Division Lanao del Norte

School Grade Level

Teacher Leah U. Cinco Learning Area TLE-ICT-TECHNICAL
DRAFTING
Time & Dates Quarter

I. OBJECTIVES

The learners demonstrate an understanding of concepts and principles in drafting

A. Content Standards site development plan

B. Performance The learners shall be able to draft site development plan following the job
Standards requirements.

LO 3. Draft site development plan

C. Learning 3.4 Indicate dimension lines, dimensions, and drawing titles according to
Competencies/ architectural drafting standards
Objectives (Write the
code for each LC) TLE_ICTTD9-12AL-Ic-e-3

At the end of the period, the students should be able to achieve the following
with 90% proficiency:
D. Specific Objective
a. identify the different kinds of alphabet of lines and their uses;
b. draw an object by applying different kinds of alphabet of lines ; and
c. value the uses of alphabet of lines in drawing exercises.

E. Integration of English, Math

Content Within
and Across
Curriculum

II. CONTENT ALPHABET OF LINES

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages CG
2. Learner’s
Material Pages

3. Textbook Pages Drafting Volume 1 By. German M. Manaois pp.56-58

4. Additional
Materials from LR
Portal

B. Other Learning DLP, Flat screen tv, Laptop, Powerpoint presentation and bondpaper
Resources
IV. PROCEDURES
 Teacher’s Activity/ies Learner’s Expected Response/s

Everybody stand for the prayer. Noreene leads the prayer.

May I call Noreen to lead the
prayer?
Good morning, Ma’am. Cinco.
A. Reviewing Good morning, class.
previous lesson or None, Ma’am.
presenting the Who is absent for today?
new lesson Very good!
I have learned how to draw an
What have you learned with our orthographic projection.
previous topic in this subject?

This morning, we will be discussing

about alphabet of lines. But before we
proceed, I will orient you about our
objectives for today. The students listen.

At the end of the lesson, the students are

expected to:
a.identify the different kinds of alphabet
of lines and their uses;
b.draw an object by applying different
kinds of alphabet of lines ; and
c.value the uses of alphabet of lines in
drawing exercises.
Are you now ready for a new
Yes, ma’am.
B. Establishing a discovery?
purpose for the Motivation
lesson I want you to take a look at the picture Students will see the pictures and
and identify what is being shown in observe closely.
the picture.

What do you observe in the drawing I observe that there are lines, labels,
plates? numbers and the object.

How do these numbers, lines, labels The drawing is more detailed. It helps
affect the object in the drawing? to emphasize the drawing.

Would you like to draw an object with Yes, Ma’am!

labels, lanes, and numbers?

What do you call to those different lines

in the drawing? These lines are called alphabet of
lines.
Very good! These are alphabet of lines. Students will be divided into their
C. Presenting assigned groups.
examples/ I want you to divide into three (3)
instances of the groups for your activity.
new lesson
I have here scrambled letters written on
a cartolina. These are the alphabet of
Students perform the activity
lines as what you see in the picture. The
first group who can guess correctly will
 be declared winner.
1. DDNIHE - HIDDEN
2. RCENET - CENTER
3. XTNESONIE – EXTENSION
4. TNOIECS - SECTION
5. MNOPAHT -PHANTOM
6. KERAB - BREAK
7. BELISVI - VISIBLE
8. TTINGUC PNEAL –
CUTTING PLANE

Students read the words.

Kindly read altogether. ( integrate with
English vocabulary)
Today we will be learning about the
ALPHABET OF LINES.

D. Discussing new “I want you to divide the class into two Students will divide themselves into
concepts and (2) groups, groups.
practicing new
skills #1 For group 1, you are assigned to
identify the pictures of the alphabet of
lines.
For group 2, you are to miss and match
the definition of the alphabet of lines.
RUBRICS USED FOR SCORING
For Group 1
5- All of the pictures are correctly
identified
4 – Almost all of the alphabet of lines
are correctly identified
3 - Some of the pictures are correctly
identified
2- few of the pictures are correctly
identified
1-None of the pictures is correctly
identified.
. For Group 2
5- All of the definitions are correctly
matched
4 – Almost all of the definitions are
correctly matched
3 - Some of the definitions are
correctly matched
2- few of the definitions are correctly
matched
1-None of the definitions is correctly
matched.

I want you to group yourselves now.

Remember you are given only 10
minutes to do the task
After the given time, post your output Students will group themselves and do
on the board. as instructed.

Each group will post expected output

 on the board.

E. Discussing new Group 1 had already identified the

concepts and different pictures of alphabet of lines.
practicing new
skills #2

Students will listen during the

discussion.

For group 2, let’s check their work. This

is the correct definition and uses of each
alphabet of lines.
1. Visible line- a thick line that
represents the visible edges or
outline of the object; also known as
the object line.
2. Hidden line - a medium thick line
composed of short dashes about 2-3
 millimeters long with space
between dashes about 1-2
millimeters wide; it represents the
surface or edges that cannot be
seen.
3. Center line - a thin line consisting
of two long dashes and short dash
drawn alternately with a gap of at
least 2 millimeters in between; it
represents the axis or center of
symmetrical shapes like a ball,
washer, rectangular block, cube.
4. Section line - a thin lines to show
the surface that has been cut; they
are spaced evenly at 45 degrees
with the horizontal to make shaded
effect.
5. Long-break line – a medium thick
line consisting of broken and
straight lines drawn alternately.
6. Short-break line – thick line drawn
in freehand to show details that a
part has been cut off or broken out.
7. Dimension line – a thin line with an
arrowhead in one end used to
indicate the measurements of the
object.
8. Extension line – a thin line that
extends from the object in order to
show dimension limits
9. Leader line - a short inclined thin
line with an arrowhead at the end
and short horizontal line on the
other end.
10. Phantom line - a thin line that
shows position(s) of part of an
object that moves drawn by two
short dashes and one long dash
11. Cutting plane line - thick lines used
to indicate an imaginary cut through
an object along the line.
Activity.
In your drawing plate, you will draw an
object applying the different kinds of
F. Developing
alphabet of lines. Students will do their activity.
mastery

G. Finding practical 1.How was the feeling of doing the task

applications of without any prior knowledge about it?
concepts and 2.Did you find the activity enjoyable or
skills in daily annoying? Why?
living
 In sketching orthographic drawings,
What are the alphabet of lines and their certain conventional lines, each for a
H. Making uses? definite purpose, are used. This line
generalization are commonly called alphabet of lines.
and abstractions
about the lesson
How important is alphabet of lines in It is important because it helps to
your drawings? emphasize the details of the drawing.

SHORT QUIZ. ¼ sheet of paper.

I. Match the Column A to Column B
COLUMN A COLUMN B
1.Hidden Line

2.Leader Line

3. Center Line

4.Visible Line

I. Evaluating 5.Dimension Line _____ ___ ____

Students answer their quiz silently.
learning
Answer.
1.Hidden Line

2.Leader Line

3.Center Line _____ ___ ____

4.Visible Line

5.Dimension Lin

Students copy their assignment.

ASSIGNMENT:
J. Additional
Research a procedure on how to
activities for
application or applying alphabet lines in AUTO
remediation CAD.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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 these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?