CATHOLIC SCHOOLS IN IFUGAO

ENGLISH 9
THIRD QUARTER LP – A.Y. 2023-2024
TOPIC 1 LESSON 1: DIFFERENTIATING BIASES FROM PREJUDICES

LESSON 1: DIFFERENTIATING BIAS AND PREJUDICE

Bias and prejudice are commonly viewed as being closely related. They are forming opinion before being
aware of the facts of a case concerned.
Bias means a tendency to favor a person, group or thing or point of view over another, often in an unfair way.
It is a prejudice in favor of or against one thing, person, or group compared with another, usually in a way
considered to be unfair. Bias can be both intentional and unintentional. They can influence action and
decisions such as how we interact with individuals in a given group. Example: Female teachers give more
attention to girls.
Prejudice – is an unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason.
It simply means pre-judging others. Example: It is sometimes assumed that someone who is physically
disabled is also mentally disabled.
Other examples of bias:
1. A person may like one shirt more than two others when given a choice because the shirt they picked is
also their favorite color
2. Racial bias is making judgments about a person based solely on their race and is often rooted in racial
stereotype
3. Age bias is the tendency to prefer one age group over another, and often involves discrimination
against older people.
4. Bea won the beauty contest because one of the judges is her father.
Characteristics of bias:
a. Language of the document is often extreme; statements have all or no connotations.
b. The argument appeals more to the emotions than to logic.
c. Things are worded with the intent to oversimplify or overgeneralize.
d. The author wishes to present a limited view of the topic.
Characteristics of prejudice:
a. They are categorical or generalized thoughts.
b. Individuals are judged considering their belonging to the and not their personal attributes.
c. Once their group is known, their behavioral characteristics are inferred.
d. The individuals are inflexible.
Other examples of prejudice:
1. People can be prejudiced against someone else of a different ethnicity, gender, or religion
2. Maybe you decided they looked smart because they wore glasses, or they were rich because they had
lots of jewelries.
3. Carmi is not included in the dance group because she is stout.
4. When Jasmine’s coworker says that women should be kept in the home, he’s prejudiced against
women
FA 1: Below are statements expressing bias or prejudice. Identify which one is a bias or a prejudice.
1. I disrespect boys who wear pink.
2. These sandwiches are horrible.
3. I dislike girls who play with guns.
4. Sarah is the best person for the job. (Sarah is the daughter of the speaker)
5. Boys should not play with dolls.
6. Pretty people are dumb.
7. Girls who play sports are masculine.
8. I hate classical music. It’s too complex.
9. Boys should not cry.
10. People who are good at math are brainy.

LESSON 2: PROVIDING FEEDBACK

Feedback is a vital part of a leader’s skillset. Constructive feedback is a robust tool for creating a healthy
environment, boosting productivity, and engagements, and achieving better results. It positively influences
communication, team member’s interaction and teamwork results in different fields.

IMPORTANCE OF FEEDBACK
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1. Feedbacks keeps everyone on track. It is beneficial for everyone involved in any type of activities such as
projects and studying.
2. Feedback helps the team avoid major mistakes. By creating a clear and honest communication flow during
any kind of teamwork, it saves the time of correcting someone’s work, reduces errors caused by
miscommunication to a minimum, and prevents regret of those who feel like they failed.
3. You form better relationships. Feedback promotes honesty and trust. It often involved criticism, which is
something most people are not comfortable with. But when given in the right way, it can help them evolve.
4. Constructive criticism. A friendly approach works well here. One can not only help others see what they
might be doing wrong but allow them to use this as a piece of advice, not judgment. It is important to make
him/her believe that you truly care for him/her and you want to help them finish the goal. Constructive
criticism makes them even more motivated to do a good job.
5. Feedback promotes personal and professional growth. Feedback is about listening actively, taking the time
to analyze, and then thinking of the best possible solution to perform better. It provides positive criticism and
allows to see what everyone can change to improve their focus and results. It brings people together and
created a healthy communication flow.
6. Feedback helps to create a friendly work environment. Openness to criticism and an urge to seed feedback
are the other positive effects that save you big time. It is not uncommon that the best ideas come from
someone on the team who simple mentions a solution to a problem or points out an issue that others have
not noticed yet.

