The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.

1. S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
DIVISION OF NAVOTAS CITY
CREATIVE
WRITING
Quarter 2 – Module 3:
Elements of Drama
(One - Act Play)

2. Creative Writing – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 3: Elements of Drama (One - Act Play)
First Edition, 2020
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Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
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Writer: Paulynne P. Fule
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Layout Artist: Paulynne P. Fule
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Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
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02-8332-77-64
navotas.city@deped.gov.ph

3. CREATIVE
WRITING
Quarter 2 – Module 3:
Elements of Drama
(One - Act Play)

4. ii
Introductory Message
For the facilitator:
Welcome to the Creative Writing for Senior High School Alternative Delivery Mode
(ADM) Module on Elements of Drama (One-Act Play).
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. iii
For the learner:
Welcome to the Creative Writing for Senior High School Alternative Delivery Mode
(ADM) Module on Elements of Drama (One-Act Play).
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

6. iv
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

7. 1
This module was designed and written with you in mind. It is here to help you
understand the features needed in conceptualizing a one act play. The elements of
drama are the ingredients that give the work its shape and character. As well as
characters, plot and action, consider which dramatic forms and dramatic
conventions to use. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module includes the lesson:
• Lesson 1 – Writing a one-act play
After going through this module, you are expected to:
1. Conceptualize characters/setting/plot for a one-act play; and
2. Write a one-act play based on the lesson discussed.

8. 2
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What is the primary purpose of drama?
A. to allow actors to perform in front of a live audience
B. to help readers visualize the text
C. to tell stories from the past
D. to tell a compelling story
2. How is drama different from other kinds of fiction?
A. Drama has more characters than other kinds of fiction.
B. Drama is written to be performed by actors for an audience.
C. Drama has a plot. Other kinds of fiction use monologues instead of
plots.
D. Drama can have only one setting. Other kinds of fiction can have
many settings.
3. Which of the following elements are unique to drama?
A. dialogue, plot, setting
B. conflict, setting, characters
C. characters, stage directions, scenes
D. stage directions, scenes, monologue
4. It is type of drama within an act,brief, condensed, and single in effect.
A. Full-length play
B. Musicals
C. One-Act play
D. Ten-minute play
5. Why does a playwright include stage directions in a script?
A. to provide information about the time period in which a play is set
B. to provide information about how the dialogue in a play should be
spoken
C. to provide information about how the play should look to the audience
D. to provide information about the setting, characters, dialogue, and
appearance of a play

9. 3
6. It is a section in a play in which all of the events occur in one place at one
time. Some plays have only one _____ and take place over a short amount of
time. Other plays have several ______ and take place over a longer period of
time.
A. dialogue
B. monologue
C. scenes
D. stage directions
7. It is the series of related events that make up a story.
A. character
B. conflict
C. plot
D. setting
8. What do you call a struggle within a character,between a character and
opposing characters or opposing forces?
A. character
B. conflict
C. plot
D. setting
9. It refers to the time and place in which a story occurs. It can be in the past,
present, or future.
A. character
B. conflict
C. plot
D. setting
10.It refers to a person (or an animal) in a literary work. A story or play can
have many or just a few.
A. character
B. conflict
C. plot
D. setting

10. 4
Lesson
1 One-Act Play
One- act play is similar to a short story in its limitations. This is a complete
drama within one act. It is brief, condensed, and single in effect. One situation or
episode is presented, permitting no minor plots or side actions that may distract
attention for the single purpose and effect being developed. In one -act play,
characters are few in number, quickly introduced, and very limited in character
development. Dialogue and plot must carry the action forward smoothly and quickly.
A one-act play is a play that has only one act, as distinct from plays that occur
over several acts. One-act plays may consist of one or more scenes. In recent years
the 10- minute play known as "flash drama" has emerged as a popular sub-genre of
the one- act play, especially in writing competitions. The origin of the one-act play
may be traced to the very beginning of drama: in ancient Greece, Cyclops, a satyr
play by Euripides, is an early example.
Notes to the Learner
Activities ahead are fun and engaging. Brace yourself as you are
about to experience the journey to a new learning. Make sure you
follow the given directions correctly and enjoy answering the
activities.

