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Based on Annex 1B to DepEd Order No. 42, s. 2016

School SAN ROQUE NATIONAL HIGH Grade Level GRADE 12
DAILY LESSON LOG SCHOOL
SENIOR HIGH Teacher HONEY FATE JOY D. VILLEGAS Learning Area Animation I
SCHOOL Teaching Dates August 19-22, 2024 Quarter 1ST, Week 4
and Time MONDAY-THURSDAY 9:20-11AM:20AM
(12ICT)
I. OBJECTIVES THURSDAY
MONDAY TUESDAY WEDNESDAY
A. Content Standard The learner demonstrates an understanding of the concepts and underlying principles of producing clean-up and in between drawings.

B. Performance Standards The learner demonstrates an understanding of the concepts and underlying principles of producing clean-up and in between drawings.

C. Learning Competencies / Identify model sheets for reference Identify model sheets for reference Check key drawings and refer to Compare/check animation
Objectives (Write the LC TLE_ICTAN9 12CI-IIa-j-1 appropriate personnel if there are breakdowns against x-sheet
Code) Collect all relevant model sheets for problems/errors encountered
ready reference TLE_ICTAN9 12CI-IIa-j-1 Identify all necessary materials and
TLE_ICTAN9 12CI-IIa-j-1 equipment according to the task
undertaken
TLE_ICTAN9 12CI-IIa-j-1
II. CONTENT Types of model sheets Key drawings and animation breakdowns

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum Guide p. 9
2. Learners’ Materials N/A
pages
3. Textbook pages N/A
4. Additional Materials https://www.adobe.com/uk/creativecloud/illustration/discover/
from Learning Resources character-design.html
https://www.clipstudio.net/how-to-draw/archives/164740
Portals
https://youtu.be/qO1DZCi27Xg

B. Other Learning Resources

IV. PROCEDURES
A. Revising previous lesson or Recap the importance of model sheets
presenting the new lesson in the production process.

Highlight how each type of sheet plays

a specific role in character consistency.
B. Establishing a purpose for By the end of this lesson, students By the end of this lesson, students will By the end of this lesson, students will be By the end of this lesson, students will be
the lesson will be able to; be able to; able to; able to;
a. Identify model sheets for a. Define key concepts and discuss a. Identify all necessary materials
a. Define model sheets: Visual reference their importance in animation. and equipment according to the
reference tools used in b. Collect all relevant model b. Check key drawings and refer to task undertaken
animation, comics, or sheets for ready reference appropriate personnel if there are b. Compare/check animation
character design to maintain c. Create a complete model sheet problems/errors encountered breakdowns against x-sheet
consistency of a character’s (turnaround, expressions, and
design across various angles, poses)
poses, and expressions.
b. Explain their purpose in the
production process of
animation or games.
C. Presenting examples/ Directions: Describe the picture Directions: Write down the different Directions: Describe the image movement Visual Examples and Explanation
instances of the new lesson below. emotion your felt today using or direction below. Show an animation clip, then break it
mentimeter.com down into its key frames.
Join this link:
https://www.menti.com/
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1. What is a model sheet in
animation?
2. Why are model sheets
important?
3. How do you make a good 1. What should a model sheet
model sheet? include?
2. Why should we consider model
sheets animation?
3. How important the types of model
sheets animation?

D. Discussing new concepts Discuss the Types of Model Sheets Fill in each square with your character Discussion about Key Drawings and Discuss how the breakdown drawings
and practicing new skills #1  Character Turnaround in the appropriate emotion. Animation Breakdowns bridge the keyframes and contribute to
Sheet  Key Drawings (Keyframes) smooth transitions.
 Expression Sheet (Facial  Animation Breakdowns
Expressions) Visual Example: Show a frame-by-frame
 Pose Sheet (Action Poses) breakdown of an animated motion (e.g., a
 Costume/Prop Sheet character jumping). Identify the key
 drawings and breakdown drawings

