A Semi-Detailed Lesson Plan in T.L.E.

Grade/ Section: 7- EARTH

Date: , 2018

I. OBJECTIVES
At the end of the lesson, the students are expected to;
A. Identify Artistic/Freehand drawing and Technical/Mechanical drawing;
B. Know the importance of drawing, and
C. Draw lines, arcs and circles of specific size using drawing instruments.
II. SUBJECT MATTER

LESSON: DRAWING
REFERENCE: Technical Drawing by Thomas Dygdon
MATERIALS:

III. PROCEDURE
A. MOTIVATION: Asking question to the students
1. Who among you know how to draw?
2. What is drawing?
B. LESSON PROPER
Drawing- is a silent language that can relate a story, and you can express your feelings and emotions.
Artistic/freehand drawing- kinds of drawing that is done without any help of the different drawing
instruments.
Technical/mechanical drawing- kinds of drawing that is done with the help of the different drawing
instruments.
C. APPLICATION
Individual activity: Let the students’ draw artistic and technical drawing on their drawing papers.
D. GENERALIZATION
It is easy to draw when we use the different drawing instruments or tools. Your drawing become
neat, accurate and has legible results.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. What are the different drafting/drawing materials, tools/instruments and equipment’s?
Reference: Mechanical Drafting Learning Module, pp. 9-12.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 5, 2018

I. OBJECTIVES
At the end of the lesson, the students are expected to;
a. Identify Artistic/Freehand drawing and Technical/Mechanical drawing;
b. Know the importance of drawing, and
c. Draw lines, arcs and circles of specific size using drawing instruments.
II. SUBJECT MATTER

LESSON: DRAWING
REFERENCE: Technical Drawing by Thomas Dygdon
MATERIALS:

III. PROCEDURE
A. MOTIVATION: Asking question to the students
1. Who among you know how to draw?
2. What is drawing?
B. LESSON PROPER
Drawing- is a silent language that can relate a story, and you can express your feelings and emotions.
Artistic/freehand drawing- kinds of drawing that is done without any help of the different drawing
instruments.
Technical/mechanical drawing- kinds of drawing that is done with the help of the different drawing
instruments.
C. APPLICATION
Student individual activity: Continuation of making Artistic and Technical Drawings.
E. GENERALIZATION
It is easy to draw when we use the different drawing instruments or tools. Your drawing become
neat, accurate and has legible results.
IV. EVALUATION
Supervising and checking of students outputs.
V. ASSIGNMENT

What are the different drafting/drawing materials, tools/instruments and equipment’s?

Reference: Mechanical Drafting Learning Module, pp. 9-12.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 6, 2018
I. OBJECTIVES
At the end of the lesson, the students are expected to;

A. Identify the different drafting/drawing weapons;

B. Differentiate drawing materials, instruments and equipment, and

C. Know the uses and functions of drafting materials, instruments and equipment

II. SUBJECT MATTER

LESSON: Drafting materials and tools, its uses/functions

REFERENCE: Mechanical Drafting Learning Module, pp.9-12.
MATERIALS:

III. PROCEDURE
A. MOTIVATION: Asking questions to the student
1. What comes into your mind when you hear or read the word,” weapons”?
2. How about drawing weapons?
B. LESSON PROPER
Drawing materials- are matters that are subjected to be consume.
Drawing instruments- are tools to mechanical assistance use to draw neat, accurate and legible
results
Drawing Equipment- are heavy matters that you can found inside the drawing rooms.
C. APPLICATION
Individual activity: Let the students differentiate drawing materials, instruments and equipment.
D. GENERALIZATION
There are a lot of instruments, materials, and equipment needed to accomplish our drawings, but
we should be familiarized in using it.
IV. EVALUATIONS
SELF-CHECKING TEST 5 items (5 pts.)
V. ASSIGNMENTS
1. What are the 3 kinds of T-square?
2. Name the parts of the T-square
Reference: Mechanical Drafting Module,pp.14-18.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 7, 2018
I. OBJECTIVES
At the end of the lesson, the students are expected to;

A. Identify the different drafting/drawing weapons;

B. Differentiate drawing materials, instruments and equipment, and

C. Know the uses and functions of drafting materials, instruments and equipment

II. SUBJECT MATTER

LESSON: Drafting materials and tools, its uses/functions

REFERENCE: Mechanical Drafting Learning Module, pp.9-12.
MATERIALS:

