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Creative
What is Drama?
- drama comes from the Greek Word, “Dran” which means “To do” or
“To Act”. Doing/Acting makes drama. It is the presentation of actions
on a stage through actors/actress before an audience. Like a short
story or novel, it has a setting, characters, plot, and even symbolism.

Writing But What Makes Drama Unique?

- drama has one characteristic peculiar to itself—it is written primarily to
be performed, not read.

Quarter 4 – Lesson 2:
Two Types of Drama:
1. Tragedy - is a form of drama in which events lead to the downfall of the
main character, often a person of great significance, like a king or hero.

“Lesson Elements,
Example: Romeo and Juliet by William Shakespeare
2. Comedy - is a form of drama that has a happy ending. Humor comes
from dialogue and situations.
Example: The Knaves of Shakespeare

Techniques and Elements of Drama

Categories

Literary Devices of
1. Literary Elements
Aristotle’s Six Elements
1.1 Plot refers to the action, the basic storyline of the play.

Drama.” Six Stages in a Plot Structure

Initial Incident Preliminary

Rising Action
Event

Denouement Falling Action Climax

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1.2 Theme - refers to the message that is intended to be expressed thoughts, although other characters may remain on stage in scene. Like a
through the story. In other words, it is the main idea or the lesson to be monologue, a soliloquy is a speech made by one character but delivered
learned from the play. when he or she is alone on stage.
1.3 Characters and Actors- the people (sometimes animals or ideas)
portrayed by the actors. Typically, each character, both major and 1.5 Music/Rhythm – referring to the rhythm of the actors’ voice as they
minor, is listed alongside a brief description of the character's role in speak.
the story. 1.6 Spectacle – refers to the visual elements of a play: Set, Costumes,
special effects.
Below, you can see that Troy is the main character, and each character is
described in relation to him.

Example
Characters
TROY MAXSON – GABRIEL, Troy's brother
JIM BONO, Troy's friend – CORY, Troy, and Rose's son
ROSE, Troy's wife – RAYNELL, Troy's daughter
LYONS – Troy's oldest son by previous marriage

Characterization - is the way the playwright/author presents a character.

2. Technical Elements
Types of Character 2.1 Scene (Set) refers to the theatrical equipment.
1. Protagonist - is the main character of a story. 2.2 Costumes refer to clothing and accessories used by actors to portray
2. Antagonist - is the opposite of a Protagonist. Usually the villain characters.
or opponent of the main character 2.3 Properties any movable object that appears on stage.
3. Round character - are complex and undergo development. 2.4 Sound refers to the effects an audience hears during the performance.
4. Flat character - are relatively uncomplicated and do not
2.5 Lights.
change throughout the whole story.
2.6 Makeup includes costumes, wigs, and body paints used to transform
1.4 Dialogue - refers to words written by the playwright and spoken by the
characters.
characters in the play.
Other Elements:
Forms of Dialogue: 1. Playwright-the author of a play (script)
2. Script- the written pages of a play. Scripts are divided into Acts and
It is the conversation between two or more characters that is referred to as Scenes.
dialogue (usually most of the speech in plays consists of dialogue). A
monologue is when one character delivers a speech to convey his or her
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a. Acts- long sections of a play, made up of multiple scenes, usually External Conflict
designed to separate the play into its main parts and to give the ▪ Person vs. Supernatural
audience a “break” from the performance. ▪ Person vs. Technology
b. Scenes- shorter sections of a play, usually each scene occurs in one ▪ Person vs. Fate/God
location at a specific time. Multiple scenes make up an act. It is often Person vs. Person
signaled by the entrance or exit of a character or change in setting or
focus of the action. Source: Elements of Drama: Characters, Plot, Setting & Symbolism, 2013)

