DLP No.:
1
Learning
Competency/ies:
Key Understandings
to be developed
Learning Area:
Grade Level:
Quarter:
ENGLISH
9
2
1. Analyze literature as a means of valuing other people and
their various circumstances in life.
Duration: 60
mins.
Code:
1. EN9LT-IIa-15
Literature makes people appreciate other people because it displays other people's
circumstances. Through literature, the author's insights into human character are
revealed which illuminates the complex ways in which human character, action, and
circumstance interact to form chains of consequences and results. Thus, it helps people
sympathize and empathize.
1.Objectives:
Knowledge
Skills
Attitudes
Explain how Anglo-American literary drama serves as means of valuing other people.
Demonstrate an active part in a one-act play highlighting the elements and techniques in
drama.
Realize that one's attitudes towards life affects the quality of life they are living.
Values
Adhere to the central themes and moral lessons implied in the literary drama.
2.Content/Topic
Elements and Techniques in Drama
3.Learning
Laptop, Projector, PowerPoint Presentation, Printed Material (Handout)
Resources/Materials/
Equipment
4.Procedures
4.1 ACTIVITY
Introductory Activity:
(10 minutes)
*Prayer
*Checking of Attendance by group
*Review of the previous topic
 PONDER AND EXPOUND
1. The teacher will present five quotations about the essence of valuing other
people and their circumstances in life.
A. “God has entrusted us with his most precious treasure - people. He asks us to
shepherd and mold them into strong disciples, with brave faith and good
character.” — John Ortberg
B. “Close friends are truly life's treasures. Sometimes they know us better than we
know ourselves. With gentle honesty, they are there to guide and support us, to
share our laughter and our tears. Their presence reminds us that we are never
really alone.” — Vincent Van Gogh
C. “Today we are afraid of simple words like goodness and mercy and kindness.
We don't believe in the good old words because we don't believe in the good old
valued anymore.” — Lin Yutang
D. “Goodness is about character - integrity, honesty, kindness, generosity, moral
courage, and the like. More than anything else, it is about how we treat other
people.” — Dennis Prager
E. “There's something about valuing people not because they value you, but
because you can see God in them.” — Bill Johnson
2. The teacher will let the students ponder and expound the quotations presented.
3. The teacher will ask the students what is the common theme of the quotations
presented.
4. The teacher will encourage the students to relate the extracted theme in real
life setting.
5. The teacher will let the students explain briefly the theme extracted.
4.2 ANALYSIS
(5 minutes)
 EXCHANGING INSIGHTS
1. The teacher will explain to the students the relevance of appreciation in daily
lives.
2. Ask the students: How do literary texts help in valuing other people?
4.3 ABSTRACTION
(20 minutes)
 THROW ONESELF INTO
1. The teacher will provide the copy of the summary of the drama, “Look Back in Anger”
by John Obsorne for condensation. (The teacher handed the whole script of the drama in the
previous session)
2. Discuss each question for comprehension.
 What kind of man is Mr. Jimmy Porter?
 What themes of the play are represented by Osborne’s meticulous description of
the Porter’s attic apartment?
 Why or why not is Helena Charles the moral compass of the play?
 Why does Jimmy see suffering as a crucial event for living a “real” life?

In the play, Jimmy Porter is consumed with the desire to live a more real and full
life. He compares this burning desire to the empty actions and attitudes of others.
At first, he generalizes this emptiness by criticizing the lax writing and opinions of
those in the newspapers. He then turns his angry gaze to those around him and
close to him, Alison, Helena, and Cliff. What Obserne's argument in the play for a
real life does it imply?
3. Afterwards, the teacher will discuss and elaborate the elements and techniques in
drama.
4. Ask the students what are the elements and techniques employed in the drama,
“Look Back In Anger.”
4.4 APPLICATION
( 15 minutes)

TAKE ACTION
1. This time, the teacher will divide the class into five groups and provide each group with
their assigned short one-act play. These one-act plays center on the theme of valuing
other people and their circumstances in life. Students should demonstrate an active part
in the play. Rubrics will be provided.
Group 1: 5 eggs left – a Comedy about Menopause
Group 2: 30 Silly skits – a Month of Short Skits
Group 3: A Famed Life – about a personal servant leaving her very needy boss who
cannot cope without her!
Group 4: A Gift – a drama play for two male actors
Group 5: A House of Dolls – script about a crazy man obsessed family
RUBRIC:
ONE-ACT PLAY
Structure
Dialogue
Development
Characters
Nuts and Bolts
Excellent - 4pts
The one-act play
follows the proposed
structure, and there is
a clear beginning,
middle, and end. The
play opens in media
res, and there is some
type of closure at the
end. The entire play
takes place in one
scene.