11. 5
Direction: Ready, Set, Go!
Imagine that you are a location scout and you are looking for places as
possible movie sets. Answer the following questions in 1-2 sentences. You may use
the images below as your springboard.
Place where the story takes place:
Time/ Milieu where the story takes
place:
Importance of the setting:
Mood- Atmosphere of the setting:
Place where the story takes place:
Time/ Milieu where the story takes
place:
Importance of the setting:
Mood- Atmosphere of the setting:

12. 2
Source of Images: Pixabay.com (No attribution required)
Drama elements
These are the ingredients that give work its shape and character. When
devising work, whatever your stimulus or theme, you should consider the following
elements:
Plot
This is the story, or through-line of your piece. A storyline is often called
a narrative. Without any narrative the work might be on one level, failing to keep
the interest of the audience. The sequence of the plot is something that can be
explored once you have brainstormed and improvised your narrative.
Most stories have a beginning, middle and an end. However, your drama
doesn’t have to run in this linear order. Some work is non-linear in structure. This
means that it doesn’t follow a chronological sequence but moves about in time. This
can be an excellent device for building tension and keeping the audience engaged as
the story unravels bit by bit.
A play may contain more than one plot. A separate storyline running parallel
to the main story is called a subplot. In Shakespeare’s play, A Midsummer Night’s
Dream, the main story is about four young would-be lovers lost in a wood. A comic
story about ‘rude mechanicals’ who are rehearsing a play for the Duke Theseus’s
wedding runs parallel to it.
Linear and non-linear plots
The play, Billy Liar by Keith Waterhouse is an example of a linear plot. Events
are shown in chronological order even though it breaks into fantasy sequences
throughout. Sunset Boulevard, the film written by Charles Brackett and Billy Wilder,
has a non-linear plot. It begins with the ending, thus revealing a main character’s
death. Shakespeare’s The Merchant of Venice can be broken down into four subplots
which weave in and out of each other throughout the play before coming together at
the end.

13. 3
Source of Image: Pixabay.com (No attribution required)
Characterization
The act of changing voice, body language, movement, gesture etc when in role
is called characterization.
All people are different. The actor must use their skills to portray a character
consistently throughout their performance. When creating characters you need to
consider the following:
Voice: Does your character have an accent? What is the tone of their voice like? How
quickly do they speak? Do they have any vocal mannerisms that are particular to
them?
Body language: This is what your character’s movements and way of using their
body says about them. A character who is very nervous and stressed may fidget a lot
or have their shoulders hunched up tight to indicate tension.
Facial expression: Does your character move their face a lot? What does their facial
expression say about their character? Do they have a very expressive face or do they
try not to give much of themselves away?
Hot-seating: (being questioned in character) is an excellent way of ensuring that you
understand the role you are playing.
Improvisation: It is also very useful in rehearsal as it ensures that you can act as
that character ‘off the text’. It helps you to understand how they would react in a
range of circumstances.
Action in drama
The action of the drama is the events that are contained within it. It’s what
happens between characters in a scene and in the play. It could be a sword fight
in Macbeth or a tense discussion during which neither character moves physically at
all.
Content
This is what your drama is about. It’s the themes, issues and ideas it contains.
For example, the action of the piece might be two sisters arguing, but the content is
the exploration of sibling rivalry.
Climax and anti-climax
This is the building and release of tension in drama.
Tension is a growing sense of expectation within the drama, a feeling that the
story is building up towards something exciting happening. Without tension in a
scene it is hard to keep the audience engaged with what is happening so the work
may be flat and dull.

14. 4
A climax is when the tension within a scene builds to its highest point. It’s the
most exciting moment. An anti-climax is the release of tension. It happens after the
tension has reached its highest point and then suddenly drops.
Imagine a scene where a hostage has escaped their captors. They realize what
has happened and search the room where the hostage is hiding. Pauses build the
tension and the hostage is very close to being caught so the audience are on the edge
of their seats. When the hostage is seconds away from having their hiding place
discovered, the captors decide to leave and search somewhere else. The audience
breathe a collective sigh of relief for the hostage.
This is an anti-climax. The tension has built and has been released. Serial
dramas and television soap operas such as East Enders often finish just before or at
the point of climax so that the audience will tune in again to see what happens next.
This is called a cliffhanger or the ‘duff duff’ moment on account of the music at the
end of each episode!
Contrast
Contrast is a marked difference between two or more things placed side by
side for dramatic effect, eg stillness next to activity. When two opposing things are
placed next to each other their impact is strengthened. You could use contrast as a
way of highlighting differences in your drama and keeping the audience interested.
For example, a woman is lonely and miserable after the death of her beloved
husband. Creating a flashback memory of their joyous times together, laughing, and
playing with their children contrasts with the present and makes her loss more
intense and moving for the audience. They fully understand what she’s lost.
Using symbols
A symbol is something which stands for, or represents something else. Symbols are
often used in drama to deepen its meaning and remind the audience of the themes
or issues it is discussing. A prop often has a particular significance that an audience
will instantly recognise when used symbolically in the work. What might the following
things symbolise or represent?
. A white coat represents medicine, science, authority
. A dove represents peace and tranquility
. A torn wedding photograph represents divorce or separation
. A lamb represents new life, spring, innocence or sacrifice
Symbolic movements
Source of Image:
Pixabay.com (No
attribution required)

