SPECIALIZED SUBJECT-HUMSS

CREATIVE WRITING
_____ Semester, SY ___________
QUARTER 2, MODULE 3
CONCEPTUALIZING
CHARACTER

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Self-Learning Module – Creative Writing
____Semester , SY _____Quarter 2 – Module 3: Conceptualize a
Character/Setting/Plot for a One-Act Play
First Edition, 2021

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 CONCEPTUALIZING CHARACTER
LESSON
/SETTING /PLOT FOR ONE-ACT

Hi, there! So far, you have done such brilliant tasks from the previous competencies
that will help you navigate through the new lesson in store for you. In this module, you will be
able to:

1. Conceptualize a character/setting/plot for a one-act play (HUMMS_CW/MPIj-IIc-17).

In this learning resource entitled Conceptualizing Character, Setting, and Plot for a
One-Act Play, you will begin to unravel the intricacy and beauty of a one-act play as a literary
genre. Your creative juices will be unleashed as you begin to paint a new picture of a concept
confined under the specific elements of Drama such as character, setting and plot. This lesson
will serve as your steppingstone into creating your own masterpiece of a one-act play.
Before we proceed, can you remember whose lines are the following?

“Besides, you’re saying it wrong. It’s leviOsa not leviosA.”

“Sweet Princess, if through this wicked witch’s trick, a spindle should your
finger prick. A ray of hope there still may be in this, the gift I give to thee.”

“I was willing to wait. Kaya lang napagod ako – napagod ang puso ko na
maghintay, magtanong, magalit.”

Do you find yourself to have the chance to become a better actor or actress? Were
you able to identify the elements, techniques, and literary devices of drama in the lines
presented? If so, then you can already become a writer for a play or a director of one.

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 Drama is a literary genre that falls under
the category of prose. Unlike a short story or a
novel, drama otherwise referred to as play is
meant to be performed on stage. The fictional
representation of a drama is distinctly identified
with a script with dialogues and lines between and
among characters. Its power lies on the effective
conceptualization of life’s realities.
A one-act play is a short play that
comprises only one act or more scenes presented
in one set. It includes four characters or less www.blog.reedsy.com

acting upon one main action or problem. The

length of the script may range from 9-12 pages. Among all literary elements, one act play
works best maily around its characters, setting and plot.
Moreover, Actors play in the stage which they call a magical place. You can also be
actors and actresses who have the power to teach and please others. As Willaim Shakespeare
once said in Hamlet, Act III, Scene II, “Suit the action to the word, the word to the action”
hence, it is imperative to plan and communicate your ideas clearly about the play. But how
can you do it? Before your play can teach and please anyone, you have to write it, rewrite it,
and submit it. It can be a long road, particularly because now more than ever, plays tend to
get plenty of development before getting fully produced. As good playwrights, you need to
have extra patience and perseverance.
In most cases, writers employ different techniques in order to put some spice in the
story and give their readers a BANG!
Literary elements of Drama: Character, Setting, and Plot
1. Characters.

These are the people or animals that are

subjected to in the drama that are portrayed by
the actors and actresses. The play is able to take
its essential form because of the characters.
They emboby the integral part of drama.
Charaters can be categorized according to
function and types.
www.minds-in-bloom.com

Chracters in the Drama (One-Act Play)

Protagonist – the main character in the play; the hero or heroine
Characters Antagonist – a major character who opposes and is hostile to the
according to protagonist
Function Foil – a minor character who emphasizes the qualities of another
character

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 Anti-hero – a minor character who is inconsistent and usually
shows failed goals
Round – a character who is realistic; has sufficient motivations to
his actions and behaviour; experiences change and develop in the
course of a play
Characters
According to Flat – a character who has one distict characteristic; static or does
Types not change.
Stock – a literary character who manifests several traits that
particularly apply to a group of people or class. Example: A cruel
stemother