GIVING EFFECTIVE FEEDBACK

Prioritize your ideas. Limit your feedback to the most important issues. Consider the feedback’s potential
value to the receiver and how you would respond. Consider as well that too much feedback provided at a
single time can be overwhelming to the recipient.
1. Concentrate on the behavior, not on the person. One strategy is to open by stating the behavior question,
then describing how you feel about it and ending with what you want. This model enables you to avoid
sounding accusatory by using “I” and focusing on behavior, instead of assumed interpretations.
Examples: Correct: I haven’t seen you in class in for a week. I am worried that you are missing important
discussion.
What can I do to help you?
Incorrect: “You obviously do not care for this group! Even if fail, you would not care at all.
2. Balance the content. Use the “sandwich approach”. Begin by providing comments on specific strengths.
This provides reinforcement and identifies the things the recipient should keep doing. Then identify specific
areas of improvement and ways to make changes. Conclude with a positive comment. This model helps to
bolster confidence and keep wear areas in perspective.
Examples: Correct: “Your presentation was great. You made good eye contact and were well prepared. You
were well prepared. You were a little hard to hear at the back of the room, but with some practice you can
overcome this. Keep up the good work!”
Incorrect: “You did not speak loudly enough. However, the presentation went well.”
3. Be specific. Avoid general comments that may be of limited use to the receiver. Ty to include examples to
illustrate your statement. As well as offering alternatives rather than just giving advice allows the receiver to
decide what to with your feedback.
4. Be realistic. Feedback should focus on what can be changed. It is useless and frustrating for recipients to get
comments on something over which they have no control. Also, remember to avoid using the words, “always”
and “never".
5. Own the feedback. When offering evaluative comments, use the pronoun “I” rather than “they” or “one”,
which would imply that the opinion is universally agreed on.
6. Be timely. Seek an appropriate time to communicate your feedback. Being prompt is key since feedback
loses its impact if delayed too long. Delayed feedback can also cause feelings of guilt and resentment in the
recipient if the opportunity for improvement has passed. As well, if your feedback is primarily negative, take
time to prepare what you will say or write.

Let’s Practice. Let the students group themselves. They may be with their friends. Each will give constructive
feedback to one another. One will list all the feedbacks shared in the group. They MAY use the template
below.

Members Persons to give the Feedback

Feedback
1.
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 2.

3.

Example of constructive feedback: Employee’s performance is slacking

Helen is typically a reliable employee, though she has seemed distracted at work and is turning in assignments
late. Rather that reprimanding Helen immediately, let her know you have noticed these changes and would
like to resolve them.
Constructive feedback: “Helen, I always appreciate how productive and reliable your, but I have noticed a
change in your performance lately. Turning in assignments late is unlike you. I wanted to check in with you to
discuss any challenges you have been facing and understand how I can support you better.”

FA 2: Construct constructive feedback on this topic “Employee Often Arrives to Work Late”
Patrick has come in late several this week, which led him to miss important details during a meeting and
affected the team’s workflow. Call attention to this issue to understand the reasoning behind it and explain
why tardiness affects your team.

TOPIC 2: JUDGING THE VALIDITY OF THE EVIDENCE LISTENED TO

Validity is the quality of being factually sound; the state of being legally or officially binding or acceptable.
To judge the validity of the evidence listened to, you need to employ various skills and understanding
of the text. The values that are instilled in you would be helpful in enhancing your thinking ability and
emotional stability. You can also use your prior knowledge or schema or significant human experience in
order to arrive with the correct judgement.
An argumentative content/ text tries to change the reader’s mind by convincing him/her to agree with the
writer’s point of view. It is a piece of writing that takes a stance on an issue. The writer attempts to
persuade readers to understand and support their point of view about a topic by stating their reasoning
and providing evidence to back it up. It should have a straightforward structure so they are easy for readers
to follow. The goal of an argumentative content is to clearly outline a point of view, reasoning, and
evidence.