III. PROCEDURE
A. MOTIVATION: Asking question to the students
1. What comes into your mind when you hear or read the word,” weapons”?
2. How about drawing weapons?
B. LESSON PROPER
Drawing materials- are matters that are subjected to be consume.
Drawing instruments- are tools to mechanical assistance use to draw neat, accurate and legible
results
Drawing Equipment- are heavy matters that you can found inside the drawing rooms.
C. APPLICATION
Continuation of Students Individual activity: Let the students differentiate drawing materials,
instruments and equipment. Giving example of drawing materials, drawing instruments and drawing
equipment
D. GENERALIZATION
There are a lot of instruments, materials, and equipment needed to accomplish our drawings, but
we should be familiarized in using it.
IV. EVALUATIONS
SELF-CHECKING TEST 20 ITEMS (20 pts)
V. ASSIGNMENTS
I. What are the 3 kinds of T-square?
II. Name the parts of the T-square
Reference: Mechanical Drafting Module, pp.14-18.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 8, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the 3 kinds of T-square
B. Manipulate the T-square
C. Know the parts of T-square
II. SUBJECT MATTER

LESSON: Proper manipulation of T-square

REFERENCE: Mechanical Drafting Learning Module, pp.14-18
MATERIALS: T-square, triangle, drawing paper, masking tape and drawing pencil

III. PROCEDURE
A. MOTIVATION
Asking questions:
What instrument is used as guide to draw horizontal, and vertical, lines?
B. LESSON PROPER
KINDS OF T-SQUARE
1. Fixed head T-square - permanent
2. Adjustable head T-square - movable
3. Detachable head T-square – removable

PARTS OF T-SQAURE

1. Head
2. Body
3. Blade or the working edge
C. APPLICATION
Individual activity: Let the students try to manipulate the T-square.
D. GENERALIZATION
Use the T-square on its proper usage, do not use the T-square on uneven or rough surfaces and
never cut paper along its working edge.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. What is measurement?
2. What are the different measuring instruments and their applications?
Reference: Mechanical Drafting Learning Module, pp.34-38.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7 - VENUS
Date: JUNE 11, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different measuring tools,
B. Read the fractional Breakdown of an inch.
II. SUBJECT MATTER
LESSON: Measuring

REFERENCE: Civil Technology Module and Technical Drafting

MATERIALS:
III. PROCEDURE
A. MOTIVATION :Asking questions to the students:
1. Who among you have measuring tools?
2. Do you know how to read the fractional breakdown of an inch?
B. LESSON PROPER
FRACTIONAL BREAKDOWN OF AN INCH
One Inch – one eight graduations
One Inch – one sixteenth graduations
In one Inch, there are;
Two – 1/2
Four –1/4
Eight -1/8
Sixteen – 1/16

C. APPLICATION
Individual activity; Let the students try to read the fractional breakdown of an Inch.
D. GENERALIZATION
Measuring is not only a skill needed for the scientist or highly talented craftsmen, it is a skill needed
by all people.
IV. EVALUATION
Self-checking Test 5 items (5pts.)
V. ASSIGNMENT
1. What is a pictorial Drawing?
2. What are the Types of Pictorial Drawings?
Reference: Technical Drafting

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7 - VENUS
Date: JUNE 14, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
1. Define what is a Pictorial Drawing,
2. Identify the Types of Pictorial Drawing.
II. SUBJECT MATTER
LESSON: Pictorial Drawing
REFERENCE: Technical Drafting Learning Material pp.3-5
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking questions to the students;
1. What is a pictorial?
2. How can you picture an object without using a camera?
B. LESSON PROPER
Pictorial Drawing – drawings that show objects as they would appear in the photograph.
Perspective Drawings – drawings more nearly represent an object as it would appear to the eye.
Isometric Drawings – drawings seem more nearly like perspective. Horizontal lines are drawn to
recede 30 degrees to the left and 30 degrees to the right.
Oblique Drawings – The receding lines in oblique drawings do not converge but remain parallel with
each other.
C. APPLICATION
INDIVIDUAL ACTIVITY: Let the students try to draw Perspective drawing using two point
perspectives.
D. GENERALIZATION
Drawing is particularly important to engineers and it is in this subject that the different types of
drawing are observed. Basically, the purpose of an engineering drawing is to convey information
about an engineering component in a clear and concise manner.
IV. EVALUATION
Self-checking Test 5 items (5pts.)
V. ASSIGNMENT
A. What is an Orthographic Projection?
B. Where the word Orthographic does comes from?
Reference: Technical Drafting pp.83-85