The dialogue is
realistic and
interesting. Lines are
short; characters
interrupt one another,
repeat lines, answer
questions with
questions, and change
the subject abruptly.
As the scene unfolds,
the reader gains
sufficient insight into
the characters, their
fears, and the conflict.
Scene either pits a
character with his/her
greatest fear or new
alliances develop.
Good 3pts
The one-act play
follows the proposed
structure, and there is
a beginning, middle,
and end. The play
does not open in
media res, and there
may not be closure at
the end. The entire
play is one scene.
Fair 2pts
The one-act play
hardly follows the
proposed structure,
and the beginning,
middle, and end are
somewhat unclear.
Scene changes are
added
unnecessarily.
Needs Work 1pt
The one-act play
does not have a
clear beginning,
middle, and ending.
The dialogue is
somewhat realistic
and interesting. Lines
are short; characters
occasionally interrupt
one another, etc.
The dialogue is
hardly realistic or
interesting. Lines
may be wordy, and
characters speak
too politely/formally.
Dialogue is
extremely
unrealistic.
As the scene unfolds,
the reader gains
some insight into the
characters, their
fears, and the
conflict. Holes may
exist, but the situation
is explained and
explored.
The scene is
extremely
undeveloped. The
copy looks like an
initial draft.
Characters are
layered and
interesting. Fears,
interests, and
personality are
explored, and
characters are unique.
No clone characters
appear. Each
character has a
reason to be in the
scene.
One-act is typed,
double spaced, and in
an acceptable font.
Name, date, course,
and instructor appears
in the corner. Unique
title appears.
Characters are
layered and
interesting. Fears,
interests, and
personality are briefly
explored, but
characters might be
similar to one
another. Each
character has a
reason to be in the
scene.
One-act is typed,
double spaced, and
in an acceptable font.
Name appears in the
corner. Title appears,
but may be generic.
As the scene
unfolds, the reader
gains little insight
into the characters,
their fears, and the
conflict. The reader
is left without much
information on the
characters and/or
their situations.
Characters are
hardly layered, but
interesting. Fears,
interests, and
personality are only
slightly revealed.
Characters are
similar to one
another, and it's
unclear why some
characters are
there.
One-act is typed,
but name and title
are missing.
Characters are not
layered or
interesting. They
are onedimensional,
identical, and/or
unnecessary.
One-act is sloppy
and hand-written.
5. Assessment (Indicate whether it is thru Observation and/or Talking/conferencing to learners
and/or Analysis of Learner’s Products and/or Tests) _________minutes
Analysis of Learner’s FILL IN THE BLANKS
Products
1. __________ are the people (sometimes animals or ideas) portrayed by the
(5 minutes)
actors in the play.
2. . __________ wrote the drama, “Look Back in Anger.”
3. . __________ 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
4. __________ refers to the action; the basic storyline or the sequence of events
inside a story.
5. __________ refers to the words written by the playwright and spoken by the
characters in the play.
6. __________ are narrative techniques add texture, energy, and excitement to
the narrative, grip the reader’s imagination, and convey information.
7. . __________ denotes the way in which texts gain meaning through their
6. Assignment (Indicate whether it is for Reinforcement and/or Enrichment of today’s lesson
and/or Preparation for a new lesson) _________minutes
Preparation for new
 The teacher will give the students a material for the teaching of essay in
lesson ( 2 minutes)
preparation for an interactive discussion next meeting.
7. Wrapup/Concluding
 The teacher will ask the students: What was the most important thing you have
Activity
(3 minutes)
learned today?
DETAILED LESSON PLAN
Prepared by:
Name:
School:
Balane, Ann Shazny E.
Cebu Technological University-Danao Campus
Castro, Nika C.
Serafin, Mary Grace D.
Somblingo, Hannah A.
Sugarol, Renelyn R.
Tariao, Nieva Marie M.
Ypil, Arnie V.
Position/Designation: Pre-service Teachers
Division: Danao City
Contact Number:
Email Address:
09560365963
annshazny.balane@ctu.edu.ph
09674361719
nika.castro@ctu.edu.ph
09773263229
marygrace.serafin@ctu.edu.ph
09326333649
hannah.somblingo@ctu.edu.ph
09073078788
renelyn.sugarol@ctu.edu.ph
09238442143
nievamarie.tariao@ctu.edu.ph
09914331616
arnie.ypil@ctu.edu.ph