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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 4-8, 2024 Quarter 1st, Week 2
and Time Monday-Thursday- 9:20 – 11:20 am
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 inbetween drawings.
B. Performance Standards The learner demonstrates an understanding of the concepts and underlying principles of producing clean-up and inbetween drawings.
C. Learning Competencies / The learners identify requirements for cleaned-up drawings in actual scene folders (cartoon-simple). TLE_ICTAN9 12CI-IIa-j-1
Objectives (Write the LC
Code)
II. CONTENT History of Animation and Different types of Animations Materials and equipment in Traditional process of animation
requirement of cleaned-up and appropriate source of traditional Process of animation
drawings material
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum guide
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials https:// [Link]
from Learning Resources [Link]/blog/
Portals what-is-animation-definition/
B. Other Learning Resources
IV. PROCEDURES
A. Revising previous lesson or Having students summarize the Short quizzes or tests to assess Facilitating discussions where Having students summarize the
presenting the new lesson lesson’s key verbally. students’ retention and students can reflect on what they’ve lesson’s key verbally.
understanding. learned and clarify doubts.
Short quizzes or tests to assess
students’ retention and
understanding.
B. Establishing a purpose for Understand the historical Identify the different types of Understand the principles of early Understand the traditional
the lesson development of animation. animation. animation devices. process of animation.
Learn about key milestones Understand the different types Learn about the history and Identify and explain the different
stages involved in traditional
and influential figures in the of animation. significance of devices like the
animation.
history of animation. Create a simple project using thaumatrope, zoetrope, and Create a simple animation
Appreciate the technological one type of animation. phenakistoscope. sequence using traditional
advancements and artistic Create and experiment with their methods.
evolution in animation. own animation devices.
Explore the scientific concepts
behind the illusion of motion.
C. Presenting examples/ Show a short animated clip (e.g., Briefly introduce the concept of Show examples of a thaumatrope and a Show a short clip from a classic
instances of the new lesson from a classic cartoon like animation. zoetrope. Explain how each device animated film (e.g., Disney's "Snow
"Steamboat Willie" by Disney). works: White and the Seven Dwarfs").
Show a short compilation video of
various animation types (e.g., 2D, Briefly explain the principle of Ask students what they think goes
3D, stop motion, etc.). persistence of vision and how it is the into making an animated film. Write
their ideas on the board.
basis for these animation devices.
Explain that today they will learn
about the traditional process of
animation, also known as cel
animation, which was used to create
many classic animated films.
D. Discussing new concepts Show clips from well-known Discuss the different types of Show a brief video demonstrating Overview of Traditional Animation
and practicing new skills #1 animations movies or TV show animation: early animation devices in action.
Briefly discuss each stage and its
Ask students what they know Show clips from well-known Explain the concept of persistence of importance.
about animation and their animations representing each type. vision and how it creates the illusion of
favorite animated movies or TV motion in these devices. Presentation: Use a projector to
shows. present the stages of traditional
2D Animation: Traditional, vector-
animation:
based
3D Animation: CGI, motion capture
Stop Motion: Claymation, cut-out
Motion Graphics: Text and graphic
animation
Experimental Animation: Mixed
media, abstract
E. Discussing concepts and Lecture and Discussion (30 Provide examples and discuss the Lecture and Demonstration (20 Hands-On Practice (60 minutes)
practicing new skills #2 minutes) history and evolution of each type. minutes)
Early Beginnings: Thaumatrope: 1. Demonstration: Show how
Silent Era to Golden Age Show clips from well-known Explain the history and to use a light table and peg
(1900-1950) animations representing each type. function of the thaumatrope. bar to create an animation
Television Era to Demonstrate how a simple sequence.
Renaissance (1950- thaumatrope works using a 2. Student Activity:
1990) pre-made example.
Digital Age (1990- Distribute animation paper
Present) Zoetrope: and pencils.
Discuss the development and Have students create a simple
significance of the zoetrope. animation sequence (e.g., a
Show how the zoetrope creates bouncing ball).
motion through a series of Guide them through drawing
static images viewed in quick key frames first, then adding
succession. in-betweens.
Encourage students to flip
Phenakistoscope: their papers to see the
Introduce the phenakistoscope motion.
and its role in animation
history.
Demonstrate the spinning disc
and how it uses mirrors or
slots to create animation.
F. Developing mastery
(Leads to Formative Formative Assessment 1-5
Assessment 3)
G. Finding practical Activity: Timeliness Creation Activity Performance Task #1: Exploring Activity: Flipbook Animation
applications of concepts Early Animation Devices - Zoetrope,
and skills in daily living Provide students with a Divide students into groups Thaumatrope, and Phenakistoscope 1. Introduction: Explain how
Assign each group a type of flipbooks work as a simple
handout containing key dates
animation to research. form of animation.
and events in animation
Each group prepares a short CRITERIA 2. Student Activity: Provide
history. presentation on their assigned small notepads or index cards
Have students create a visual type, including examples and Composition/Design/Planning 50 and have students create a
timeline on poster paper, techniques. pts basic flipbook animation.
CRITERIA
illustrating and annotating
Level of understanding about CRITERIA
significant milestones. Composition/Design/Planning 10 instructions and concepts (elements
pts Composition/Design/Planning 10 pts
and principles of art) used in project.
CRITERIA Craftsmanship/Use of Materials 3 Craftsmanship/Use of Materials 3 pts
Understanding of The Rule of Thirds.
pts Creativity/ Challenge 5 pts
Composition/Design/Planning
Creativity/ Challenge 5 pts Craftsmanship/Use of Materials 20 Behavior/Effort 2pts
10 pts
Behavior/Effort 2pts pts
Craftsmanship/Use of Materials
3 pts The control, adaptations, and
Creativity/ Challenge 5 pts understanding of the chosen medium.
Behavior/Effort 2pts 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.
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 Participation in discussions Observe student participation Observe student participation and Observe student participation
and activities. and engagement during engagement during activities. and engagement during
Completion of the timeline activities. Completion of the Activity activities.
Completion of the Activity Completion of the Activity
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