less a crime as she looked
upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter! What
could love, the unsolved mystery, count for in the face of this possession of self-
assertion which she suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.

15
Josephine was kneeling before the closed door with her lips to the keyhold, imploring for
admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What
are you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life
through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and summer
days, and all sorts of days that would be her own. She breathed a quick prayer that life
might be long. It was only yesterday she had thought with a shudder that life might be
long.
She arose at length and opened the door to her sister's importunities. There was a
feverish triumph in her eyes, and she carried herself unwittingly like a goddess of
Victory. She clasped her sister's waist, and together they descended the stairs.
Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard who
entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had
been far from the scene of the accident, and did not even know there had been one. He
stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from
the view of his wife.

Exercise 1
Direction: Write inside the box all the lines in the short story that used literary
devices.

16
 Exercise 2
Direction: Identify the literary device of each line you chose from the short story.

17
APPLICATION

Direction: Craft a short drama using various literary devices. Your short drama will be
graded based on the rubric below.

(Title) _________________________________________________

18
 SHORT DRAMA GRADING RUBRIC

Category Exceptional Good Fair Poor

Setting Many vivid, Some vivid, The reader The reader
descriptive descriptive can figure has trouble
words are words are out when figuring out
used to tell used to tell and where when and
when and the audience the story where the
where the when and took place, story took
story took where the but the place.
place. story took author didn't
place. supply much
detail.
Characters The main The main The main It is hard to
characters are characters characters tell who the
named and are named are named. main
clearly and The reader characters
described. described. knows very are.
Most readers Most readers little about
could describe would have the
the characters some idea of characters.
accurately. what the
characters
looked like.
Problem/Conflict It is very easy It is fairly It is fairly It is not clear
for the reader easy for the easy for the what
to understand reader to reader to problem the
the problem understand understand main
the main the problem the problem

19
 characters the main the main characters
face and why characters characters face.
it is a problem. face and why face but it is
it is a not clear why
problem. it is a
problem.
Solution/Resolution The solution to The solution The solution No solution
the character's to the to the is attempted
problem is character's character's or it is
easy to problem is problem is a impossible to
understand, easy to little hard to understand.
and is logical. understand, understand.
There are no and is
loose ends. somewhat
logical.

Dialogue There is an There is too There is not It is not clear

appropriate much quite enough which
amount of dialogue in dialogue in character is
dialogue to this story, but this story, speaking.
bring the it is always but it is
characters to clear which always clear
life and it is character is which
always clear speaking. character is
which speaking.
character is
speaking.
Organization The story is The story is The story is Ideas and
very well pretty well a little hard scenes seem
organized. organized. to follow. to be
One idea or One idea or The

20
 scene follows scene may transitions randomly
another in a seem out of are arranged.
logical place. Clear sometimes
sequence with transitions not clear.
clear are used.
transitions.

Creativity The story The story The story There is little

contains many contains a contains a evidence of
creative few creative few creative creativity in
details and/or details and/or details the story.
descriptions descriptions and/or The author
that contribute that descriptions, does not
to the reader's contribute to but they seem to
enjoyment. the reader's distract from have used
The author enjoyment. the story. much
has really The author The author imagination.
used his/her has used has tried to
imagination his/her use his/her
imagination. imagination.
Mechanics The story The story The story The story
contains no contains few contains contains so
errors in minor errors many and/or many errors
grammar, in grammar, serious in grammar,
usage, or usage, or errors in usage, and
mechanics. mechanics. grammar, mechanics
usage, or that errors
mechanics; block
may interfere reading.
with reading.

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 Literary Devices The writer The writer The writer The writer
used lots of used few and somehow did not use
appropriate appropriate used few literary
literary literary literary devices
devices devices devices

ENRICHMENT

Direction: Fill up the empty boxes with the various elements from the crafted short drama.

Characters

Setting

Plot
Dialogue

Theme

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POST – TEST

Name: Strand: Score:

Direction: Underline the correct answer.

1. An aspect of character which embraces all aspects that can be gleaned from the
character’s world or environment as exemplified by the economic status ,
occupation or trade.
A. Physical C. Psychological
B. Social D. Moral

2. _________ lays out the series of events that form the entirety of the play and
serves as a structural framework which brings the events to a cohesive form and
sense.
A. Setting C. Theme
B. Dialogue D. Plot

3. It is an element of drama that is considered as the unifying element that defines

the dramatized idea of the play.
A. Theme C. Dialogue
B. Setting D. Plot

4. It is an element of drama that refers to the people in the play and thus considered
as the principal material in drama.
A. Plot C. Character
B. Theme D. Dialogue

5. It consists of the historical period, the moment, day and season in which the
incidents take place.
A. Dialogue C. Setting
B. Plot D. Character

6. _________ is a framework of a plot which is considered as the final major

component of the story which brings the condition back to its stability.
A. Beginning C. ending
B. Middle D. None of the above

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7. A chronological sequence of events arrangement where actions continuously take
place as an end result of the previous action.
A. Plot C. Episodic Plot
B. Natural plot D. None of the above

8. It is based on a brutal and overpowering romantic love between Romeo and Juliet
that forces them to go to extremes, finally leading them to self-destruction. This
drama is an example of ____________.
A. Character C. Plot
B. Theme D. Setting

9. The story is narrated to the audiences through the interaction between the play’s
characters, which is in the form of dialogs.
A. Character C. Plot
B. Dialogue D. Setting

10. An aspect of character which identifies peripheral facts such as age, sexual
category, size, race and color.
A. Physical C. Psychological
B. Social D. Moral

11. An aspect of character that discloses the inner mechanism of the mind of the
character as exemplified by his habitual responses, attitudes, longings, purposes,
likes and dislikes.
A. Physical C. Psychological
B. Social D. Moral

12. It is the point where the playwright commences his story. It reveals the identity of
story’s initial crisis.
A. Exposition C. Crisis
B. Complications D. Discovery

13. An aspect of character which discloses the decisions of the characters, either
socially acceptable or not, exposing their intentions, thus projecting what is upright
or not.
A. Physical C. Psychological
B. Social D. Moral

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14. It is an element of drama that identifies the time and place in which the events
occur.
A. Character C. Dialogue
B. Setting D. Plot

15. It is a point that discloses points which are previously unknown, characterized, as
something mysterious, strange, unfamiliar and thus revealed through objects,
persons, facts, values, or self-discovered.
A. Exposition C. Crisis
B. Complications D. Discovery

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ANSWER KEY
Pre-test Post-test
1. B 1. B
2. C 2. D
3. D 3. A
4. A 4. C
5. C 5. C
6. C 6. C
7. C 7. C
8. B 8. C
9. A 9. B
10. B 10. A
11. C 11. C
12. D 12. A
13. A 13. D
14. D 14. B
15. C 15. D

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REFERENCES

https://www.slideshare.net/ericsoncabrera/elements-of-drama
https://entertainism.com/elements-of-drama
https://www.filepicker.io/api/file/eUhtLPyQjOMWN7UvgaU7
https://literarydevices.net/allusion/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: surigao.delnorte@deped.gov.ph

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