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7 - VENUS
Date: JUNE 18, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Define what is a Pictorial Drawing,
B. Identify the Types of Pictorial Drawing.
II. SUBJECT MATTER
LESSON: Pictorial Drawing
REFERENCE: Technical Drafting Learning Material pp.3-5
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking questions to the students;
1. What is a pictorial?
2. How can you picture an object without using a camera?
B. LESSON PROPER
Pictorial Drawing – drawings that show objects as they would appear in the photograph.
Perspective Drawings – drawings more nearly represent an object as it would appear to the eye.
Isometric Drawings – drawings seem more nearly like perspective. Horizontal lines are drawn to
recede 30 degrees to the left and 30 degrees to the right.
Oblique Drawings – The receding lines in oblique drawings do not converge but remain parallel with
each other.
C. APPLICATION
CONTINUATION OF STUDENTS INDIVIDUAL ACTIVITY: Let the students try to draw Perspective
drawing using two point perspectives. Supervise and check their drawing outputs.
D. GENERALIZATION
Drawing is particularly important to engineers and it is in this subject that the different types of
drawing are observed. Basically, the purpose of an engineering drawing is to convey information
about an engineering component in a clear and concise manner.
IV. EVALUATION
Self-checking Test 5 items (5pts.)
V. ASSIGNMENT
1. What is an Orthographic Projection?
2. Where the word Orthographic does comes from?
Reference: Technical Drafting pp.83-85

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 19, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Learn the steps in preparing an Isometric sketch,
B. Draw simple Isometric sketch
II. SUBJECT MATTER
LESSON: ISOMETRIC SKETCHING
REFERENCE: Technical Drafting by Elpidio J. Cardenas and Felizardo Y. Francisco
MATERIALS:
III. PROCEDURE
A. MOTIVATION: Asking question to the students
1. What are the three kinds of Pictorial Drawing?
2. Can you sketch them one by one?
B. LESSON PROPER
Steps in preparing an Isometric sketch
1. Establish Isometric axis.
2. Plot overall length, width, and height, keeping them in proportion.
3. Sketch “rough “box for the object.
4. Sketch in the details and erase any unnecessary lines.
C. APPLICATION
Individual activity; Let the students try to sketch simple Isometric on their drawing papers.
D. GENERALIZATION
Isometric drawings seem more nearly like perspective. Horizontal lines are drawn to recede
30 degrees to the right and 30 degrees to the left. Unlike perspective drawings, the receding lines
are parallel.
In all Isometric drawings, three faces of the object are shown, the top and the two sides.
IV. EVALUATION
Self-checking Test 5 items (5pts.)
V. ASSIGNMENT
What is Orthographic Drawing?