Types of evidences in an argumentative text:

A. Testimonial evidences- Offering the opinion of an expert is referred to as testimonial evidence. Their
opinion can come from an interview or quote from a book or paper they authored.
B. Statistical evidences involves presenting numbers that support your point. Statistics can be used to
demonstrate the prevalence and seriousness of a phenomenon.
C. Anecdotal evidences comes from personal experience. It can involve a story about something that
happened to you, or an observation you made about friends, relatives, or other people.
D. Textual evidence comes directly from a source document. This could be a literary work or historical
document.
E. Analogical evidence- An analogy is an example of a situation, but presented in a different context. Using an
analogy is a great way to explain a complicated issue that is simpler and easier to digest.
F. Hypothetical evidence is presenting the reader with a “what if” kind of scenario. This is a great way to get
the reader to consider possibilities that they may not have thought of previously.

These three specific types of questions lead to your opinion:

1. Questions of Fact are those that ask you to answer whether or not something is true. These questions are
always answerable with either “Yes” or “No”. Example: Is the wall blue? (Yes or No, and then evidence)
2. Questions of Value address the relative merit (goodness or badness) of something. Here you are
usually asked to choose between things, ideas, beliefs, or actions. Example: Which is more valuable, love or
money? (Which and why?)
3. Questions of Policy ask the writer to explain what they would do. The key word of these topics is usually
“should” as in “what should we do…? The question asks the writer to make a plan of action to solve some sort
of problem. The answer is a breakdown of the plan and a justification that it fixes the problem. Example:
What should be done to combat the drug problem? (Plan and justify)

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TOPIC 2. LISTENING STRATEGIES
Like any other communication skills - reading, writing, speaking – listening is one of the
skills that you use the most in everyday life wherever you’re in school, in your home or in the
workplace. Listening comprehension is the basis for your speaking, writing and reading abilities.
Without the ability to listen effectively, information or messages are easily misunderstood.
Listening is the key to all effective communication activities. If there is one thing, communication
skill you should aim to master, then listening is it.
Listening is a sound vibration, as perceived by the sense of hearing. In other words, it’s an act of hearing
attentively. Like any other communication skills - reading, writing, speaking – listening is one of the skills that
you use the most in everyday life wherever you’re in school, in your home or in the workplace. Listening
comprehension is the basis for your speaking, writing and reading abilities. Without the ability to listen
effectively, information or messages are easily misunderstood. Listening is the key to all effective
communication activities. If there is one thing, communication skill you should aim to master, then listening is
it.
What is the difference between hearing and listening?
Listening is not the same as hearing. People usually hear the entire message, but too often its meaning is lost
or distorted. Hearing is a physical, natural and passive process whereas listening is a physical & mental
process; active and learned process .Listening is hard because the listener must grasp the speaker’s message
and point of view. This requires creative listening (active listening for total meaning).
Some listening strategies are :
1. When listening to a text, you should relax and make yourself ready to pay attention.
2. If you have to do a task on the listening text, check whether you have understood the task correctly.
3. Showing eye contact to the speaker is necessary when listening.
4. Think about the topic and the type of the text you are going to listen to.
5. When listening to a text, focus on key words and facts.
6. Stress and intonation of the speaker help you understand what you hear.
7. Take notes to support your memory when listening.
8. After listening, you should review and rewrite your notes.
9. Identify any problems you encountered during listening and check if you have completed the task.
10. Speaker’s gestures and facial expressions do help you achieve meaningful listening.
11. Reread your notes after listening to help the information stick.
12. Ask questions if there may be points that need clarification.

TOPIC 3. THE MERCHANT OF VENICE (Full Play Summary)

