|STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama?
| |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama.
| |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture.
The Essay on Types of Drama
a. Comedy ? When we talk about comedy, we usually refer to plays that are light in tone, and that typically have happy endings. The intent of a comedic play is to make the audience laugh. In modern theater, there are many different styles of comedy, ranging from realistic stories, where the humor is derived from real-life situations, to outrageous slapstick humor. ?Is designed to be entertaining ...
| | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1.
Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), “How does one show appreciation of Philippine drama?
” with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1.
Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B.
The Essay on Evolution Of Drama
Evolution of Drama In contrast to modern drama, Greek drama is quite simple by structure. It consists of prologue (usually spoken by the actors before the chorus appears), parodos (chorus singing), first episode and first stasimon (a choral ode). There may be several episodes and statismons. The final scene is called exodus, where the chorus sings a processional song. Modern drama can have either ...
FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding.
| |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words “JOLOGs and | | | | |“CONOS” | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- “Call | | | |that shows AGREEMENT and |Me Flory” by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4.
Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement.
| | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills.
The Term Paper on Drama Comparison Betweens 2 Plays
A comparison between the opening scenes of A Day in the Death of Joe Egg and Daily Specials A Day in the Death of Joe Egg was written by Peter Nichols in 1967 and is about a couple raising a handicapped child. Our polished improvisation, Daily Specials, set in the present day, is about many different people visiting a cafe but it uses similar non-naturalistic techniques such as multi-rolling. ...
| |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree… |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2.
“Written issue on a manila | | | | |paper- “Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? ” | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D.
TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 |
1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |
The Essay on Medieval Drama Abraham God Play
Medieval Drama was an era of religious beliefs. In this time the mysteries of god were studied and presented to the communities in a play form to instill the knowledge in a pleasurable way with morals and themes. Abraham and Isaac blends with this in many ways, by which cultures formed in medieval times. While converting the bible knowledge into a play the story was slightly destroyed. These Bible ...