15. 5
Movement and actions can be symbolic too, particularly if you’re using
Physical theatre as a form. In Mark Wheeler’s play, Too Much Punch for Judy, the
keys being thrown are significant in certain important moments in the play.
Remember that the meanings behind symbols can sometimes change within the
same play.
Story Development
Writing off the top of our head sometimes is great to capture a fleeting idea.
But real planning and preparation work can save the writer a lot of frustration and
backpedaling at a later date. Outlining and breaking down the dramatic elements of
a story are well worth the effort. By playing contrasts and conflict to maximum effect
the playwright can stir the primal in us.
There are so many ways to approach an idea. And the actual activity of
logging in the possibilities is not a pleasant task. But having an easy and systematic
method to catalog ideas, dialogue, and other snippets is like having an assistant
available at all time to do your bidding. In recent years software developers have
created products to simplify this process; some are for outlining/brainstorming and
others specifically organize dramatic elements under a theoretical umbrella.
Whatever method you choose here is a "Top Ten Tip' List for you.
1. Create a world that's true to real life or fantastical or that mixes the mundane
with the magical. But whatever set of rules you create for that world, make
sure you follow them.
2. Write a conflict that builds as the play progresses. As you structure the
conflict, think in terms of your play having a beginning, a middle and an end.
3. Write characters that want something (which puts them in conflict with other
characters) and try to get what they want at every moment.
4. Make sure that each character has something at stake, a consequence if he
doesn't get what he wants.
5. Create a "ticking clock" that puts the characters under pressure to get what
they want right away.
6. Make sure there is a good reason, an "event," for your play. It's not enough for
two characters to sit around and talk for a while and then leave. There needs
to be some important reason why we're watching them now, at this particular
moment.
7. Write dialogue that illuminates your characters and advances the plot at the
same time.
8. Make each character speak in a distinctive voice. If you have trouble with that,
try imagining a specific actor you know - even if it's someone who will never
play the part - in the role.
9. Do not have a character that tells us something she can show us instead. For
example, it's much more effective to hide under the bed than to say "I'm afraid."
10. Give each character a "moment," something that justifies the character's
existence in your play and that makes him attractive for an actor to play.

16. 6
Activity 1: Character Creator
Direction: When your play, or any new scene or act, begins, the reader wants to
know the setting and who and what is seen on stage. Draw a picture of the setting
for your story. Make sure that you include WHO, WHAT, and WHERE.

17. 7
Activity 2: Character Traits Web
Directions: Fill out the boxes of words and phrases that you associate with your
ideal character/s in a story.
Rubrics 3 points 2points 1point Score
Mechanics
Answers in 2
sentences
Answers in 1
sentence
Content
Clearly gives
supporting points
relevant to the
topic
Gives supporting
points to the topic
but lacks relevance
Supporting
points given are
irrelevant to the
topic
TOTAL /5

18. 8
Activity 1
Directions: Create your own story using the graphic organizer below.
Rubrics
3 points 2points 1point Score
Mechanics
Fills all parts of the
activity
Misses answer
on some part of
the activity
Content
Clearly gives the
elements of the
story
Gives sufficient
elements of the story
Answers are
insufficient and
not relevant.
TOTAL /5

19. 9
Activity 2: Dialogue Element
Writing good dialogue is hard, but formatting it is easy. Dialogue, which is always
a mixed case, single-spaced, typically runs margin to margin and follows the
character name on the next line. A blank line follows between the dialogue and the
next character's name. Please refer to this link:
https://www.playwriting101.com/chapter14/.
Think of at least 4 main and minor characters and write the appropriate dialogue
for each. Use a separate sheet for this activity.
Character Dialogue
Example:
Ebony has run out of money and wants
her mother to give her some. Her
motivation is to persuade her mother to
give her enough money to go out with her
friends, but her methods and objectives
are different. What do you think her
objectives are in each speech?
Objective A - Ebony: ‘Do you want a cup
of tea Mum? Sorry if I’m grumpy, I’m just
a bit fed up. It’s just everybody is going
out tonight. It’s a really special evening
and I can’t afford to go. It’s tough when
everybody else gets a lot more pocket
money than I do. I’m not complaining, I
know how lucky I am. I just feel like I’m
letting my friend down on her birthday…’
Objective B - Ebony: ‘I can’t believe you
won’t give me any money! Don’t you know
how important this evening is? Oh don’t
be really mean Mum. Please. Please lend
me the money Mum. I’ll be miserable all
night if you don’t. Please Mum. I’ll do all
the housework tomorrow. Please Mum,
don’t be mean. Please lend me the
money…’
Objective C - ‘Are you going out later?
I’m just asking because you went out last
night Mum, didn’t you? I saw you…and
who you were with. Is that a new dress
you were wearing? Nice. Does Dad know
you bought it? Ah, it’ll be nice actually, to
have a night in with Dad. What time’s he
home? Of course, I could go out, if only
you’d give me some money…’
1.
2.
3.
4.