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 20,2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Define Orthographic projection,
B. Identify the Orthographic vies,
C. Draw the three main views of orthographic
II. SUBJECT MATTER
LESSON: ORTHOGRAPHIC PROJECTION
REFERENCE: DRAFTING TECHNOLOGY LEARNING MATERIAL, pp. 83-85
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking question to the students;
1. How many sides are there in a box?
B. LESSON PROPER
Orthographic Projection – is the graphical representation of the different views on an object to
show the necessary information needed.
Orthographic – comes from Greek words:
orthos –meaning straight or to write
graphos – to draw
Orthographic views
1. Top view
2. Front view
3. Left side view
4. Right side view
5. Rear view
6. Bottom view
C. APPLICATION
Individual activity: Let the students draw and identify the orthographic views and draw the three
main views of the given object.
D. GENERALIZATION
Orthographic Drawings are works that can be done either in freehand or mechanical.
IV. EVALUATION
Self –checking Test 5 items (5pts.)
V. ASSIGNMENT
1. Draw the three main views of the given isometric drawing.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7- VENUS
Date: JUNE 21, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Define Orthographic projection,
B. Identify the Orthographic vies,
C. Draw the three main views of orthographic
II. SUBJECT MATTER
LESSON: ORTHOGRAPHIC PROJECTION
REFERENCE: DRAFTING TECHNOLOGY LEARNING MATERIAL, pp. 83-85
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking question to the students;
1. How many sides are there in a box?
B. LESSON PROPER
Orthographic Projection – is the graphical representation of the different views on an object to
show the necessary information needed.
Orthographic – comes from Greek words:
orthos –meaning straight or to write
graphos – to draw
Orthographic views
1. Top view
2. Front view
3. Left side view
4. Right side view
5. Rear view
6. Bottom view
C. APPLICATION
Continuation of Individual activity: Let the students draw and identify the orthographic views and
draw the three main views of the given object.
D. GENERALIZATION
Orthographic Drawings are works that can be done either in freehand or mechanical.
IV. EVALUATION
Self –checking Test 5 items (5pts.)
V. ASSIGNMENT
1. Draw the three main views of the given isometric drawing.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 22, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Define Orthographic projection,
B. Identify the Orthographic vies,
C. Draw the three main views of orthographic
II. SUBJECT MATTER
LESSON: ORTHOGRAPHIC PROJECTION
REFERENCE: DRAFTING TECHNOLOGY LEARNING MATERIAL, pp. 83-85
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking question to the students;
1. How many sides are there in a box?
B. LESSON PROPER
Orthographic Projection – is the graphical representation of the different views on an object to
show the necessary information needed.
Orthographic – comes from Greek words:
orthos –meaning straight or to write
graphos – to draw
Orthographic views
1. Top view
2. Front view
3. Left side view
4. Right side view
5. Rear view
6. Bottom view
C. APPLICATION
Continuation of Individual activity: Let the students identify the orthographic views and draw the
three main views of the given object. Supervise and check their drawing outputs.
D. GENERALIZATION
Orthographic Drawings are works that can be done either in freehand or mechanical.
IV. EVALUATION
Quiz- 1 item (15)pts.
V. ASSIGNMENT
A. Draw the three main views of the given isometric drawing.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 25, 2018

I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Know the Origin and Development of Letters,
B. Determine the Styles of Letter,
C. Identify the Parts of the modern Roman letter A,
D. Apply the stroke in lettering
II. SUBJECT MATTER
LESSON: Lettering
REFERENCE: Technical Drafting, pp.35-46
MATERIAL:
III. PROCEDURE
A. MOTIVATION
Asking questions to the student;
1. Who among you know how to make Lettering?
2. Who have an experience joining a Slogan Contest?
B. LESSON PROPER
LETTERING- Considered as the written language of Industry
It is so important in a drawing that it cannot be dispensed with the study of drafting. The
style of lettering emphasized in each area of Drafting depends on the nature of work.
- Originated in Ancient Egypt. The ancient Egyptian “letter” was in the form of picture writing called
HEIROGLYPHICS.
- The ancient Greeks changed this form of writing into what they called BOUSTEROPHEDON writing
- Finally the ancient Romans modified this into a more readable type of writing which became the
basis for present-day letters of the Roman alphabet.
Styles of Letter
1. Gothic or sans-serif- common in posters, billboard signs, and car cards.
2. Old English or Text – cumbersome and is mostly used today in diplomas and certificates, bibles, land
titles, and some wedding invitations.
3. Script – also common in wedding invitations, diplomas and certificates, and Christmas cards.
4. Modern Roman- easy to read and is generally used in printing newspapers, magazines and books.
5. Italic – letters are slanting letters used in the headings of newspapers columns and in
advertisements. Only Roman and Gothic letters can be italicized.

PARTS OF MODERN ROMAN LETTER “A”

A. Thick stem
B. Thin stem or hair line
C. Fillet
D. Serif
 C. APPLICATION
Individual activity; Let the students determine the styles of letter and draw on the board.
D. GENERALIZATION
The topographical draftsman uses not only Gothic letters but Roman letter as well. A commercial
artist uses all types of lettering. Today, there are many ways of writing the alphabet. There are also
many modern instruments used to draw the different classes and styles of letters in the alphabet.

