Lucky Spin: Godly Programming-Chapter 31: Sleeping is easier to understand

"Ahhh, well... teacher, it’s like this. I kind of forgot which group I belong to. Can I ask what group I was assigned to?" he said, shyness written all over his face as he braced himself for a possible scolding.

But what he got wasn’t what he expected.

"Huh? You don’t know what group you belong to? Wait, let me check," she replied, looking genuinely confused.

The fact that one of her well-known and usually responsible students didn’t know his group caught her off guard, especially since the assignments had been given a full week ago.

But before Mrs. Baldoza could check her notes, a girl’s voice called out from across the room, causing her to pause and turn around.

"Teacher, Jeff is from our group," the girl said.

Mrs. Baldoza raised an eyebrow, "Then why didn’t you call him into your group? Look, he’s already here asking me where he belongs," she replied with a hint of questioning in her tone.

The girl, who had long hair, slightly puffed cheeks, and big round eyes that gave her a cute and charming presence, was momentarily stunned by the question.

"Teacher, I didn’t know. I thought Jeff already knew what group he belonged to. Also, he didn’t ask anyone, so I had no idea," she replied, trying to clarify herself.

"I see. Well then, Jeff you’re part of Group 2. Go ahead and study your part for a while, since you’ll be up next after this," Mrs. Baldoza said with a light chuckle.

Jeff nodded quickly and made his way toward his group.

"Are there any more students here who forgot what group they belong to? If so, come forward," she asked as she stood up and faced the class.

When she saw that no one else appeared confused or unsure, Mrs. Baldoza nodded in satisfaction, then motioned to Celeste and the rest of Group 1 to begin their presentation.

As Jeff joined the five other members who were already gathered and preparing, he quickly took note of the group’s composition.

There were three girls and one boy, if he was included, that made three girls and two boys.

He sat beside the only other male member, Noel Fajardo, a mobile gamer who often played with him in Call of Duty and Mobile Legends.

Because of this, they had grown fairly close, "Hey Ralya, what’s our reporting about? And also, sorry about earlier," Jeff said to the girl with black hair who had spoken up earlier.

"That’s fine. For our reporting, it’s not really a lot. I’ve already highlighted the important parts and made a PowerPoint for it," Ralya replied, handing him the module.

Ralya had been the first one chosen by Tala during the group member selection, just to refresh your memory.

And from what she had done, it was clear that Ralya was truly responsible, she hadn’t even asked him for help, despite him being part of the group.

The SLM, or Self-Learning Material, also referred to as the module, was from their Creative Writing subject and it focused on fiction.

Their current topic was Elements and Techniques in Drama.

This learning module aimed to help students understand drama as a literary genre and develop the ability to analyze its core elements and techniques.

As a learner, it stated that you should be able to compose at least one scene for a one-act play that can be staged.

After going through the module, you should also be able to identify the various elements, techniques, and literary devices used in drama, and understand intertextuality as one of its key techniques.

There were four chunks in total. Chunks 1 and 2 were assigned to the first group, while their group was responsible for reporting Chunks 3 and 4.

In educational modules, particularly in DepEd’s Self-Learning Modules (SLMs), a chunk refers to a thematic or topical section of a lesson. It serves to divide the entire module into manageable learning parts, with each chunk focusing on a specific concept or subtopic.

This structure helps learners process information gradually and reinforces comprehension through focused, step-by-step instruction.

The module he was holding over consists of:

Chunk 1: What is Drama?

Chunk 2: What are the Elements of Drama?

Chunk 3: Who are the Drama Production Personnel?

Chunk 4: What is Intertextuality?

When everything was set, Jeff looked through the script and found his name, his part was clearly marked, and it spanned over 7 pages in Chunk Three.

Their PowerPoint presentation had at least twenty-seven slides in total, so his section made up a significant portion.

Clearly this was a challenge to him.

Like, bro... he hadn’t even studied yet, and time was running short.

With no other choice, he quietly excused himself and moved to the right corner of the room, sitting alone as he began reviewing his part.

He focused on memorizing and familiarizing himself with the key terms and explanations, trying to absorb as much as he could before their turn came.

He also used his time to come up with clear and relevant examples for each part of his assigned section, making sure he could explain the concepts effectively.

As he continued reading, he realized that he remembered this part, which sparked something in his mind and made his eyes light up.

Meanwhile, his group mates were equally focused, studying their own parts diligently.

Some of them even wrote important points and keywords in their notebooks, just in case they forgot anything during the actual presentation.

"Drama is a type of literature presented in play form, told through dialogue and performed by actors for an audience. The word ’drama’ comes from the Greek word ’dran,’ which means ’to do’ or ’to act.’ It includes various forms such as movies, TV shows, live stage productions, and radio plays. Drama develops plot and character through spoken dialogue and requires the collaboration of many people to bring the story to life," Celeste spoke clearly and confidently in English, projecting her voice so the entire class could hear.

She was reading directly from the module, and since it was written in English, she maintained the same language throughout, she was setting the tone for a formal and well-prepared presentation.

She continued reading with the same clarity and confidence, "So drama is a skeleton that must be fleshed out by a director, actors, set designers, and others who interpret the work and stage a performance. When an audience becomes caught up in a drama and forgets, to a degree, the artificiality of a play, the process is called the suspension of disbelief."

She then paused, having finished her assigned portion. Her tone remained composed, and her delivery reflected her understanding of the material.

"So, ’drama is a skeleton that must be fleshed out’ means that it needs to be completed or brought to life by directors, actors, and others involved in stage production," Celeste explained to the class.

"This kind of work is usually done in a performance setting, like on stage. The module also says that when a person becomes too caught up in the drama and begins to forget that what they’re watching is fictional, that process is called the suspension of disbelief."

"Let’s say... you’re watching a play where the main character is a clockmaker who builds a sentient time-traveling clock. Even though you know clocks can’t talk or time travel you still believe it’s real for a moment because of how convincing the acting and staging are. That’s suspension of disbelief," she said, nodding with a smile.

The class blinked, "Uhh..." one student muttered in a low voice.

Another student leaned closer and whispered to his desk mate, "Did she just say a time-traveling clock?"

"Yeah, are you deaf or something?" his desk mate replied.

"But... did you understand it?" the first student asked, still puzzled.

"Yeah, I understand it now," the desk mate answered confidently, nodding at the clarification just given.

The guy was shocked, staring at his friend, who suddenly seemed to have evolved into a genius.

"What did you understand?" he asked, genuinely curious.

His friend let out a long sigh, then rested his head on the desk, eyes blank as he stared ahead.

"I understand that sleeping is easier to understand than this explanation," he replied with a tired look, clearly overwhelmed.

"Hehh," he replied, speechless at what he had just heard.

He had really thought his friend had become smarter, but that was not the case. Even though he understood it a little, he was not sure if he was right.

She had said it in English, which made it even harder for others who were not knowledgeable in that language.

If she had at least used a simpler explanation, it would not have been difficult to understand or interpret.

Only a few of the smarter students were able to grasp it, though not to the point of full comprehension.

Still, they got the general idea, so it was acceptable.

"Any questions or clarifications?" Celeste asked.

No one responded, so she smiled and nodded. Mrs. Baldoza also gave her a nod, signaling her to continue.

"Well then, next is the kind of dramas. There are three kinds of drama, which are comedy, tragedy, and melodrama."

She then read the definitions aloud and explained them to the class, using English throughout the time.

She only used Filipino words to clarify certain terms she could not fully express in English. Next, it was her group mate’s turn to perform.