Example from August Wilson's Fences

Act I Techniques in Drama
Scene 2
1. Vocal Dynamics – actors need to expand their vocal toolbox and learn
The LIGHTS come up on ROSE hanging up clothes. about the ways that range, pitch, and pronunciation which affect
SHE hums and sings softly to herself. performance.
It is the following morning. 2. Body Language and Mannerisms - actors bring their characters to
ROSE. (Sings.) life by moving, reacting, and even standing in nuanced ways that are
Jesus, be a fence all around me every day. natural for their character.
Jesus, I want you to protect me as I travel on my way. 3. Use and Awareness of Space - actors need to be aware not just of
your “marks” on stage, but also of the actors who must interact with or
Jesus, be a fence all around me every day.
move past you.
(TROY enters from the house) 4. Improvisational Techniques - refers to the on-the-spot creativity of
the actors.
3. Setting - the place, together with other conditions, such as time and
the environment, involved in which the events occur. The setting in the Common Literary Devices Used in Drama
drama can be presented through the visual element dealing with the  Figures of speech – words that have their literal meaning.
scenes, costumes and special effects used in it. The setting can also a. Metaphors are one of the most extensively used literary devices. A
metaphor refers to a meaning or identity ascribed to one subject by
be enhanced by using viewable elements, sound effects, and music.
way of another. In a metaphor, one subject is implied to be another to
4. Conflict - the internal or external struggle that creates dramatic draw a comparison between their similarities and shared traits.
tension. For example:
A rose (object) is substituted for love (feeling)
Internal Conflict “Henry was a lion on the battlefield.”
▪ Person vs Society b. Similes are one of the most used literary devices, referring to the
▪ Person vs Self practice of drawing parallels or comparisons between two unrelated
▪ Person vs. Nature
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and dissimilar things, people, beings, places, and concepts. Similes of something that is going to happen without revealing the story or
are marked using the words ‘as’ or ‘such as’ or ‘like. spoiling the suspense. Foreshadowing is used to suggest an
For example: upcoming outcome to the story.
c. Imagery - the author’s attempt to create a mental picture in the mind of
the reader. It appeals to the senses. For example:
For example: “He had no idea of the disastrous chain of events to follow.”
Visual imagery - It was dark in the forest…
Olfactory Imagery (smell) – She whiffed the sweet aroma of his drink. Activity 1: Extracting Information
Tactile Imagery (touch) - She held it with her rough hand on the soft Directions: Study the text below and identify the elements/literary device
pillow. used. Use and complete the table below. (Write your answer to your activity
d. Symbolism - when an object is meant to be representative of notebook)
something or an idea greater than the object itself or it is the frequent Sorry, Wrong Number
use of words, places, characters, or objects that mean something (A Radio Play) By Lucille Fletcher
CAST
beyond what they are on a literal level.
Mrs. Stevenson -- Sergeant Duffy -- Chief Operator -- Information Operator
Operator -- Third operator -- Second Operator
For example: a writer uses the word ‘blood’ once its meaning will be confined First Man -- Woman at Henchley Hospital
to that instance in which it is used. Second Man (George) -- Western Union Clerk

e. Dramatic Irony – involves the reader (or audience) knowing something (Sound: Number being dialed on phone; busy signal.)
about what's happening in the plot, about which the character(s) have
no knowledge. Mrs. Stevenson. (a querulous, self-centered neurotic) Oh—dear! (Slams down
For example: receiver.Dials Operator.)
From Romeo and Juliet Operator. Your call, please?
“Alack, there lies more peril in thine eye / Than twenty of their swords! Mrs. Stevenson. Operator? I’ve been dialing Murray Hill 4-0098 now for the
Look thou but sweet, / And I am proof against their enmity” (act 2, last threequarters of an hour, and the line is always busy. But I don’t see
scene 2). how it could be busy that long. Will you try it for me, please?
Operator. Murray Hill 4-0098? One moment, please.
Mrs. Stevenson. I don’t see how it could be busy all the time. It’s my
Romeo tries to reassure Juliet by claiming he is invincible to her
husband’s office. He’s working late tonight, and I’m all alone here in the
family's hostility, but the audience knows that the young lovers are doomed to house. My health is very poor— and I’ve been feeling so nervous all day—
die because of the feud. Operator. Ringing Murray Hill 4-0098.
(Sound: Phone buzz. It rings three times. Receiver is picked up at the other
end.)
Man. Hello.
f. Foreshadowing - refers to the use of indicative words/phrases and
hints that set the stage for a story to unfold and give the reader a hint
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Activity 2: Think & Match Activity 8: Real-Life-Extension