2. Setting
Setting is the time and place (or
when and where) of the story. It’s a literary
element of literature used in novels, short
stories, plays, films, etc., and usually
introduced during the exposition
(beginning) of the story, along with the
characters. The setting may also include
the environment of the story, which can be
made up of the physical location, climate,
weather, or social and cultural
surroundings.
Types of Setting
A. Backdrop setting

Have you ever read a story, but found it difficult to figure out what time period in which
the story was written or where it is? The story probably had a backdrop setting. The story is
timeless and can happen at any point in history or anywhere. The focus is on the lesson or
message being delivered.
B. Integral setting

With an integral setting (integral means to be a part of or important to), the time and place are
important to the story.

Importance of Setting
Setting gives context to the characters’ actions in a story line. It can also create
the mood (how the reader or viewer feels). It’s easier to understand why the characters in the
story are doing what they’re doing when we know where the they are. The time of day, time of
year, and ages of the characters will also affect how they act and what they say.
All forms of literature have some form of setting; even backdrop settings have an age
range of the characters, which is part of time, and location, either indoors or out, for example.
Without a setting, readers and viewers cannot follow a story plot. All good literature uses
setting. No story can exist without an element of time or place.
Example

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 From J. K. Rowling’s book “Harry Potter and the Chamber of Secrets.” Rowling’s series
of Harry Potter books are popular with young adults and have been made into films.
October arrived, spreading a damp chill over the grounds and into the castle. Madam
Pomfrey, the nurse, was kept busy by a sudden spate of colds among the staff and students.
Her Pepperup potion worked instantly, though it left the drinker smoking at the ears for several
hours afterward. Ginny Weasley, who had been looking pale, was bullied into taking some by
Percy. The steam pouring from under her vivid hair gave the impression that her whole head
was on fire (Rowling 1999).
This excerpt sets a gloomy mood with its setting, particularly with the words “damp
chill.” It’s October and the characters are students, so we assume young (time). They are in a
school dormitory, which is a castle (place). Since the season is fall, we know that the students
are getting sick because of the cold. The idea that they are using a “potion” hints that the time
period is long ago in the past or some fantasy time period.
3. Plot

Plot, referring to the basic storyline of the play, is the structure of a play which tells
what happens as the story goes. The plot structure can be divided into five stages: exposition,
rising action, climax, falling action, and denouement.

Plot
Simply an introductory part that provides the background
Exposition
information needed to properly understand the story
Series of events, including complications and discoveries,
Rising Action
which the dramatic climax of a plot
Is the turning point, or the peak of a plot which holds an utmost
Climax
emotional intensity of the play
A series of events following the climax that leads to the solution
The Falling Action
of the conflicts
Serves as the conclusion of the plot in which the conflicts are
Resolution/Denouement
unravelled. It is the ending scene of the drama.

Special Plot Techniques

 Suspense – feeling of excitement or tension the reader experiences as the plot
unfolds.
 Foreshadowing – uses hint at something that will happen or something we will learn
later in the story.
 Flashback – a section of the story that is interrupted to tell about an earlier event. It
focuses on why things happen, rather than on what happens.
 Motifs and symbols – symbols are images, ideas, or sounds or words that represent
something else and help to understand an idea or a thing. Motifs, on the other hand,
are images, ideas, sounds or words that help to explain the central idea of a literary
work i.e theme.
 Tone – refers to a writer’s attitude, manner, mood and moral outlook in his/her work

Way to go, learners! You have reviewed in the previous sections of this module
the concepts of character, setting, and plot in a one-act play as a whole. It is about time
you get to experience more to equip you as you prepare to embark into creating your own
masterpiece pretty soon. Such a great job you pulled through right there, learners! Now,
you are ready to take things on a higher level. The exercises below will let you immerse
in the world of one-act play.
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 Read and analyze the given sample of one-act play script then, answer the succeeding
activities therein.

STAY HEALTHY
A Play in One Act
by Dr. Joem Antonio

THE PLAY:
[Sophie is seated by a table, reading a newspaper. By her foot is her very large bag. Will enters
with a tray of food.]