Antonio, a Venetian merchant, complains to his friends of a melancholy that he cannot explain. His
friend Bassanio is desperately in need of money to court Portia, a wealthy heiress who lives in the city of
Belmont. Bassanio asks Antonio for a loan in order to travel in style to Portia’s estate. Antonio agrees, but is
unable to make the loan himself because his own money is all invested in a number of trade ships that are still
at sea. Antonio suggests that Bassanio secure the loan from one of the city’s moneylenders and name Antonio
as the loan’s guarantor. In Belmont, Portia expresses sadness over the terms of her father’s will, which
stipulates that she must marry the man who correctly chooses one of three caskets. None of Portia’s current
suitors are to her liking, and she and her lady-in-waiting, Nerissa, fondly remember a visit paid some time
before by Bassanio.
In Venice, Antonio and Bassanio approach Shylock, a Jewish moneylender, for a loan. Shylock nurses a
long-standing grudge against Antonio, who has made a habit of berating Shylock and other Jews for their
usury, the practice of loaning money at exorbitant rates of interest, and who undermines their business by
offering interest-free loans. Although Antonio refuses to apologize for his behavior, Shylock acts agreeably and
offers to lend Bassanio three thousand ducats with no interest. Shylock adds, however, that should the loan go
unpaid, Shylock will be entitled to a pound of Antonio’s own flesh. Despite Bassanio’s warnings, Antonio
agrees. In Shylock’s own household, his servant Launcelot decides to leave Shylock’s service to work for
Bassanio, and Shylock’s daughter Jessica schemes to elope with Antonio’s friend Lorenzo. That night, the
streets of Venice fill up with revelers, and Jessica escapes with Lorenzo by dressing as his page. After a night of
celebration, Bassanio and his friend Gratiano leave for Belmont, where Bassanio intends to win Portia’s hand.
In Belmont, Portia welcomes the prince of Morocco, who has come in an attempt to choose the right casket to
marry her. The prince studies the inscriptions on the three caskets and chooses the gold one, which proves to
be an incorrect choice. In Venice, Shylock is furious to find that his daughter has run away, but rejoices in the
fact that Antonio’s ships are rumored to have been wrecked and that he will soon be able to claim his debt. In
Belmont, the prince of Arragon also visits Portia. He, too, studies the caskets carefully, but he picks the silver
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one, which is also incorrect. Bassanio arrives at Portia’s estate, and they declare their love for one another.
Despite Portia’s request that he wait before choosing, Bassanio immediately picks the correct casket, which is
made of lead. He and Portia rejoice, and Gratiano confesses that he has fallen in love with Nerissa. The
couples decide on a double wedding. Portia gives Bassanio a ring as a token of love, and makes him swear that
under no circumstances will he part with it. They are joined, unexpectedly, by Lorenzo and Jessica. The
celebration, however, is cut short by the news that Antonio has indeed lost his ships, and that he has forfeited
his bond to Shylock. Bassanio and Gratiano immediately travel to Venice to try and save Antonio’s life. After
they leave, Portia tells Nerissa that they will go to Venice disguised as men.

Shylock ignores the many pleas to spare Antonio’s life, and a trial is called to decide the matter. The
duke of Venice, who presides over the trial, announces that he has sent for a legal expert, who turns out to be
Portia disguised as a young man of law. Portia asks Shylock to show mercy, but he remains inflexible and
insists the pound of flesh is rightfully his. Bassanio offers Shylock twice the money due him, but Shylock insists
on collecting the bond as it is written. Portia examines the contract and, finding it legally binding, declares that
Shylock is entitled to the merchant’s flesh. Shylock ecstatically praises her wisdom, but as he is on the verge of
collecting his due, Portia reminds him that he must do so without causing Antonio to bleed, as the contract
does not entitle him to any blood. Trapped by this logic, Shylock hastily agrees to take Bassanio’s money
instead, but Portia insists that Shylock take his bond as written, or nothing at all. Portia informs Shylock that
he is guilty of conspiring against the life of a Venetian citizen, which means he must turn over half of his
property to the state and the other half to Antonio. The duke spares Shylock’s life and takes a fine instead of
Shylock’s property. Antonio also forgoes his half of Shylock’s wealth on two conditions: first, Shylock must
convert to Christianity, and second, he must will the entirety of his estate to Lorenzo and Jessica upon his
death. Shylock agrees and takes his leave.

Bassanio, who does not see through Portia’s disguise, showers the young law clerk with thanks, and is
eventually pressured into giving Portia the ring with which he promised never to part. Gratiano gives Nerissa,
who is disguised as Portia’s clerk, his ring. The two women return to Belmont, where they find Lorenzo and
Jessica declaring their love to each other under the moonlight. When Bassanio and Gratiano arrive the next
day, their wives accuse them of faithlessly giving their rings to other women. Before the deception goes too
far, however, Portia reveals that she was, in fact, the law clerk, and both she and Nerissa reconcile with their
husbands. Lorenzo and Jessica are pleased to learn of their inheritance from Shylock, and the joyful news
arrives that Antonio’s ships have in fact made it back safely. The group celebrates its good fortune.