Directions: Match the literary devices on the left with its appropriate
example on the right. Write your answer to your creative writing activity Directions:
notebook. • Interview someone about their favorite drama or play; or
• Recall a recent drama/play that you have read, watch, or heard.
Elements of Drama Evidence • Asks him/her the reasons why he/she likes the drama or play.
1. 6. • Look/Ask for a copy of the drama.
2. 7. • Choose a part of the drama.
• Identify the various elements, techniques, and literary devices used in that
3. 8.
scene chosen.
4. .9
• Write your answer to your creative writing activity notebook.
5. 10.
Title: ___________________________________________________
__________11. Simile A. Romeo: By some vile Author: _________________________________________________
forfeit of the untimely death. Reasons:
__________12. Metaphor B. “And to ‘thy go like _____________________________________________________________
lightning” _____________________________________________________________
__________13. Dialogue C. The servant away with
the joint stools, remove the
court-cupboard, look to the
plate.
__________14. Imagery D. Romeo thought that Juliet
was dead, and he kill
himself.
__________15. Dramatic Irony E. My life is a foe of debt!
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Reading and Lesson 3.1: Explain critical reading as reasoning.

Critical reading- is engaging in analytic activity which involves the reader by

asking questions about the text and the author’s claim. Critical readers are

Writing Skills doing the process of evaluating, analyzing, and interpreting the assertion of
the hidden meaning of the whole text.

While reasoning as defined by Merriam Webster dictionary is an act of giving

statements for justification and explanation. It is the ability of someone to
defend something by giving out reasons.

Therefore, when reading critically, it is necessary to question the different

Quarter 4– Lesson 3: arguments used by the author, as any problem can weaken the authenticity of
the conclusion.
Critical Reading as Remember that Critical reading is not meant to criticize but to assess the

Reasoning
validity of textual evidence.

Steps Used in Critical Reading as Reasoning

by Maxine Rafaella C. Rodriguez and Marella Therese A. Tiongson

1. Identifying assertions
- Identify by a common type of assertion such as fact, convention, opinion,
and preference
2. Formulating counterclaim
- Counterclaims are made to rebut a previous claim

3. Determining evidence
- Evidence is the details given by the authors to support his/her claims.

Example
You are asking your father for an android cellphone, that is your claim.
Then your father answers you. “No, you can’t!” this is his counterclaim.
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He might say that you already have a cellphone.

Therefore, when you are going to formulate reason for the counterclaim, you
should state the reason why you are asking for an android cellphone. You
might say that you could use it in your online classes because Android
cellphone would be very useful in this new normal classroom set-up.

When you write your counterclaim, you are expressing unfavorable

statements. Therefore, it is needed to use hedges words or phrases to be
able to give a courteous tone.

Different forms of hedges

Modals: may, could, would, should, might, certain, must, etc.
Frequency adverbs: usually, generally, commonly
Probability adverbs: probably, possibly, presumably.

Example:
The common colds caused by a virus.
With hedges:
The common colds must be caused by a virus.
The common virus is certain to be caused by a virus.

Activity 1: Let’s Talk. This activity aims to make conversation between the
student and the author of the text. This inspires the learner to challenge
claims in a conversational manner. However, the learner should have an in-
depth study of the resources used in the text.
Find an editorial article either from the newspaper or internet then try to
evaluate and analyze the text. Use the given Dialogic journal template with
guided questions. Write your answer on a separate sheet of paper. Please
attach the chosen article on your answer sheet.
Before reading the article ask yourself the following questions:
1. Why are you reading the article?
2. What do you hope to learn as you read it?
(Write your answer to your reading and writing activity notebook.)
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Reading and
Lesson 2.1: Assertions

What is an Evaluative Statement?