SOPHIE: [As she reads.] So, what poison did you buy today?
WILL: If I just get you to stop pestering me on this, I’d be so happy. Good morning!
SOPHIE: What poison?
WILL: Rice.
SOPHIE: Delaying the inevitable, eh?
WILL: Egg.
SOPHIE: What else?
WILL: …
SOPHIE: What else?
WILL: …Tocino.
SOPHIE: Foot and Mouth Disease, Diabetes, with possible Zalmonella from the eggs.
WILL: I knew it.
SOPHIE: With the number of people getting sick every day, you have to be careful.
WILL: But that’s all they’re selling.
SOPHIE: Is it?
WILL: Tapa.
SOPHIE: Salt. Kidney stones.
WILL: Chicken longganisa.
SOPHIE: Processed meats.
WILL: Thank God, you mentioned processed meats. Now I don’t have to mention spam.
SOPHIE: Go on.
WILL: What’s your beef with processed meat?
SOPHIE: Chemicals. Cancerous, you know.
WILL: Everything’s cancerous nowadays. Give me one food that’s not cancerous.
SOPHIE: Carrots. [Beat.] Go find some carrots.
WILL: Maybe you could let me sit first? My Rizal class is not until 10:30 and already I’m
receiving a lecture.
SOPHIE: [Stops reading. Looks at Will.] Somebody is unusually aggressive today. Why so
rebellious all of a sudden? Sit. [Will sits.]
SOPHIE: [Resumes reading.] Good boy.
WILL: It’s so difficult to eat when I’m around you.
SOPHIE: Then close your eyes if you find me distracting.
WILL: Plug my ears, you mean. [Starts eating.]
SOPHIE: [Stops reading.] What did you say?
WILL: Tocino, tocino, glorious tocino.
SOPHIE: [Resumes reading.] I’d like to hear you sing that when you’re down with diabetes.
WILL: News flash: diabetes does not run in my family.
SOPHIE: News flash: diabetes is not necessarily hereditary. Besides, who knows if you don’t
have a distant relative who is diabetic?
WILL: [Stops eating. Beat.] Then I won’t put sugar in my coffee. There! A simple solution to
a simple problem. [Drinks coffee.]
SOPHIE: It’s your life. [Beat. Continues reading. Beat. Stops reading.] Coffee causes
palpitations. Bad for the heart. How many times do I have to tell you? [Will
stands, leaves, and comes back with an empty cup. He pours half the coffee intohis cup.]