E. Discussing concepts and Activity Activity 1: Identifying Key Drawings and Breakdowns (20 minutes)
practicing new skills #2 Students work on creating a mini-model sheet for their own character. Objective: Help students practice identifying keyframes and breakdowns.
Instructions: Instructions:
 Provide a simple animation sequence (like a bouncing ball, walk cycle, or
 Divide students into pairs or groups. simple character movement).
 Each group will design a basic character and create a simple  Ask students to study the sequence and identify key drawings and the
turnaround sheet, expression sheet, and pose sheet. breakdowns.
 Present their sheets to the class.  Have students explain why they identified certain frames as key drawings
and others as breakdowns.

F. Developing mastery Situational Question: Model Sheet Question: Key Drawings and Animation Breakdowns
(Leads to Formative Scenario:
Scenario: You’ve been tasked with animating a character performing a complex action
Assessment 3)
You're part of a team working on an animated series. The lead character sequence, like throwing a punch and then dodging an attack. You have already
designer provides you with a detailed turnaround model sheet for the established the key drawings (the start of the punch, the peak of the motion, the
main character, but there is no expression or pose sheet yet. You've been dodge, and the recovery). However, the action between these keyframes feels stiff
assigned to animate a scene where the character is experiencing a wide and unnatural.
range of emotions, from happiness to frustration, while performing several
dynamic actions like running, jumping, and crouching. How would you use breakdown drawings to fix the stiffness in the action? What
specific aspects of movement would you focus on in your breakdowns to ensure
fluidity and more dynamic motion in the scene?
Question:
How will you approach animating this scene with only the turnaround
sheet as your reference? What steps will you take to ensure the
character’s emotions and actions are consistent with the established
design, even without the expression or pose sheets?
G. Finding practical Performance Task #2: Create a complete model sheet (turnaround, Activity 2: Creating a Simple Animation (30 minutes)
applications of concepts expressions, and poses) for an original character and submit it in the next
class.
and skills in daily living  Objective: Students create their own basic animation sequence using key
drawings and breakdowns.
 CRITERIA  Instructions:
Composition/Design/Planning 50 pts o Have students select a simple action (jumping, throwing, walking).
Level of understanding about instructions and concepts (elements and o Step 1: Key Drawings
principles of art) used in project. Understanding of The Rule of Thirds.  Students will first draw the key poses of the action (start,
middle, and end poses).
Craftsmanship/Use of Materials 20 pts
o Step 2: Breakdowns
The control, adaptations, and understanding of the chosen medium.
 Then, they will sketch the breakdown drawings that define
Technique understanding. the motion between the key drawings.
Creativity/ Challenge 20 pts o Step 3: In-betweens (Optional, if time allows)
Inventiveness, expression of ideas and imagination portrayed in the  If time permits, students can add in-betweens to smooth
construction of project. Challenge level of the project. out the motion.
Behavior/Effort 10 pts
Work ethic; the time dedicated to the project inside and/or out of class.
H. Making generalizations and Student Feedback: Student Feedback: Complete the prompt below.
abstractions about the  Address any concerns or • Encourage students to share
questions they might have. their thoughts on the assessment The topic is about __________. It matters because __________. I learned that __________."
lesson
process.
• Address any concerns or
questions they might have.
I. Evaluating learning  Observe student participation  Analyze the diagnostic assessment  Observation of participation in group  Quiz on evaluation, effects, control
and engagement during results to identify individual and activities and role-playing scenarios of hazards and risks, and safety
activities. group learning needs. regulations.
 Collect and review icebreaker  Use the data to inform  Quiz on OHS concepts and procedures
activity responses to gain instructional planning and  Observation of participation in
insight into student interests differentiation strategies. group activities and role-playing
and backgrounds. scenarios.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other
learners?

Prepared by: Check by:

HONEY FATE JOY D. VILLEGAS LANA LEYNE C. CAPISTRANO

Teacher II SHS Master Teacher I