Activity. Interpret The Merchant of Venice by answering the ff. questions. Answer in complete sentences. (20
pts.)
1. Why does Antonio agree to Shylock’s terms for the loan?
2. Why does Shylock demand Antonio's flesh instead of money?
3. Who does Bassanio give Portia's ring to?
4. How does Bassanio win the right to marry Portia?
5. Why can't Antonio pay back his loan?
6. How does Portia save Antonio?
7. Why does Portia dislike the Prince of Morocco?
8. Why do the other merchants detest Shylock?
9. Why is Antonio melancholy at the beginning of the play?
10. How is Shylock punished at the end of the play?

What is a synopsis?
A synopsis is a brief summary of the major points of a written work or story. It provides an overview of a
storyline. A full synopsis is typically only 250 words. Although it has to be concise, it also has to be interesting
since its purpose, after all, is to entice.
Steps in Writing a Synopsis:
1. State the type of play and the theme of the play.
2. State the time and place and describe the characters. Talk about who they are and not about how they look.
3. Focus on your main character by talking about what he/she wants and his/her reasons.
4. Discuss the plot in chronological order, in the order it happens in the story. Make sure you mention the
most dramatic scenes that move your story.
5. Remember to use the present tense and the omniscient third person point of view. Do not include any
dialogue; describe the actions and scenes instead.

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After you write your synopsis, go over it and evaluate it by asking yourself the following questions:
1. is the synopsis in the present tense?
2. Did you keep the word count to 250 words?
3. Does it accurately describe the events in the play?
4. Is it engaging?
TOPIC 3: DRAMA AND THEATER

LESSON 1: DRAMA: Derived from the Greek word, ‘dran’ meaning to act or do.
The printed/written script of a play
A type of literature that is written for the purpose of being performed in front of an audience.

Dramatization- The act of performing a play and showing the story full of thrill, emotions, and an in-depth
lesson in front of the audience.
Types of Drama
1.Comedy: is a type of drama that aims to make the audience laugh. Its tone is light and it mostly has a happy
ending. Such tradition came from the Ancient Greek theatre, where comedy first emerged as a form of drama.
These give us ways for enjoyment and help the audience forget their worries. Therefore, comedies go along
with rare characters and amusing comments.
2. Tragedy: Tragic dramas portray shadier emotions such as abolition, discomfort, and bereavement.
Murders, deaths, insanity, and pain are among the most common ideas in tragedies. Main characters usually
have some kind of weakness or defect that causes their downfall.
3.Tragicomedy is a special kind of drama that combines the features of tragedy and comedy. It means that
such play may be sad but will have a happy ending, or it may be serious with some elements of humor
emerging throughout the whole play.
4. Melodrama: Melodrama is a sensational type of drama that appeals to the senses of the audience in an
exaggerated form. Melodrama is a kind of drama in which everything is hyperbolized
The main point of a melodrama is not to tell a story but to awaken feelings in the audience. They are mostly
love stories with beautiful heroines, charming heroes and scary villains.

Purposes of Drama
It expresses the need for social change, communicating a universal theme, recreating and interpreting
information, ideas, and emotions.
Importance of Drama
Drama is an important tool for preparing students to live and work in a world that is increasingly
TEAM-ORIENTATED rather than hierarchical. Drama also helps students develop TOLERANCE and EMPATHY.
In order to play a role competently, an actor must be able to fully inhabit another's soul.

Elements of Drama
Aristotle (384-322 BC) was a Greek philosopher whose writings still influence us today. He was the first
to write about the essential elements of drama more than 2,000 years ago. While ideas have changed slightly
over the years, we still discuss Aristotle's list when talking about what makes the best drama
Aristotle considered these six things to be essential to good drama:
A. Plot: This is what happens in the play. Plot refers to the action; plot is what makes a story

Five components that make up a plot:

1. Exposition- Introduces the setting, characters and the story’s primary conflict
2. Rising Action-Begins after the introduction of the conflict and carries most of the story’s details. It
builds intensity as it progresses.
3. Climax- The most intense part of the plot. The conflict is at its most intense moment.
4. Falling action/denouement-After the conflict has reached its peak, the story begins to wrap up. Any
other minor disputes are now resolved.
5. Resolution- All loose ends of the story have been resolved. The story concludes.
B. Theme: While plot refers to the action of the play, theme refers to the meaning of the play. Theme is the
main idea or lesson to be learned from the play. In some cases, the theme of a play is obvious; other times it is
quite subtle.
C. Characters: Characters are the people (sometimes animals or ideas) portrayed by the actors in the play. It is
the characters who move the action, or plot, of the play forward.