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WILL: I’ll settle for creamer, then. [Will notices that he has no creamer. He goes out. He
comes back with a cup of milk.]
WILL: Milk. So much for Coffeemate in my coffee.
SOPHIE: Mad Cow.
WILL: You don’t contract Mad Cow from milk.
SOPHIE: You don’t?
WILL: And the Mad Cow issue is ancient history by now.
SOPHIE: You’ll never know.
WILL: As is, then! Black!
SOPHIE: Just be careful…
WILL: “…because there is a geometric increase in risk of heart attack for every coffee cup that
I drink.” I know. You tell me that every day. Thanks, “mom”. Your Biology teacher
would be so proud.
SOPHIE: I’m just expressing my concern.
WILL: Thank you. Really. But it’s my life.
SOPHIE: It could be your funeral. You’re telling me that I shouldn’t remind you?
WILL: I quit drinking soft drinks because of you! For other people, it might as well have been
smoking.
SOPHIE: Call that power of persuasion. Besides, it seems I’ve saved you from diabetes.
[Sophie smiles at Will.]
WILL: But please leave my coffee out of this, okay?
SOPHIE: It’s your life. [Silence.]
WILL: Why are you controlling my diet? Are you my girlfriend?
SOPHIE: Why do you let yourself be pushed over? Are you my boyfriend?
WILL: Whatever. [Will resumes eating.]
SOPHIE: You’re right. I’m too tough on you. You can drink your stupid soft drinks…
WILL: Yes!
SOPHIE: …so long as it’s once a week, not from the can, and it’s sugar-free.
WILL: I get the once a week, and the sugar-free…
SOPHIE: Oh, wait, not the sugar-free…
WILL: What’s wrong with sugar-free? I thought you didn’t want me to have diabetes.
SOPHIE: But sugar-free soft drinks cause Alzheimer’s.
WILL: Then I’ll play a lot of Sudoku then. They say that game lowers the risk of
Alzheimer’s. You know, that balances it out.
SOPHIE: Whatever.
WILL: And what do you have against canned soft drink?
SOPHIE: Canned soft drink adds lead to your blood.
WILL: Come on. Where did you get that?
SOPHIE: I have my sources. [Will takes Sophie’s newspaper.] SOPHIE: Hey!
WILL: Maybe your sources are from the tabloids…
SOPHIE: I’m reading that!
WILL: [Returns the newspaper.] You can’t believe everything they put in the newspapers, you
know.
SOPHIE: [Resumes reading.] They’ll lose their credibility if they lie.
WILL: Why don’t you just take up Biology? At least you’d know for sure which food is harmful
and which is not. And it’s backed up with scientific evidence.
SOPHIE: My heart is in the arts.
WILL: I can see that.
SOPHIE: I will not dignify that condescending remark with a response. [Beat.]
SOPHIE: Why don’t you just read the newspaper instead wasting your time watching
movies? You’re taking up History and you’re not updated with current events. That’s why
your Rizal professor keeps grilling you.

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WILL: If I’m ever going to read, it’s definitely not going to be anything that has a two-bit TV
celebrity on the front page.
SOPHIE: Whatever.
WILL: I’m worried for you. Really. One of these days, you’re going to get into trouble with this
mind frame of yours.
SOPHIE: The feeling’s mutual. And it’s not as if you didn’t get into trouble before.
WILL: And when was that?
SOPHIE: The Pampanga trip.
[Beat.]
WILL: Oh. Thanks for reminding me.
SOPHIE: You’re welcome. And when I saved you back then? You’re welcome. Again. Even if
you’ve never thanked me about that.
WILL: Thank you. [To himself.] It was just paracetamol…
SOPHIE: You don’t sound thankful.
WILL: Do you still carry your pharmacy with you? [Gestures to the bag.]
SOPHIE: Always.
WILL: Why do you always have to carry a big bag?
SOPHIE: I never know what I may face today. Umbrella, in case it rains, books in case I get
bored. Alco-gel, shawl…
WILL: Tent?
SOPHIE: Har har.
WILL: Who knows? You might need a tent one time and it just might not be there. [Beat.]
SOPHIE: This bag saved your life. What if I didn’t have paracetamol at that time? What would
have happened to you?
WILL: I wouldn’t be able to bug you anymore.
SOPHIE And I wouldn’t be able to bug you. How sweet.
WILL: Look, all I want to say is, live and let live, okay?
SOPHIE: I’ll try. [Beat.] Ingrate. [Beat. Will resumes eating.]
WILL: I was wondering…
SOPHIE: Hmm?
WILL: Now that I think about it, how do you eat? [Beat.]
SOPHIE: I put food in my mouth. I chew. I swallow. Why do you ask?
WILL: No. I meant, how do you eat? You’re avoiding lots of stuff. Forbidding lots of
stuff. And I never really cared what you ate for lunch before. It might as well have
been Cow Food. And as of this morning, the only thing you didn’t react negatively to was
rice.
SOPHIE: So what are you saying? [Beat.]
WILL: Is rice all you really eat?
SOPHIE: I am not a sumo wrestler!
WILL: Whoa! How did sumo wrestlers get into this conversation?
SOPHIE Rice is the main staple of sumo wrestlers.
WILL: Rice is the main staple of a lot of countries. Even here. How many people in this
country look like sumo wrestlers? I eat rice. I don’t look like a sumo wrestler, right?
SOPHIE: Of course. Rice isn’t the only thing you’re eating.
WILL: So you do eat something other than rice.
SOPHIE: No, duh.
WILL: Interesting. Maybe it’s monggo beans. So you’d just be like Rizal.
SOPHIE: Fruits.
WILL: Fruits?
SOPHIE: Fruits!
WILL: Fruits! What a Pharisee. You’re not afraid of the pesticide they spray on fruits?
SOPHIE: Banana and Orange.

