LEARNING ACTIVITY SHEET IN CREATIVE WRITING

Worksheet No. 3, 2nd Semester

Learner’s Name: __________________________________________________________
Grade Level and Section: ______________________________ Date: _____________

L I. LEARNING SKILLS
A. Most Essential Learning Competency
Conceptualize a character/setting/plot for a one act play
B. Objective
At the end of this learning activity learners will be able to:
 Conceptualize a character/setting/plot for a one act play.

II. INTRODUCTORY CONCEPT

A well-known actor in several stage plays, Ian Murray McKellen, once said, “In
the theatre, the actor is in total control. The director wasn’t in the house last night, the
designer wasn’t there, the author’s dead. It’s just us and the audience.”
In conceptualizing a one act play – one of the principal divisions of a theatrical
work (such as a play or opera), you have to take into consideration the following elements:
CHARACTER - a personage in a narrative or dramatic work; also, a kind
of prose sketch briefly describing some recognizable type of person
PLOT - the sequence of events that make up a story, whether it’s told,
written, filmed, or sung
SETTING - 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.
Furthermore, it follows the standard format of short story. See the figure below.

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A. PRACTICE
TASK
Practice Task 1
Write a character profile for a person whom you think best fits each
description. The character profile must include physical attributes,
educational background or professional training, special skills or talents,
personality traits, etc.Fill-out the table below to create a character profile.
CHARACTER 1: a student who doesn’t want to attend classes regularly
Character Profile
Name
Gender
Age
Height
Weight
Address
Physical Appearance

Favorite hang-out
Favorite subject
Class schedule
Describe him/her when; a.
he’s happy
b. he’s frustrated
c. he’s nervous
For him;
a. what is family?
b. what is school?
c. what are friends for?

Other descriptions:

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 CHARACTER 2. A teacher of 34 students of various ages who live in a remote
mountain village
Character Profile

Name

Gender

Age

Height

Weight

Address

Physical Appearance

Work schedule

Salary per month

Mannerism

Practice Task 2
Choose one character from Practice 11, then answer the questions that follow. To
show coherence and clarity in your answer, write it in paragraph form.

1. Describe your character’s home. Start from the outside before writing about
your character walking through the front door and through each room; describe
how he feels about each one. Think about the following:
• Which is your character’s favorite room?
• What would he most like to change about his home?
• What objects does your character possess, and what memories do they
connect with?
2. Describe your character at home on a typical evening. What

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 activities do your character enjoy? Does he read, watch TV, phone friends,
cook, play computer games, drink, take drugs, eat chocolate or shop online?
3. Think of some other locations that feature in your character’s life. Think of key
places where your character goes regularly: his workplace; the houses of
friends; anywhere he visits daily, such as a café or wine bar, a library or
swimming pool.
4. Write a paragraph describing your character in each of these settings in turn.

Practice Task 3
Referring to your character and setting, it’s time to kickstart the plot of your story.
We will now create the opening scene of your masterpiece. Write your answer on the
space below.
Step 1: Introduce the characters: By name if you’re writing in the third person, or by
individual voice if in the first person.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Step 2: Set the scene – the time and the place: You can do so simply with a place and
date, or by describing the scene.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Step 3: Create a mood: You create atmosphere by description, but also by style, length of
sentences and choice of vocabulary.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Step 4: Describe an action or situation – including dialogue if needed: The more
dramatic, the more arresting your opening is likely to be.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Step 5: Ask a question: Don’t try to give too much information – provide enough to
orientate readers in the story but leave questions to entice them to read on.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

B. ASSESSMENT

Playwright-In-Training Challenge
Write a short story. Your Creative Writing President or class manager will create a
private online group for the whole class, where you can upload your stories. Your
classmates can comment or emoji-react to appreciate or evaluate your story. Avoid
innocuous comments. Your teacher will rate your story using the Short Story Assessment
Rubric below.

IV. RUBRIC FOR SCORING

Short Story Rubric

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 V. REFERENCES

Eusebio-Abad, Heidi Emily. (2006). “Creative Writing without the Pain of Grammar: A
Sourcebook for CW 10.” Journal of English Studies and Comparative Literature. Vol. 9.
No. 1
Vena,G.(1988).How to Read and Write About Drama: ARCO Press
Morley.(2011).The Cambridge Introduction to Creative Writing: Cambridge University
Press

(n.d.). Retrieved from

https://www.edb.gov.hk/attachment/en/curriculum-development/resource-support/
net/assessment%20form%202.5-%20short%20story%20assessment%20rubric.pdf
Oxford Dictionary. (n.d.). Retrieved from https://www.oxfordreference.com/search?
q=CHARACTER&searchBtn=Search&isQuickSearch=true
Sample Script. (2000). Retrieved from www.whartoncenterassets.com:
https://whartoncenterassets.com/tcoh/pdfs/1819/YPF/YPF-sample-script.pdf
Weebly.com. (n.d.). Retrieved from
http://moellerlit.weebly.com/uploads/1/0/2/4/10248653/faustus_--
_one_act_play.pdf

SLM Written by:

CARLENN P. MERIN
Teacher, Bicol Reginal Science High School
SDO-Ligao City

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 Condensed by:

SUZETTE P. BARCENA
Teacher III, Barayong NHS
SDO-Ligao City

Quality Assured by:

JOE-BREN L. CONSUELO, EdD

Education Program Supervisor
SDO-Ligao City

Lay Out Artist:

JESSIE ALLAN C. CIDRO

Teacher III, Catburawan Elementary School
SDO-Ligao City

DIEGO A. PERCIANA
Teacher I, DPPMHS
SDO-Ligao City

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