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D. Dialogue: This refers to the words written by the playwright and spoken by the characters in the play. The
dialogue helps move the action of the play along.
E. Music/Rhythm: While music is often featured in drama, rhythm refers to the actors' voices as they speak.
F. Spectacle: 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.

LESSON 2: THEATER
Theater’ is a derivative of the Greek word ‘theasthai,’ which means to hold.
-a staged production of a play.
-The real creation of play onstage.
-It is a collective effort of a group of people, which include playwrights, directors, actors, producers,
technicians, and many other people.
Types:
1. Proscenium Stage: The stage of which we typically consider as a theater.
2. Thrust Theater: A stage that is enclosed by the spectators on three sides. The audience does not pack
backside only.
3. Arena Theater: A central stage bounded by the viewers on all sides. The stage area is raised so that the
audience can see easily.
4. Flexible Theater: Flexible theater is also called as ‘Black Box’ theater. This type of theater is often like a big
empty box painted black inside.
5. Profile Theater: Concessions make the theater from other spaces. Actors are staged just before the
audience.
6. The Modern Theater

In the modern theater, this list has changed slightly, although you will notice that many of the
elements remain the same. The list of essential elements in modern theater is as follows:
1. Plot: This is what happens in the play. Plot refers to the action; the basic storyline of the play.
2. Theme: While plot refers to the action of the play, theme refers to the meaning of the play. Theme is the
main idea or lesson to be learned from the play. In some cases, the theme of a play is obvious; other times it is
quite subtle.
3. Characters: Characters are the people (sometimes animals or ideas) portrayed by the actors in the play. It is
the characters who move the action, or plot, of the play forward.
4. Dialogue: This refers to the words written by the playwright and spoken by the characters in the play. The
dialogue helps move the action of the play
5. Convention: These are the techniques and methods used by the playwright and director to create the
desired stylistic effect.
6. Genre: Genre refers to the type of play. Some examples of different genres include comedy, tragedy,
mystery and historical play.
6. Audience: This is the group of people who watch the play. Many playwrights and actors consider the
audience to be the most important element of drama, as all of the effort put in to writing and producing a play
is for the enjoyment of the audience.

Difference Between Drama and Theater

1. Drama is a printed script of the play, while theater is onstage production of the play.
2. Drama produces a direct link between the writer and reader, whereas theater has no direct connection
between audience and creator.
3. Drama is a conceptual body; on the other hand, the theater is a solid body.
4. Drama is an episode of life; on the contrary, the theater is the personification of drama performed on the
stage where the audience is live.
5. In drama, the story is just on papers, but in theaters, the story is played onstage during theatrical
performances.
6. In drama, only dialogues and stage directions are read, and we imagine the performance of artists by
ourselves. However, in theaters, we see the artists performing the storylines before our very eyes.
7. Drama's interpretation depends on the reader, while the theater's presentation depends on artists.
8. Dramas are written versions of the events or plays; on the flip side, theaters are animations of that play
scripts.
9. A drama is to be read, and a theater is to be seen.
In simple words, we can say that drama is a play text, but theater is a performance text.