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WILL: Right. The fruits that you need to skin first. Coconuts?
SOPHIE: Yes.
WILL: Mangoes?
SOPHIE: Fattening. And high sugar. [Beat.]
WILL: So you eat your rice with bananas, oranges, and coconuts. Interesting.
SOPHIE: I never said I eat rice with fruits!
WILL: You eat rice. You eat fruits. Some of them, at least. You mean to say, you eat your rice
without viands?
SOPHIE: Fish.
WILL: You’re not afraid of red tide?
SOPHIE: Freshwater fish.
WILL: With the double kills that could happen, you’ll never know. [Beat.]
SOPHIE: You’re right.
WILL: I was just being…
SOPHIE: Yes?
WILL: Never mind. [Beat.] You know what, I’m beginning to be really fascinated by your
eating habits.
SOPHIE: [Smiles.] Just my eating habits?
WILL: It’s like that of a monkey’s. [Beat.]
SOPHIE: I get it. You should make me a feature for National Geographic.
WILL: I was just kidding. [Beat. Will resumes eating.]
SOPHIE: Thanks.
WILL: Huh?
SOPHIE: I’m not eating fish anymore. [Beat.]
WILL: You know that I was just kidding about the double kill.
SOPHIE: It’s better to play it safe.
WILL: You’re asking for goiter this way.
SOPHIE: Thank God for iodized salt. [Will is about to say something but changes his mind.]
WILL: Good point. [Beat.] So what will you eat, then? Chicken?
SOPHIE: Chicken Flu.
WILL: Vegetarian, then.
SOPHIE: Formalin.
WILL: Maybe you’re the exotic type. Frog.
SOPHIE: With all the frogs you see at the gutters?
WILL: Snake?
SOPHIE: Eww.
WILL: Dog. [Sophie stares at Will.]
SOPHIE: I love dogs.
WILL: Perfect! [Sophie smacks Will with the newspaper.]
SOPHIE: They’re not for eating!
WILL: Some would say otherwise… [Sophie smacks Will with the newspaper again.]
WILL: I get it! I get it! Sorry! [Beat.] How about something classy? Peking Duck.
SOPHIE: Greasy.
WILL: Turkey.
SOPHIE: Well…
WILL: Nobody complains about turkeys. No sickness. And you don’t have to eat the skin if
you think it’s too fatty.
SOPHIE: Expensive. And it can eventually contract bird flu.
WILL: Camaro. [Regrets it as soon as he says it.] [Beat.]
SOPHIE: What’s that?
WILL: Locusts. Can’t be seen in gutters. John the Baptist ate those and he became a
macho man…

