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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 9:20-11:20
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 Collect all relevant model sheets for Check key drawings and refer to Compare/check animation
Objectives (Write the LC reference ready reference appropriate personnel if there are breakdowns against x-sheet
Code) TLE_ICTAN9 12CI-IIa-j-1 TLE_ICTAN9 12CI-IIa-j-1 problems/errors encountered TLE_ICTAN9 12CI-IIa-j-1
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
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Resources

IV. PROCEDURES
A. Revising previous lesson or Having students summarize the Facilitating discussions where
presenting the new lesson lesson’s key points verbally. students can reflect on what they’ve
learned and clarify doubts.
B. Establishing a purpose for By the end of this lesson, students will be able to create their own  Understand the purpose and  Identify all relevant cleaned
the lesson original story using a structured approach to narrative writing. components of a storyboard. - up requirements from the
 Develop skills in visual appropriate source
storytelling and planning. material.TLE_ICTAN9-
 Create a storyboard for a short 12CI-IIa-j-1
film or animation.  Identify the In-between
clean-up drawing.
TLE_ICTAN9- 12CI-IIa-j-1
 Follow a clean-up routine
effectively.
C. Presenting examples/ Show a short clip from a movie or In this activity the students will
instances of the new lesson animation followed by the evaluate the storyboard.
corresponding storyboard.

Explain what a storyboard is and its

role in the production process.
Highlight how it helps directors,
animators, and other crew members
visualize and plan the scenes.

1. What did you observe in this

storyboard?
2. Is it necessary to put dialogue
and action in the storyboard?
3. How important the detailed
visual breakdown in every
scene?
D. Discussing new concepts Elements of a Storyboard: Introduction (10 minutes):
and practicing new skills #1  Frames: Each box represents a
scene or a shot. 1. Cartoon Story: Start with
 Action: Description of what a short cartoon or
happens in the scene. animated video featuring a
 Dialogue: Any spoken words or
character who loves
text.
 Camera Angles: Notes on the drawing but always forgets
 perspective or movement of
the camera (e.g., close-up, pan, to clean up. Show how the
zoom). messy workspace affects
their next drawing session.
Example Analysis: 2. Discussion: Ask students
Show a few examples of professional
what they noticed about
storyboards
 from different media (films, TV the character's workspace
shows, animations). and why cleaning up might
 Discuss how they depict action, help.
dialogue, and camera angles.

E. Discussing concepts and Activity 1: Brainstorming and Planning Instruction (15 minutes):
practicing new skills #2
Instructions: 1. Cartoon Demonstration:
 Provide students with a short Use cartoon illustrations to
script or story idea. explain each clean-up step:
 Divide the class into small
o Organize Materials:
groups and have them read
through the script, discussing Show a cartoon
how they would visualize each character putting
scene. crayons and
 Each group should outline markers back in
their ideas for the storyboard, their place.
deciding on key scenes and o Dispose of Waste:
actions. Illustrate a
character tossing
paper scraps into a
trash bin.
o Clean Surfaces: Depict
a character wiping
down the table with
a cloth.
2. Safety Tips: Add a cartoon
character reminding about
safety, like not spilling
water or handling sharp
objects carefully.
F. Developing mastery Activity: Creating the Storyboard Activity (40 minutes):
(Leads to Formative
Assessment 3) 1. Drawing Time: Let
students create their own
cartoon drawings.
2. Clean-Up Practice: After
drawing, guide students in
cleaning up their
workspace following the
cartoon steps. You can
CRITERIA provide a cartoon-themed
checklist or chart for them
Composition/Design/Planning 50 to follow.
pts

Level of understanding about

instructions and concepts (elements
and principles of art) used in project.
Understanding of The Rule of Thirds.

Craftsmanship/Use of Materials 20
pts

The control, adaptations, and

understanding of the chosen medium.
Technique understanding.

Creativity/ Challenge 20 pts

Inventiveness, expression of ideas and

imagination portrayed in the
construction of project. Challenge level
of the project.

Behavior/Effort 10 pts

Work ethic; the time dedicated to the

project inside and/or out of class.
 G. Finding practical Idea Generation Creating a storyboard is a valuable skill for planning visual narratives,
applications of concepts  Students brainstorm ideas for their stories. Provide prompts whether for animation, film, or other multimedia projects.
and skills in daily living if necessary
Story Planning It helps students grasp the importance of planning and visualizing their
ideas before moving on to the actual production phase.
 Use a story planning worksheet that includes sections for
character description, setting, plot points, conflict, and
resolution.
 Students complete the worksheet, outlining their story
before starting to write.

H. Making generalizations and Complete the prompt below.

abstractions about the
lesson The topic is about __________. It matters because __________. I learned that
__________."
I. Evaluating learning  Observe student participation and  Observe students as they clean
engagement during activities. up to ensure they are following
 Collect and review icebreaker the steps.
activity responses to gain insight  Use a simple checklist to confirm
into student interests and they’ve completed each clean-up
backgrounds. task.

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: Checked by:

HONEY FATE JOY D. VILLEGAS LANA LEYNE C. CAPISTRANO

Teacher II SHS Master Teacher I