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Let’s Practice1: Multiple Choice (Drama & Theater): Choose the letter of the correct answer.
1. How do we tell stories? A. Narration and theater B. only through the narration of events
C. only through the acting of scenes D. only through ritual dance
2. What is called when two people use words, factual expressions, and body languages to act out their
character?
A. talking B. script C. dialogue D. knowledge
3. The conversation between two or more characters in a drama is called.
A. Dialogue B. Script C. Monologue D. stage directions
4. The action or sequence of main events in a drama is called ________________.
A. The theme B. an act C. the plot D. a scene
5. A serious drama that has an unhappy ending is called_________________.
A. tragedy B. a play C. a comedy d. a drama
6. What means “the part of the play that gives info to understand the characters and action”
A. Exposition B. rising action C. falling action D. climax
7. Which term means “a series of events and conflict that propels the story.
A. Exposition B. rising action C. falling action D. climax
8. Which term means “the high point of the story”
A. Exposition B. rising action C. falling action D. climax
9. Which term means “the part of the play after the climax and leading to the resolution?”
A. Exposition B. rising action C. falling action D. complications
10. The written text of a play. A. The script B. Papers C. the book D. the text

Let’s Practice2: Answer the following questions in complete sentences.

1. What are two benefits (things you learn) that you get from doing drama? Explain how these affect you.
(5pts.)
2. Identify the elements of modern theater and compare it with the elements of drama. (5 pts)

LESSON 3: One Act Play

One-act play: a dramatic composition that contains only one act.
A one-act play is usually shorter in duration than a full-length multi-act play and may contain one or
more scenes within the act. Sometimes one-act plays may only have one character.
A distinct feature of one-act plays is that they are performed without disruption or intervals.
One-act plays also have a fewer number of characters, and the character development might be limited due
to constraints of time and space.
The one-act play tends to focus on a single theme or situation unfolding over the course of the play.
The structure of the play is concise and close-knit. For the same reason, to be successful, the writer of a one-
act play must be careful to avoid unnecessary details and scenes.
Despite having only one act, one-act plays might follow the same dramatic structure as full-length
plays, with different parts like introduction, rise, climax, fall, and resolution. In contrast to a full-length play,
these may not be as distinct and elaborate in a one-act play.
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.
 The conflict should be clear to the audience.
 The characters should be limited to two to seven, with one clear main character.
6 Elements of One-Act Play
1. PLOT The arrangement of events or incidents on the stage. ...
2. CHARACTER The agents of the plot. ...
3. THEME The reason the playwright wrote the play. ...
4. LANGUAGE “Vivid characters” (6) facing and overcoming. ...
5. RHYTHM The heart of the play. ...
6. SPECTACLE Everything that is seen or heard on stage.

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Stages of One-Act Play
The One-Act Play, like the longer drama, should have a beginning, a middle and an end. It may be
divided into four stages: The Exposition. The Conflict, The Climax and The Denouement. All these stages may
be distinctly marked as in the larger play, but more often than not they tend to over-lap in a One-Act Play.

Steps in Writing a One-Act Play

Develop the action first, then compose the dialog before you decide anything else.
Develop the characters.
Generate the setting.
Add in the stage directions after you write the action.
Find performers that fit each part.

Let’s Practice: Multiple Choice: Choose the letter of the correct answer.
1. How many acts can be in a play? a.1-3 b. 1-5 c. 1-4 d 1-2
2. What are the four stages of One-Act Play?
a. The character, the setting, and the conclusion
b. The exposition, the conflict, the climax and the denouement
c. The beginning, the crisis, the falling action and the solution
d. None of the above
3. How many hours or minutes should a One-Act Play?
a. 30 b. 2 hours c. around a half hour d. 20 minutes
4. Below are the elements of a One -Act Play except ___________.
a. Theme and plot b. dialogue c. character d. music
5. These are shorter plays that are easy to perform don't require a lot of customs changes and are inexpensive
to produce. a. One-act play b. movie c. drama, d. play
6. The language of One-Act Play must be __________.
a. Complex b. simple and can be followed with strain
c. with strain d. simple and be followed without any strain
7. Below are benefits of One-Act Play except:
a. Builds confidence b. lower self-esteem c. develops creativity d. encourages children to cooperate
8. What is a conflict in One -Act Play?
a. A good One-Act Play focuses on main action or problem and there’s no time to get complicated
layers of plot
b. Keeping the play to one set and as few scenes as possible
c. It is a 9 to 12 pages with four characters or less
d. All of the above
8. A one-act play, being short, is constrained by a necessity for a simpler plot, fewer speaking characters,
limited location, a shorter time span. A. True b. False
9. The main characters in a one-act play should be introduced quickly and clearly. A. True b. False

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