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SOPHIE: Oh yes! Camaro! Locusts! Isn’t that the stuff you ate in Pampanga? The food that
gave you allergies?
WILL: Fine.
SOPHIE: Always leaping without looking. In your case, eating without knowing what it
is. You’re welcome. Again. [Beat.]
WILL: I wonder how anybody would ever ask you out. They won’t know which restaurant to
bring you to!
SOPHIE: Is this why you’re interrogating me? Are you planning on asking me out? [Beat.]
WILL: No! [Beat.] How did this get into our conversation?
SOPHIE: You were speculating that nobody’s asking me out. How presumptuous!
WILL: Is there?
SOPHIE: Are you jealous?
WILL: Look at who’s presumptuous! [Beat.] All I meant was that you won’t get anywhere in
life thinking this way.
SOPHIE: As if you got anywhere.[Beat.]
WILL: When I become famous, I’ll forget you.
SOPHIE: Can you?
WILL: Of course not. We’re friends.
SOPHIE: Become famous, I mean.
[Beat.]
WILL: You’ll have your day, you’ll see.
SOPHIE: Why are you saying that? I’m so nice to you. [Pinches Will’s cheek.]
WILL: Nice indeed. I’m the only one you pick on among our friends.
SOPHIE: That’s because you’re the only one who lets himself get picked on. Go figure. [Will
finishes his food.]
WILL: Stuffed.
SOPHIE: You better do some extra crunches then.
WILL: Of course. I don’t do this for other people, you know. Be thankful.
SOPHIE: Thank you. [Smiles at Will.] [Long beat.]
WILL: You know, there’s an advantage in eating all of that stuff you call poison. It develops
my immunity.
SOPHIE: And where in the world did you learn that?
WILL: From ninjas. They take poison in small doses so that when someone tries to poison
them, they’re not affected. Their bodies are used to the poison, see?
SOPHIE: You’re watching too many movies.
WILL: Read “War of the Worlds”! What killed the aliens there? They didn’t have antibodies
to fight the common cold. [Beat.]
WILL: I spoiled the book for you, didn’t I? Sorry.
SOPHIE: Now you’re justifying your unhealthy lifestyle by saying your food will help you evolve.
WILL: Like a Pokémon.
SOPHIE: I am not dignifying that with a response. [Beat.]
WILL: Do you eat monggo beans?
SOPHIE: Yes, why?
WILL: Be careful of monggo beans. It’s Rizal’s favorite, and he got shot in Luneta.
SOPHIE: Are you serious?
WILL: Yes.
SOPHIE: There is no connection between Rizal getting shot and his love for monggo beans.
WILL: Because of his love for monggo beans, Rizal became smart. Because he was smart,
he was shot in Luneta. Ergo, according to hypothetical syllogism, Rizal got shot because of
monggo beans.
SOPHIE: Do you eat monggo beans?
WILL: Yes.

9
SOPHIE: You’ll also get shot, but not like a hero. Somebody’s going to shoot you to shut you up.
WILL: Just like Rizal. [Beat.]
SOPHIE: That’s not funny at all. [Silence.]
WILL: It was a little funny.
SOPHIE: So here’s a little laugh, Hihi. [Silence.]
WILL: I apologize.
SOPHIE: You cave in so easily.
WILL: It’s difficult having you in a bad mood. You might ask someone to beat me up.
SOPHIE: Ask someone to beat you up? I can do that myself, thank you very much.
WILL: The last time I checked, I’m the carnivore, veggie girl!
SOPHIE: There is such a thing as veggie meat.
WILL: Nothing beats the real thing.
SOPHIE: Oh sure. At least nobody gets sick with soy meat, unlike your Chicken Flu, FMD, and
Mad Cow Disease.
WILL: There’s also an issue with soy meat.
SOPHIE: Like what? [Beat.]
WILL: There is. Somewhere. [Beat.]
SOPHIE: Do you have proof? [Beat.]
SOPHIE: If you can show me some proof, I’ll let you eat whatever you like. That’s what you
want, right? [Beat.]
SOPHIE: Case closed.
WILL: You are such a bully.
SOPHIE: That’s why we’re friends.
WILL: You’re scared of people stronger than you, I suppose. Another reason for me not to
exercise.
SOPHIE: Oh great. More nonsense from you.
WILL: You might go all sweetums on me if I pack some abs.
SOPHIE: Please.
WILL: Besides, I need to be chubby if I’m going to be huggable.
SOPHIE: You’re just saying that because you don’t want to change your eating habits.
WILL: You’re just saying that because I’m more daring than you when it comes to
food.
SOPHIE: I’ll have a longer life.
WILL: And I’ll have a happier one. [Beat.]
SOPHIE: Hmph!
WILL: You’re so cute when you’re angry. But that’s not gonna help you get a boyfriend.
SOPHIE: That’s okay. At least you’re here for comic relief, right? [Beat.]
SOPHIE: No comeback? I’m surprised. [Beat.]
WILL: Have you taken your breakfast already? It’s almost class time.
SOPHIE: Actually… [Rummages her bag.] Uh-oh.
WILL: What?
SOPHIE: My food.
WILL: [Looks around.] Where did you put it?
SOPHIE: [Looks around also.] I can’t remember!
WILL: That’s because you don’t eat peanuts. Skin care’s more important than brains…
SOPHIE: It’s not funny!
WILL: Sorry. [They look all over to look for Sophie’s food. Eventually, Will stops looking and
leaves. Sophie sits down to think where she might have placed her food.]
SOPHIE: I could have sworn that I put it in my bag this morning. [She notices Will is gone.]
SOPHIE: Oh. [Will returns with a tray of food. It is rice and monggo beans.]
WILL: Eat up. It’s safe. It’s already tried and tested by Rizal. [Sophie looks at Will. Beat.]
SOPHIE: No, it’s okay…

10
WILL: If you don’t eat, you’ll get ulcer. What good will your health measures be then?
[Beat. Sophie reluctantly starts eating.]
SOPHIE: Thank you.
WILL: It’s nothing.
SOPHIE: No, really. Thank you. [Beat.]
WILL: Could I borrow your newspaper? [Sophie hands Will the newspaper.]
WILL: Maybe I’ll find something about carrots being cancerous or something.
SOPHIE: Fat chance. [Sophie eats quietly while Will reads the newspaper. Beat. Will smiles.]
WILL: Soy meat is made out of monggo beans, right?
SOPHIE: Out of tofu. Yes. Sometimes.
WILL: And you were saying about soy meat being safe, right? [Will’s smile widens.]
SOPHIE: What are you driving at?
WILL: [Still smiling.] Nothing.
SOPHIE: What?
WILL: [Still smiling.] Nothing!
SOPHIE: Give me my newspaper! [Sophie takes the newspaper from Will. Reads.]
SOPHIE: “Monggo beans is…”
WILL: “…high in uric acid” and uric acid causes gout. Thank you, hypothetical syllogism.
SOPHIE: So what am I going to eat, then?
WILL: Look on the bright side. Being healthy is the slowest way to die. [Beat.]
SOPHIE: Time to research about ninjas then.

CURTAIN
It’s amazing how would you comprehensively scrutinized the selection! You are
already getting the hang of it. By answering the preceding activities, you will be able to
break down the concept of character, setting, and plot elements into smaller parts. You
also have had a first-hand experience of reading a one-act play. Now, you can definitely
move on further.

A. Fill in the table below with the correct details about the characters from the one-
act play, Stay Healthy.
Stay Healthy
(Characters)
Function/ Type Name of Character Short Description
Protagonist
Antagonist
According to Function
Foil
Anti-Hero
Round
According to Type Flat
Stock

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 B. Fill in the graphic organizer with the correct details about Setting from the one-act play,
Stay Healthy.

Stay Healthy

Setting Brief Description

C. Fill in the graphic organizer with the correct details about the plot from the one-act play,
Stay Healthy.

Climax
_ _
_

Rising Action Falling Action

Exposition Conclusion
_ _
_ _

Thank you for answering the practice exercises. If you answered the practice
exercises correctly, you are now ready to proceed to do the written works. If not, please try
until you arrived on the correct answer.