It is a statement that states one's sound judgement about something
through writing which is supported by reasons and evidence. It also presents

Writing Skills the strengths and weaknesses of something based on a set of criteria which
needs to be factual, substantial, and unbiased.

How to Formulate an Evaluative Statement:

Quarter 4–Lesson 3: To formulate an evaluative statement, one needs to read the entire text
carefully and critically to understand and to check for possible fallacies in the
Formulating Evaluative argument presented by the writer. Just like any other writing, the formulation
of the evaluative statements is done in the same way except that the

Statements
statement is about your own judgment of the text’s content and properties.
You may formulate your evaluative statements in two ways such as
formulating assertions and counterclaims. Meanwhile, you will be formulating
meaningful counterclaims at the second part of this module.

The question now is, how are you going to form evaluative statements? It’s
very simple! Just remember the following pointers:
1. Begin with the positives before you point out the negatives.
Remember that your evaluative statement should be factual,
substantial, and unbiased. When giving your negative feedback, it
should not sound insulting on the part of the evaluate (one who is
evaluated).
2. Suggest a solution/s or suggestion/s on how to improve the written
material being evaluated and provide justification how these will work.
3. Keep your feedback concise and precise.
4. Be careful in giving your feedback. Since evaluations pass judgment
onto works of authors, they must be written and expressed with care
and much diligence.
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Look at the given example below: Explanation:

The evaluation begins with an evaluative statement that says, “You (referring
SITUATION: to the writer) composed an impressive poem.” It is followed by giving
positive feedback to the writer specifying the strengths of the poem.
A student was tasked to compose a poem that would express his thoughts
and feelings about various events around him. After a while, he submitted it to 2. However, the rhyme of your writing is forced. It seems that the
his teacher before the set deadline. As the teacher evaluated his output, she words were chosen for the sake of having a rhyming effect that
was impressed about the way the student wrote his concrete poem using the somehow affects the emotional connection between the reader and the
shape of a dove as the poem’s structure to help the readers to easily poem itself.
understand the meaning of his writing. Surprisingly, he chose a theme about
the 2019 Corona Virus Disease that gives hope to the readers who may be Explanation:
affected by the pandemic. In addition to this, a good physical and grammatical In the second paragraph, the evaluator mentioned the weaknesses she saw
arrangement of words were evidently shown. Figurative languages and in the writing.
imagery were also used. However, the teacher found out that the poem was
written in forced rhyme that may have caused him to use inappropriate words. 3. To improve your work, you should be careful in choosing the
Since the teacher wanted to improve the writing skill of the student, she then appropriate words to be used to best express the meaning and
suggested to consider the use of appropriate language over rhyme to better emotions you would like the readers to understand and feel. It
connect with the audience. should be considered over the rhyme of the poem. Remember, a poem
may or may not have a rhyme but if you choose to have one, the
meaning and the emotional appeal of the poem should not be
compromised. In this way, you can have a good connection with the
EVALUATION: readers and would therefore make them appreciate your poem more.
1. You (referring to the writer) composed an impressive poem. It has a
good physical and grammatical arrangement of words that enhance the Explanation:
readers’ overall experience. Another good thing is that your chosen Finally, a suggestion was given to the writer at the third paragraph for the
theme is very timely that gives hope to the readers in this time of improvement of the poem.
pandemic. When it comes to the elements of poetry, you used
figurative languages and imagery that added spice to the overall quality ASSERTION AND ITS TYPES:
of your composition. These literary devices stir up and startle the A good critical reader does not only understand the meaning of a reading
readers’ imagination. Furthermore, the choice of writing concrete material but also logically evaluates whether the claims of the writer are true
poetry (a poetry of which visual appearance matches the topic of the or false. Assertions serve as a primary way for the readers to consider and
poem) with a dove as the shape of the poem’s structure contributes a possibly agree with the claims presented by the writer in an expository writing.
lot in understanding the meaning of the poem.
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Assertions are declarative sentences that give one’s belief about something
else as if it is true though it may not be. It is expressed as an argument. 3. OPINION- is a statement based on facts but is difficult to objectively
Usually, these assertions contain languages that expresses evaluation such verify because of the uncertainty of producing satisfactory proofs of
as useful, significant, important, insightful, detailed, up-to-date, soundness. Opinions result from ambiguities; the more ambiguous a
comprehensive, practical, impressive, etc. statement, the more difficult it is to verify. Thus, they are open to
disputes.
For example, you were asked to answer the question, “Do you believe
education should continue regardless of the situation we are facing right Example:
now?” and you would give your opinion or argument about it. Afterwards you Swimming in seawater is the best activity to refresh and relax your mind,
would make an assertion whether you agree or disagree with the issue, thus, body, and soul.
take a stand and support it with your reason/s. (The third sample sentence is an opinion since the claim is difficult to prove.
The truthfulness of the claim may be true to some but not to others.)
There are four types of assertions which are classified according to the
degree of certainty they can be judged as true or false. 4. PREFERENCE- states a personal choice in which the writer is under
1. FACT- is a statement that can be proven objectively by direct experience, no obligation to support or prove the truthfulness of the statement.
testimonies of witnesses, verified observations, or the results of research. They are subjective and cannot be objectively proven or logically
attacked.
Example:
According to experts, seawater contains high amounts of minerals such as Example:
sodium, chloride, sulphate, magnesium, and calcium. I love to make frequent trips to places with seawater rather than those without
(The first sample sentence is classified as a fact since the mineral contents of it.
seawater can be tested and proven through experiments and research.) (The last sample sentence is a preference because it expresses the personal
choice of the writer to places with seawater over those places without it.)
2. CONVENTION- is a way in which something is done like traditions and
norms. Its truthfulness can be verified only by reference to historical ACTIVITY 1: Identify the type of assertion in each statement. (FACT,
precedents, laws, rules, usage, and customs. Something to note about CONVENTION, OPINION, PREFERENCE). Write your answer to your activity
conventions is that they may sound factual due to their being derived from notebook in reading and writing.
customs, but because they are socially accepted ways of doing things, they
cannot be verified objectively by measurements.
1. I would rather watch shows than play computer games.
Example: 2. Roses grow best in soil made of ¾ clay and ¼ sand and loam.
Seawater is classified as a heterogenous and homogenous mixture.
3. In America, the bride's family pays most of the wedding costs.
(The second sample sentence is a convention because the classification of
seawater is based on the classification system made by scientists and is 4. Chocolates taste better than ice cream.
acceptable to the scientific community.)
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5. Lions belong to the genus Panthera which contains well-known

animals such as the tiger, leopard, and jaguar.
6. I think that green is the best color. B. Read the poem written by Meigma, a senior high school student.
Construct 2-3 evaluative statements about it by answering the questions
7. I prefer to go to the Maldives than to St. Gallen.
written in the table below. Focus on its content and properties.
8. Corazon Aquino was the 11th president (and first female president) of
the Philippines. She restored democracy after the long dictatorship of I hate my life
Ferdinand Marcos. And I won’t say
9. The export of cut roses can easily become one of the most lucrative I’m good in my own way
businesses in the country. I’m the worst
10. 10. President Rodrigo Duterte signed the Bayanihan to Heal As One And you can’t tell me
Act on March 24, 2020. I did my best
Because I knew
Activity 2: Directions: Form an evaluative statement for every given text and I’m a failure
label it whether positive or negative depending on the focus of the evaluation. It’s not true that
See the sample below. I’m awesome
But I know
Text: People hated me
If you are not so smart, you should try to be a teacher. I’m a disaster
A distress
Evaluative Statement: They call me
The statement is very discriminatory against those with average intelligence Fool
and teachers in general. Example: Negative Stupid
Unworthy
1. In this time of pandemic, people should give all the blame to the All these insults
government for the insufficient assistance given to them. I keep to myself
2. Every person has something to contribute to win the battle against For a long time
CoViD 19. Is this really me?
3. If you got infected by the CoronaVirus, you should not lose hope; Are all of these true?
instead, be positive about it. Believing in myself
4. If you are a student with no internet connection at home, you better It seems so hard
not enroll for this school year while we are in these trying times. To be what they demand
5. When you go out of your house to buy essential things, you must How I wish
follow the minimum health protocols like social distancing, wearing a mask, What does it feel?
using alcohol or sanitizer, and washing hands. To be myself
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(Read from the bottom to the top) To be able to locate counterclaims to an argument, remember the following:

QUESTIONS TO PONDER: Follow this format in writing your evaluation of 1. Show competence and familiarity with the writer’s topic.
the poem. Write your essay in your activity notebook. 2. Examine different perspectives and not just passively accepting the
writer’s claim.
3. Consider the topic, and make sure you are willing to engage
different viewpoints from your own.
4. Clarify your personal position on the topic.

Example:

In this Martha is an incoming grade 11 student. She has been using a basic
cellphone ever since she was in junior high school. She is very eager to
go back to school and be productive but when she learned about the
integration with technology and digital tools to extend in the classrooms
Lesson 2.2 Counterclaims beyond the constraints of traditional walls, particularly in the public school
due to the global pandemic, her excitement turned into frustration. Martha
Formulating Counterclaims desperately wants to have a smartphone so she can have access to the
internet. Having this in mind, she tells her father, Mang Tonyo, that she
To be an effective critical thinker, it is not enough just to be able to identify needs a smartphone. Mang Tonyo, thinking only of the additional
claims and assertions. The ability to analyze an argument is essential to expense, simply says, “No.”
understanding the text more deeply, but understanding the claim is not the Martha has made her claim – asking for a smartphone.
only facet of the argument. You must also learn how to analyze the Mang Tonyo has made his counterclaim – opposing Martha’s
counterclaims and evidence provided by the text. Being able to recognize and claim.
formulate counterclaims in reaction to an argument is a characteristic of a
good critical reader. Martha must offer valid reasons to convince Mang Tonyo that she
needs the smartphone because it has access to internet and so he needs
Counterclaims are claims made to rebut a previous claim. To rebut means to provide her with one. Martha might provide evidence of the necessity of
to contradict someone’s statement through a formal argument. They provide a using smartphone nowadays as part of the new normal life in the time of
contrasting perspective to the main argument. CoronaVirus. Martha’s reasoning may include a description of how
important smartphone is as far as convenience and flexibility in on-line
distance learning are concerned.

example of counterclaim, Mang Tonyo now needs to support his refusal to

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provide Martha with a smartphone. He should be ready to give solid, Below is a representation of our modern-day heroes, our OFWs
substantiated reasons for his refusal to provide something that the family has created by Wendell Almasco, a former senior high school student. Formulate
been spending for all those years. This may include evidence of the family’s counterclaims out of the claims written on the table below. Write your answer
inability to send her and her siblings to a private school, and that his budget is to your activity notebook.
not sufficient to afford a brand-new smartphone since the family income has
suffered due to COVID-19.

Four Elements of Argument

1. CLAIM- is a statement that asserts facts based on one’s understanding
about a particular topic or issue.

In the given example, Martha asking his father to buy her a smartphone is an
example of a claim.
2. COUNTERCLAIM- is just the opposite of claim. It is a statement that
contradicts one’s claim and is usually proven and supported by both
reasons and evidence.

Mang Tonyo’s negative response to Martha’s claim is an example of

counterclaim.
3. REASON- is the part of an argument where a statement offers an
explanation behind a party’s claim.

Martha’s offering of valid reasons to convince Mang Tonyo that she needs the
smartphone is an example of reason.

4. EVIDENCE - is the statement that proves the truth of a claim and

generally leads to the conclusion of an argument.

Martha provides evidence of the necessity of using smartphone as part of the

new normal life in the time of CoronaVirus is an example of evidence.

Activity 1: Overseas Heroes

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