2010 Secondary Education Curriculum

English I
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ENGLISH I
General Standard: The learner demonstrates literary and communicative competence
through his/her understanding of the different genres of Philippine
Literature and other text types for a deeper appreciation of
hilippine culture!
2010 Secondary Education Curriculum
English I
Quarter 2: DRAMA Topic 4: Essence of Drama
Presentation
Time Frame: 20 days
Stage
!ontent Standard:
The learner understands that the essence of drama
presentation lies on the strong lin" among its esta#lished
feature$ elements$ and conventions!
Performance Standard:
The learner performs a drama presentation of an excerpt!
Essential Understanding(s):
The learner understands that studying hilippine drama
enhances our cultural heritage$ literariness and stage
presentation s"ills!
Essential Question(s):
%hy does the learner study hilippine &rama'
(earners )ill "no):
*e+uirements for a drama presentation
Essence of drama presentation
(in" among the features$ elements and conventions of
drama
Significance of ,d-ectives in transmitting facts and
meaning of a dramatic presentation
(earners )ill #e a#le to:
Explain the re+uirements for a drama presentation!
&etermine the essence of a drama presentation!
,pply various strategies to understand the meaning of a
drama presentation!
erform an array of creative techni+ues to concreti.e and
unloc" drama concepts!
*espond in various )ays to express understanding of
drama presentation!
Sho) appreciation of a drama presentation!
/igure out authentic experiences that can #e incorporated
in a drama presentation!
0se ad-ectives in transmitting facts and meaning of a
drama!
Stage 2
Product or Performance Task:
, creative drama presentation of an
excerpt!
Eidence at t!e leel of understanding
(earners should #e a#le to demonstrate
understanding #y covering the six 123
facets of understanding:
Eidence at t!e leel of "erformance
, creative drama presentation of an excerpt
1! /ocus/ theme
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2010 Secondary Education Curriculum
English I
E#"lanation
Explain ho) the actions$ feelings$ and
attitudes of the character contri#ute to the
effectiveness of a drama presentation!
&escri#e characters$ and situations to
sho) ho) drama reflects real life!
Inter"retation
Interpret descriptions$ dialogs$ and actions
to discover$ articulate$ and -ustify the
characters4 motives!
$""lication
,pply strategies in refining and recording
dialogs and actions!
Pers"ectie
&evelop perspective #y analy.ing the
physical$ emotional$ and social
dimensions of characters in a drama.
Em"at!%
,ssume roles that exhi#it concentration
and contri#ute to the action of classroom
dramati.ation #ased on personal
experience!
Self&kno'ledge
,ssess one4s strengths and )ea"nesses
in presenting assessment of a drama
2! ,ccuracy
5! ,udience Contact
4. Se+uence
6! &evelopment of action
2! Style
7! (anguage
8! &elivery
9! :oice
10!acing
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2010 Secondary Education Curriculum
English I
presentation!
Stage "
Teac!ing(Learning Se)uence:
E#P$%RE
At this stage, the teacher should be able to do the following:
Suggested $ctiities
*E*+,- G$*E
;ave students )atch clips of various forms of drama!
(et them identify and explain each form #ased on )hat they have previously learned!
Encourage the learners to explain )hat they remem#er a#out each form of drama!
Invite them to give meaningful insights as guide to self exploration!
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Make the learners aware of the desired result, that is, for him/her to demonstrate understanding of the essence
of Philippine drama and how it enhances our cultural heritage, literariness, and stage presentation skills.
Take-up the ssential !uestion "!#,$.!% does t!e learner stud% P!ili""ine drama/0 with the students. Make
them answer the %uestion as e&hausti'el( as possible and cue them into the big ideas b( acti'ating their prior
knowledge or past e&periences.
)se non-formati'e assessment procedure to check/e'aluate learners* readiness and competence on the
prere%uisite skills to the tasks at hand.
+nform the learners of how the( will be assessed. Their ma,or output after the lesson is an interesting drama
presentation of an e&cerpt.
2010 Secondary Education Curriculum
English I
THE 1,+$23$ST 2,$*$ G$*E
<roup the learners into seven and let them listen to a #roadcast drama!
,s" them to identify the characters #ased on the dialogs heard!
The group )ith the most num#er of drama characters correctly identified )ins the game!
Instruct the mem#ers of the )inning group to deliver catchy lines from the drama!
<ive comments and suggestions!
MA&'() SE(SE
resent a +uotation to the learners!
=T!eater is more concerned )ith communication #et)een actors and audience )hile 2rama is largely concerned )ith the
experience of the participants>!?Brian Way
;ave the learners )or" in pairs and as" them to explain the +uotation!
Tell them to share their ideas )ith the class!
rocess the learners4 ans)er!
I2ENTI4-ING S5ILLS
resent a )ord pool to the learners!
Tell them that the pool contains examples of drama presentation and creative s"ills!
;ave the learners classify if the )ord is an example of creative or presentation s"ill!
(et the learner share their ans)ers )ith the rest of the class!
rocess the learners4 ans)ers!



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2010 Secondary Education Curriculum
English I
FIRM UP
At this stage, the teacher should be able to do the following:
Make the learners illustrate or cr(stalli-e their knowledge of the strong link among drama features,
elements, and con'entions which are needed in performing a drama presentation.
ncourage them to use ad,ecti'es that enrich characteri-ation, plot description, and imager(.
Promote learners* intrapersonal and interpersonal skills through cooperati'e learning acti'ities.
.ustain the emergent desire of learners to shape newl( ac%uired knowledge not for temporal but for
enduring use.
Pro'ide feedback to check for understanding.
A(T'!'PAT'%(
<roup the learners into eight!
Explain ho) the learners )ill fill out the columns!
,s" them to complete the anticipation guide!
/amous dramatic lines *eader4s Interpretation lay)right4s Explanation
1!@eauty is a form of )ealth!
2!(oving means ta"ing a ris"!
5! *ich )omen are difficult to please!
A! /athers are very protective of their
daughters!
;ave the learners present their ans)ers in class!
rocess the students4 ans)ers!
$%*E S'M'$ES
,s" the learners to )rite similes for love!
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2010 Secondary Education Curriculum
English I
resent a model simile to serve as the learners4 guide!
(ove is as exciting as a space shuttle ride!
Invite the learners to explain the love similes they have )ritten!
(et the class decide )hich love simile is the #est #y means of a loud clapping of hands!
<ive comments and suggestions!
'$$+M'(AT'%(
<ive the learners a copy of the drama!
;ave the learners read it aloud!
,s" them to )rite important events that )ill prove if the drama is real or imaginary!
(et the learners present and compare their ans)ers!
rocess the students4 ans)ers!
T,E DREAM
Bote: /or the activities #elo)$ invite the learners to read the re+uired drama$ =(aarni$ , &ream!>
,s" the learners to explain the title of the drama!
Encourage them to )rite a#out the dream they had )hich is similar to )hat they read!
Instruct the learners to )or" in pair as each interprets someone else4s dream!
Invite them to share )hat transpired in the dyadic sharing!
rocess the learners4 ans)ers!
DE!%D'() T,E FA(!-
,s" the class to )or" in groups of seven and assign each group a set of +uestions!
Encourage the learners to find out ho) emotions are evo"ed #y catchy phrases and vivid descriptions used #y the play)right!
<roup 1
%here did the story ta"e place'
;o) did (aarni and Caharli"a meet'
;o) )ill you characteri.e the suitors of (aarni' %ho do you thin" is #est for her' %hy'
<roup2
%hat can you say a#out the heroic act of Caharli"a'
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2010 Secondary Education Curriculum
English I
;ave you ever done such a heroic act' If so$ )hen and ho)'
<roup 5
%hat made (aarni a proud )oman'
%hy did Caharli"a fall for (aarni'
Explain the statement$>,ge confuses dreams )ith memoriesD love al)ays did exist at all times and in all climes!>
<roupA
Contrast customs of courtship and marriage during the olden times and today!
3ustoms In t!e "la% In recent times
Courtship
Carriage
;ave each group present their ans)ers )ith the rest of the class!
rocess the learners4 ans)ers!
AD.E!T'*E ASS%!'AT'%(
;ave the learners define the follo)ing ad-ectives: esteemed, impudent, haughty, prized, and conceited!
,s" them to explain ho) the ad-ectives relate )ell )ith the characters in the drama!
Challenge the learners to thin" of synonyms for each ad-ective!
Instruct them to use the ad-ectives in meaningful sentences!
<ive comments and suggestions!
!%MP$ET'%( TAS&
Explain to the learners that the activity is a#out imagery!
;ave them reflect on the visual picture of the characters$ setting$ and action in the drama read!
(et the learners complete the set of ad-ectives in each ro) #elo)!
Sight Awesome,
Sound Loud
Smell Fragrant
Taste Delicious
Touch Smooth
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2010 Secondary Education Curriculum
English I
Call on the learners to share their ans)ers to the class!
rocess the learners4 ans)ers!
AD.E!T'*ES !AR%+SE$
<roup the class into five and give each group a special color mar"er!
ost a chart paper around the room!
Invite the learners to explain the varied ad-ective categories in the chart li"e color$ shape$ sensory details etc!
<ive the signal for the learners to #rainstorm as many ad-ective entries they )ill )rite for the chart!
Instruct them to rotate and )rite an ad-ective until everyone had visited each chart!
The group )ith the most num#er of ad-ectives )ins!
ENH$N3ING 2ES3,IPTI+NS
,s" the learners to vie) video clips of a stage drama!
;ave them reflect on the technical aspects of the drama!
<roup the class into eight and assign each group an aspect of a drama to #e descri#ed!
<roup 1 E theater costumes
<roup 2 E props
<roup5 E lighting
<roup A E scenic elements
<roup 6 E the sound
(et the learners formulate the do4s and don4ts of the aspect assigned to them!
Instruct them to report their list )ith the class!
<ive comments and feed#ac"s!
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2010 Secondary Education Curriculum
English I
DEEPEN
At this stage, the teacher should be able to do the following:
Pro'ide learners with enticing %uestions that will make them reflect, re'isit, rethink, and re'ise their earlier
assumptions about Philippine drama.
Address the learners* uni%ueness, their strengths and weaknesses b( pro'iding them with differentiated
instruction as needed.
Pro'ide them with meaningful and challenging acti'ities that will reinforce what the( ha'e learned.
&tend the learners* understanding of concepts learned b( encouraging them to anal(-e information and
perform ad'anced tasks.
ngage them in meaningful self /e'aluation.
0i'e feedback.
T,E /EA+T- %F P,'$'PP'(E DRAMA
<roup the learners into ten!
Instruct them to recall and )rite famous hilippine dramas performed on stage or televised!
Conduct a revie) on play convention and production!
,s" the learners to dramati.e #y group a scene from the drama they have chosen!
<ive feed#ac"!
SPEA& A(D $'STE(
(et the learners prepare a monologue ta"en from a scene in a drama or a play they have )atched!
Instruct them to internali.e the character they have chosen! The character may either #e a protagonist or antagonist!
,llo) time for the learners to rehearse ho) to deliver the lines of the character!
Call for volunteers to do the monologue!
,s" for a feed#ac" from the audience!
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2010 Secondary Education Curriculum
English I
DES')( T,E SET
<roup the students into ten!
Encourage the groups to consider a famous drama they have )atched on screen or on stage!
(et the students assume the role of #eing the set designers for the production of a drama!
Instruct the students to design and dra) the set for each scene!
;ave the learners present their design in class!
<ive comments and suggestions!
'( T,E /E)'(('()
Encourage the learners to thin" of themes for play production!
Instruct them to choose )hich among the themes )ould #e interesting to )rite a#out!
;ave the learners prepare an introductory scene #ased on the theme!
*emind them that the introductory scene must include the description of the setting$ and the introduction of the characters!
(et the learners perform the introductory scene!
<ive comments and feed#ac"!
T,E M+S'!A$
,ssign a musical play excerpt )hich the learners )ill perform!
Conduct a revie) on the principles of staging a musical play except! This can #e done #y providing the learners )ith
significant information!
<roup the learners into ten as they choose the adaptation of a musical play )hich they )ill share )ith the rest of the class!
;ave the learners present their musical play excerpt!
<ive comments and suggestions!
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2010 Secondary Education Curriculum
English I
TRANSFER +++
At this stage, the teacher should be able to do the following:
1a'e the learners make independent applications of the 'arious processes "code o'erpla(, drama
e&tra'agan-a, critic circle# the( ha'e learned.
Make the learners do independent performance or pro,ect using 'aried and comple& assessment
procedures.
1a'e them see the connections between tasks and the world.
+nculcate to the learners* mind the significance of increasing their le'el of proficienc( e'en be(ond class
conducted acti'ities.
!%DE %*ERP$A-
Encourage the learners to prepare for a class presentation of an excerpt from a "orenovela or hilippine teleserye!
Challenge them to utili.e human and technical resources for this activity!
(et the learners form committees $ li"e those )ho )ill #e assigned to )or" on specific aspects li"e design$ costume$ acting$
etc!
,llocate time for rehearsals and props production!
<ive suggestions to enhance the learners4 performance!
;ave them perform the play in class!
<ive comments and suggestions!
DRAMA E#TRA*A)A(0A
&ivide the class into four groups!
,ssign a specific type of drama for each group
<roup 1 E Tragedy
<roup 2 F Comedy
<roup 5 E/antasy
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2010 Secondary Education Curriculum
English I
<roup A E Celodrama
(et each group prepare for a drama presentation!
The learners are privileged to choose any hilippine play for their presentation!
Challenge their creativity and expertise in staging the drama excerpt!
;ave each group present the play they have chosen!
<ive comments and suggestions!
!R'T'! !'R!$E
(et the learners stay in their group
;ave each group prepare an assessment of the drama performance they have )atched!
Tell the learners to present the #est part of the presentation and the parts )hich need to #e improved!
(et the learners choose the #est presentation!
Encourage them to synthesi.e their evaluation!
<ive comments and suggestions!
REQ+'RED TE#T:
Laarni 6 $ 2ream by Loreto Paras Sulit
T!e .edding 2ance by Amador Daguio
S+))ESTED TE#TS:
Ne' -orker In Tondo by arcelino Agana !r"
Into T!e .oods #$ew %oice &ompany '(()*
&ontemporary teleseryes and teleno+elas
RES%+R!ES:
Reference Books
Internet
!"ti media materia"s
#rama sites and sta$e %"a& '"o$s
#(#
)#
)om%!ter
*i"m c"i%s
o+ie teasers
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2010 Secondary Education Curriculum
English I
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