12
Instruction: Please write your leanings from the above discussion in your notebook/answer
sheet.
I have learned/discovered that :

I realized that

If you will be given a chance to create your own story in your drama script, who will be
your characters? What does your setting will look like? What will be the structure of
your story?
This is now your chance to create an initial framework of your one-act play!
A. Directions: You are now tasked to creatively illustrate your work through a graphic
organizer by providing initial details based on what you have comprehended from the lesson
on character, setting, and plot elements of a one-act play. Reflect your output on a separate
sheet. You may choose from the suggested topics below:
a. COVID-19 Advantages and Disadvantages (in your Municipality as possible)
b. Education amidst COVID-19 (in your Municipality as possible)
c. Experiencing both Poverty and COVID-19 (in your Municipality as possible)
d. YOUR OWN CHOICE

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 Tentative Title

Character 1 Character 2 Character 3

Description/Qualities Description/Qualities Description/Qualities

Setting

Plot
 The Exposition or Beginning of the Story
The story begins in…
 The Rising Action
To continue the story, the conflict starts when…
 The Climax
The highest peak or turning point of the story is when…
 Falling Action
The problem in the story will be resolved when…
 Denoument
The ending of the story in the drama is…

This framework will prepare you for the future exercises as you write your own play!
Keep up the good work ang keep going!

B. Try to envision the script that you wanted to write. Use your crafted framework in the
Written Work as your guide. Write at least a short dialogue from the plot that you have
created in the framework and identify whether it is an exposition, rising action, climax,
falling action or denoument. You may also use the play “Stay Healthy” as your
reference on how the dialogues of the characters be written. Be guided with the rubric
provided. (Please see example below)

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Title: Distribution of Modules
Theme: . Education amidst COVID-19 in the Municipality of Romblon
Characters: Teacher Ana and Teacher Nely
Setting: In the school

The Scene: (On what particular part of the plot does it happen? Give description.)
 The scene is in the Rising Action. The conflict is the contrasting of suggestions and
ideas between the two teachers.

The Dialogue: (Write the dialogues of the characters below.)

Teacher Ana: I don’t think your idea is appropriate! We should be very considerate in the
location of our students.
Teacher Nely: The location of the students is not the problem here. The problem is, the time
and date of the distribution. We must call a meeting.
Teacher Ana: How can we call a meeting? Face to face meeting? We will be put at risk. The
pandemic is so alarming. If it is through virtual, the signal in our town is not that
good. This will be another problem for both parents and teachers.

Rubric
Indicators Very Good (20 pts.) Good (15 pts.) Developing (10 pts.)
Elements, The play has five or The play has three The play has one to
Techniques, & more elements, to four elements, two elements,
Literary techniques & literary techniques, & literary techniques, & literary
Devices devices. devices. devices.
. The reader can follow The reader can The reader gets
Presentation the dialogue very clearly follow the dialogue confused to follow the
of the and understand the clearly and dialogue and the flow
Dialogue story. understand the of the story.
story.
The scenes contain The scenes contain The scenes little
enough creative ideas some creative ideas evidence of the writer’s
including the title. The including the title. creative ideas. The title
story is related to the The story is quite is there but the story is
Creativity
chosen topic and sparks related to the chosen not quite related to the
the interest of the topic and sparks the chosen topic and not
reader. interest of the quite sparks the
reader. interest of the reader.
Congratulations for a job well done! You are now ready for the next module.

15
Practice Exercise 1

 Answers vary
Practice exercise 2

 Answers vary
Practice exercise 3

 Answers vary
Performance work A

 Answers vary

Performance work B

 Answers vary

16
Conceptualizing Characters.
https://www.reddit.com/r/CharacterDevelopment/comments/7vuwjf/conceptual
izing_ch aracters/
Drama. https://sites.google.com/site/thegreenishsubmarine/elements-of drama
Elements of Drama. https://academic.luzerne.edu/shousenick/ENG104-
ELEMENTS_Drama.htm How to Write a One Act Play and Sample Script.
Retrieved from https://whartoncenterassets.com/tcoh/pdfs/1819/YPF/YPF-
sample-script.pdf
One-Act Play. https://www.definitions.net/definition/One-act+play
Understanding Drama. https://study.com/academy/lesson/elements-ofdrama-
characters-plot-setting-symbolism.html

17