20. 10
Activity 5: Write a Story Together
Directions: Write a group story with your group mates. Assign each member a part
of the story. One member can be in charge of the introduction, another an action
and another member can be in charge of creating characters. Select another member
to write the ending to the story and another to write the conflict the characters
encounter. Allow everyone to work on their assigned areas of the story, then share
what they have written. Work together as a group to combine the information into a
complete story.

21. 11
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It refers to the actors/actresses that portray the characters in a play and are
usually listed at the beginning of script.
A. Acts
B. Casts
C. Scenes
D. Stage Directions
2. It is the division of a drama script and they are like chapters and paragraphs in
a book.
A. Aside; Dialogue
B. Acts and Scenes
C. Comedy and Tragedy
D. Monologue; Soliloquy
3. What do you call the person who writes a script of a play?
A. an author
B. a poet
C. a playwright
D. a writer
4. Look at the image, which word or words might be the best example of stage
directions? Remember a certain type of punctuation is seen and explains what the
actors should feel and how they should act on stage. D
A. Katie (amused)
B. Katie. Ok. Enjoy.
C. Bill. Yea, but it's been a long time since I've seen this one, and..
D. (She starts out,... then turns in the doorway as something else
strikes her.)

22. 12
5. What is a long speech given by one character on stage directed to other
characters or the audience?
A. Aside
B. Monologue
C. Soliloquy
D. Stage Directions
6. Which of these techniques might be used to demonstrate 'contrast' effectively?
A. Hot-seating
B. Thought-tracking
C. Cross-cutting
D. Improvisation
7. What might this image symbolize?
A. Peace and tranquility
B. Death and sorrow
C. Love and romance
D. Dreams and ambition
8. What is a narrative?
A. The storyline or plot of a piece of drama
B. A character in a play who tells the story
C. The thoughts and actions created on-stage
D. A drama which relies upon words, not physical means, to deliver
the story
9. What is a non-linear drama?
A. When there is a twist in the plot of the drama
B. When there are no lines spoken so the content is all mime and
physical work
C. When events are presented in an order that is non-chronological
D. When actors never stand in a line onstage but are spread out to
make it visually interesting
10. What is the term for when the tension builds to its highest point in the drama?
A. Anti-climax
B. cliffhanger
C. Climax
D. Dramatic peak

23. 13
Activity: Play Review
Directions: Search the internet for amazing plays.
Complete the table with the information based on the play
you’ve watched. Avoid duplication of play with your classmates.
Title of the play:______________________________________________
Genre:___________________________________________________________________________
Your Rating:
Setting
Time:______________________________________________________________________
Place:_____________________________________________________________________
Summary of the Play:
Who is/are your favorite character/s and why?
Do you like the play? Why or why not?
Who would you recommend this play to and why?
Photo of the Play

24. 14
Assessment
1.B
2.B
3.C
4.D
5.B
6.C
7.A
8.A
9.C
10.C
WhatIhave
Learned
UseRubrics
WhatIHave
Learned
Userubrics.
WhatIKnow
1.D
2.B
3.C
4.B
5.D
6.C
7.C
8.B
9.D
10.A

25. 15
References
References
McKnight, K. (2013). The teacher’s big book of graphic organizers. John Wiley
& Sons, Inc.
Dapat, R. (2018). English for academic and professional purposes for
senior high school. Books Atbp. Publishing Corp. p.10
Online Resources:
Bbc.co.uk. (2020). Responding to a stimulus. Retrieved from
https://www.bbc.co.uk/bitesize/guides/z34mvcw/revision/1. October 29,
2020.
Slideshare.net. (2015). One act play ppt. Retrieved from
slideshare.net/Victory30/one-act-play-ppt.October 28, 2020.
Stokpic. (2020, September 6). Assorted educational illustrations. Pixabay.
Retrieved from
https://pixabay.com/images/search/educational%20illustrations/
Dorf, J. (n.d). Playwriting101. Retrieved from
https://www.playwriting101.com/.Oct 28, 2020.
Winger. R. (2018). Elements of drama. Retrieved from.
/https://quizizz.com/admin/quiz/5be0d9036b88f9001edb9b6e/elements-
of-drama. Oct 28, 2020.
Mejia, M. (2016). Drama elements vocabulary quiz. Retrieved from
https://quizizz.com/admin/quiz/589f64b560dc1d8b62beb40e/drama-
elements-vocabulary-quiz. Oct 28, 2020.

26. For inquiries or feedback, please write or call:
Department of Education – Schools Division Office Navotas
Learning Resource Management Section
Bagumbayan Elementary School Compound
M, Naval St., Sipac Almacen, Navotas City
Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph