Assessment: Literary Elements of Drama

Grade Level: 12

Time: 15-20 minutes

Instructions: Answer the following questions based on your

understanding of the literary elements of drama.

Part 1: Multiple Choice (5 points)

Directions: Choose the best answer.

1. Which literary element refers to the sequence of events in a drama?

a) Character

b) Setting

c) Plot

d) Dialogue

2. What is the main message or central idea of a drama called?

a) Plot

b) Spectacle

c) Theme

d) Character

3. A soliloquy is best described as:

a) A conversation between two characters

b) A character speaking alone on stage, revealing thoughts

c) A scene filled with action but no dialogue

d) The setting description at the beginning of a script

4. Which element involves where and when the drama takes place?

a) Theme
b) Setting

c) Character

d) Plot

5. How does dialogue contribute to a drama?

a) It creates background music

b) It describes the physical appearance of characters

c) It reveals emotions, relationships, and advances the plot

d) It only provides stage directions

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Part 2: Identify the Element (5 points)

Directions: Identify the literary element being described in each

statement. Write your answer on the blank.

6. _________ The main person, animal, or force driving the story forward.

7. _________ The written or spoken conversation between characters.

8. _________ The struggle between opposing forces in a drama.

9. _________ The emotions or meaning behind a play that gives insight
into life.

10. _________ The visual aspects of a drama, including costumes, props,

and scenery.

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Part 3: Short Answer (5 points)

Directions: Answer the following questions in 1-2 sentences.

11. Explain why theme is important in a drama.

12. How can setting affect the mood of a play?

13. Give an example of a famous character from a play and explain what
makes them memorable.

14. Describe the difference between a monologue and a soliloquy.

15. If you were to write a short drama scene, what theme would you
choose and why?
Total: 15 points

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This assessment is designed to test knowledge, understanding, and

application of the literary elements of drama in a clear and engaging way.
Would you like any modifications?

Semi-Detailed Lesson Plan: Introduction to Drama and Its Elements

**Grade Level:** 12

**Subject:** Creative Writing

**Lesson Duration:** 45 minutes

**Learning Competency:** Identify the various elements of drama.

I. Objectives (CAP Model)

At the end of the lesson, students should be able to:
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I. Objectives (CAP)

Cognitive: Define drama and its key elements.

Affective: Recognize the importance of drama in storytelling.

Psychomotor: Identify the elements of drama in a short play.

II. Subject Matter

- **Topic:** Elements of Drama

- **Materials:**
- Short scripted scenes (from well-known dramas)
- Projector/speaker for video clip
- Chart paper and markers

III. Procedure

A. Preparation (5 minutes)
1. **Prayer and Greetings**

2. **Objective Setting:**
- "Today, we will explore what makes a drama engaging and how its elements work
together to tell a story."

B. Lesson Proper (30 minutes)

1. Motivation: "Quick Act" (5 minutes) – Interactive & Fun

- Play a **30-second clip** from a well-known dramatic scene.

**Suggested clip:** *The Trial Scene from "The Merchant of Venice" (Shakespeare) –
Portia’s famous speech ("The quality of mercy is not strained...").*

- Ask students:

- *What made this scene dramatic?*

- *What emotions did you feel while watching it?*

- *What did you notice about the characters and setting?*

2. Discussion: Elements of Drama (10 minutes) – Clear & Concise
**Definition of Drama:**
Drama is a literary form intended for performance, where characters engage in dialogue
and action to tell a story.

**Key Elements of Drama:**

1. Plot – The sequence of events in a drama. (*Example: In "Romeo and Juliet," the plot
follows the lovers' secret romance and tragic end.*)

2. Characters – The people or figures in a play. (*Example: Hamlet, Ophelia, and King
Claudius in "Hamlet."*)

3. Setting – The time and place where the drama unfolds. (*Example: The streets of Verona
in "Romeo and Juliet."*)

4. Conflict – The central struggle that drives the story. (*Example: Othello's jealousy in
"Othello.")

5. Theme – The underlying message or moral of the story. (*Example: The theme of fate vs.
free will in "Macbeth."*)

Here’s the revised section with all examples based on Romeo and Juliet:

Key Elements of Drama (Examples from "Romeo and Juliet")

1. Plot – The sequence of events in a drama. (Example: In "Romeo and Juliet," the plot
follows the intense love story of two young lovers from feuding families, leading to a tragic
misunderstanding and their untimely deaths.)

2. Characters – The people or figures in a play. (Example: The main characters in "Romeo
and Juliet" include Romeo Montague, Juliet Capulet, Mercutio, Tybalt, Friar Laurence, and
the Nurse, each playing a crucial role in the unfolding drama.

3. Setting – The time and place where the drama unfolds. (Example: "Romeo and Juliet" is
set in Verona, Italy, during the Renaissance period, with key scenes taking place in the
Capulet mansion, the streets of Verona, and Juliet’s tomb.)

4. Conflict – The central struggle that drives the story. (Example: In "Romeo and Juliet," the
main conflict is the long-standing feud between the Montagues and Capulets, which
prevents Romeo and Juliet from openly being together. There is also an internal conflict as
they struggle between love and family loyalty.)
5. Theme – The underlying message or moral of the story. (Example: "Romeo and Juliet"
explores themes of fate vs. free will, the power of love and hate, impulsive decisions, and the
consequences of family conflict.)

- **Quick Check:** Ask students a yes/no or multiple-choice question after each element.

3. Activity: "Drama Detective" (15 minutes) – Engaging & Group-Based

- **Grouping:** Divide the class into **five groups** and assign each a **short scripted
scene** from famous plays.

- **Task:** Each group will:

- Read the short drama script.
- Identify the **five elements of drama** in the script.
- Present their findings in a creative way (chart, short reenactment, or storytelling).

- **Presentation:** Each group has **1-2 minutes** to share their work.

**Recommended Short Scripts for Each Group:**

1. **Group 1:** *Romeo and Juliet* – Balcony Scene (Act 2, Scene 2)

2. **Group 2:** *Hamlet* – "To be or not to be" soliloquy (Act 3, Scene 1)

3. **Group 3:** *Macbeth* – Witches’ Prophecy (Act 1, Scene 3)

4. **Group 4:** *The Crucible* – John Proctor’s Confession (Act 4)

5. **Group 5:** *A Raisin in the Sun* – Walter’s Dream Speech

Certainly! Here are the excerpts from the specified plays:

1. Romeo and Juliet – Balcony Scene (Act 2, Scene 2):

In this iconic scene, Romeo secretly listens as Juliet, unaware of his presence, speaks of her
love for him.

Juliet: O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love, And I'll no longer be a Capulet.

Romeo: [Aside] Shall I hear more, or shall I speak at this?

Juliet: 'Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What's
Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man.
O, be some other name! What's in a name? that which we call a rose By any other name
would smell as sweet; So Romeo would, were he not Romeo call'd, Retain that dear
perfection which he owes Without that title. Romeo, doff thy name, And for that name which
is no part of thee Take all myself.

Romeo: I take thee at thy word: Call me but love, and I'll be new baptized; Henceforth I
never will be Romeo.

Source: Open Source Shakespeare

2. Hamlet – "To be or not to be" Soliloquy (Act 3, Scene 1):

In this soliloquy, Hamlet contemplates the nature of existence and the appeal of death as an
escape from life's suffering.

Hamlet: To be, or not to be, that is the question: Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles And
by opposing end them. To die: to sleep; No more; and by a sleep to say we end The heart-
ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to
be wish'd. To die, to sleep; To sleep: perchance to dream: ay, there's the rub; For in that
sleep of death what dreams may come When we have shuffled off this mortal coil, Must give
us pause: there's the respect That makes calamity of so long life; For who would bear the
whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of
despised love, the law's delay, The insolence of office and the spurns That patient merit of
the unworthy takes, When he himself might his quietus make With a bare bodkin? who
would fardels bear, To grunt and sweat under a weary life, But that the dread of something
after death, The undiscover'd country from whose bourn No traveller returns, puzzles the
will And makes us rather bear those ills we have Than fly to others that we know not of?
Thus conscience does make cowards of us all; And thus the native hue of resolution Is
sicklied o'er with the pale cast of thought, And enterprises of great pitch and moment With
this regard their currents turn awry, And lose the name of action.--Soft you now! The fair
Ophelia! Nymph, in thy orisons Be all my sins remember'd.

Source: Poetry Foundation

3. Macbeth – Witches’ Prophecy (Act 1, Scene 3):

In this scene, Macbeth and Banquo encounter the three witches, who deliver prophetic
greetings that ignite Macbeth's ambition.

First Witch: All hail, Macbeth! hail to thee, Thane of Glamis!

Second Witch: All hail, Macbeth! hail to thee, Thane of Cawdor!

Third Witch: All hail, Macbeth, that shalt be king hereafter!

Banquo: Good sir, why do you start; and seem to fear Things that do sound so fair? I' the
name of truth, Are ye fantastical, or that indeed Which outwardly ye show? My noble
partner You greet with present grace and great prediction Of noble having and of royal
hope, That he seems rapt withal: to me you speak not. If you can look into the seeds of time,
And say which grain will grow and which will not, Speak then to me, who neither beg nor
fear Your favours nor your hate.

First Witch: Hail!

Second Witch: Hail!

Third Witch: Hail!

First Witch: Lesser than Macbeth, and greater.

Second Witch: Not so happy, yet much happier.

Third Witch: Thou shalt get kings, though thou be none: So all hail, Macbeth and Banquo!

First Witch: Banquo and Macbeth, all hail!

Source: Folger Shakespeare Library

4. The Crucible – John Proctor’s Confession (Act 4):

In this climactic scene, John Proctor wrestles with his conscience over confessing to
witchcraft to save his life, ultimately refusing to sign a false confession.
Proctor: Because it is my name! Because I cannot have another in my life! Because I lie and
sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may
I live without my name? I have given you my soul; leave me my name!

Source: SparkNotes

**5. *A Rais

In A Raisin in the Sun, Walter Lee Younger delivers a powerful monologue expressing his
aspirations and frustrations. This speech, often referred to as Walter's "dream" speech,
occurs in Act 2, Scene 2. In this scene, Walter shares his vision of a better future with his
son, Travis, highlighting his desire to provide more for his family and break free from the
limitations they've faced.

Excerpt from Walter's speech:

"You just name it, son... and I hand you the world!"

This line encapsulates Walter's deep yearning to fulfill his dreams and offer his family
opportunities he never had.

Source: A Raisin in the Sun by Lorraine Hansberry

For a more comprehensive understanding, you may refer to the full text of the play or
reputable study guides that provide detailed analyses of this pivotal scene.

IV. Mastery Activity (10 minutes)

Activity: "5-Word Drama Challenge" (10 minutes) – Fun & Quick Application
- **Task:**
- Assign each student **five random words** (e.g., school, storm, secret, teacher, lost).

- They must create a **one-sentence dramatic scenario** using all five words.

- Example: *During a storm, a teacher discovers a lost student hiding a dark secret in the
school.*

- **Sharing:**
- Volunteers read their sentences aloud.
- Quick class vote for the most dramatic sentence.
V. Assessment & Assignment
- **Assessment:**
- **Group Presentation:** Drama Detective activity (correct identification of elements).
- **5-Word Drama Challenge:** Creativity and relevance of sentences.

- **Assignment:** Write a **2-3 sentence dramatic scene** applying all **five elements of
drama**..