IV. EVELUATION
Self-checking test 5 items

V. ASSIGNMENT
1. Make a simple slogan on a ½ cartolina using the different styles in lettering.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 26, 2018

I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Know the Origin and Development of Letters,
B. Determine the Styles of Letter,
C. Identify the Parts of the modern Roman letter A,
D. Apply the stroke in lettering
II. SUBJECT MATTER
LESSON: Lettering
REFERENCE: Technical Drafting, pp.35-46
MATERIAL:
III. PROCEDURE
A. MOTIVATION
Asking questions to the student;
- Who among you know how to make Lettering?
- Who have an experience joining a Slogan Contest?
B. LESSON PROPER
LETTERING- Considered as the written language of Industry
It is so important in a drawing that it cannot be dispensed with the study of drafting. The
style of lettering emphasized in each area of Drafting depends on the nature of work.
- Originated in Ancient Egypt. The ancient Egyptian “letter” was in the form of picture writing called
HEIROGLYPHICS.
- The ancient Greeks changed this form of writing into what they called BOUSTEROPHEDON writing
- Finally the ancient Romans modified this into a more readable type of writing which became the
basis for present-day letters of the Roman alphabet.
Styles of Letter
1. Gothic or sans-serif- common in posters, billboard signs, and car cards.
2. Old English or Text – cumbersome and is mostly used today in diplomas and certificates, bibles,
land titles, and some wedding invitations.
3. Script – also common in wedding invitations, diplomas and certificates, and Christmas cards.
4. Modern Roman- easy to read and is generally used in printing newspapers, magazines and
books.
5. Italic – letters are slanting letters used in the headings of newspapers columns and in
advertisements. Only Roman and Gothic letters can be italicized.

PARTS OF MODERN ROMAN LETTER “A”

1. Thick stem
2. Thin stem or hair line
3. Fillet
4. Serif
 C. APPLICATION
Continuation of student’s activity; Let the students draw their names on a drawing paper using the
modern Roman letter.
D. GENERALIZATION
The topographical draftsman uses not only Gothic letters but Roman letter as well. A commercial
artist uses all types of lettering. Today, there are many ways of writing the alphabet. There are also
many modern instruments used to draw the different classes and styles of letters in the alphabet.

IV. EVELUATION
Quiz- 10 items (10) pts.

V. ASSIGNMENT

1. Make a simple slogan on a ½ cartolina using the different styles in lettering.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 27, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the Elements and guidelines in Lettering,
B. Apply the vertical and horizontal guidelines in Lettering,
C. Determine the Rule of stability in letters and numbers
II. SUBJECT MATTER
LESSON: Elements and Guidelines in Lettering
REFERENCE: Technology and Livelihood Education and Drafting Technology L.M.
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Review; what are the styles of letters?
B. LESSON PROPER
2 Horizontal Guidelines used in capital letters:
1. Cap line
2. Base line
3 Horizontal Guidelines used in small letters:
1. Cap line
2. Waist line
3. Base line
4. Drop line
Rule of stability in letters and numbers
- If a vertical rectangle is divided exactly crosswise at the center, the upper half appears larger
than the lower half. This is the optical illusion. Hence, the letters B, E, H, and X and the
numbers 3, 8, and 5 must have their upper portion smaller than their lower ends so that will
appear stable.

Composition in lettering- refers to the proper selection of letter styles and sizes, the spacing of
the letters and words, and the arrangement of the letterings in the given space.
Centering tiles- by the trial-and-error method or by the scratch-paper method

C. APPLICATION
Individual activity: Let the student try to identify the guidelines in lettering and apply the
composition in lettering.
D. GENERALIZATION
Guidelines are very much needed in lettering in order to direct you on the proper and
correct way of lettering taking note of the width, the height, and the spacing of letters.
Students should be guided by the elements of guidelines in lettering in order to regulate the
height, width, inclination, and distance between letters.
IV. EVALUATION
SELF-CHECK TEST 5 item
V. ASSIGNMENT
1. What group of letters in the alphabet are the most difficult to letter?

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 28, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the Elements and guidelines in Lettering,
B. Apply the vertical and horizontal guidelines in Lettering,
C. Determine the Rule of stability in letters and numbers
II. SUBJECT MATTER
LESSON: Elements and Guidelines in Lettering
REFERENCE: Technology and Livelihood Education and Drafting Technology L.M.
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Review; what are the styles of letters?
B. LESSON PROPER
2 Horizontal Guidelines used in capital letters:
a. Cap line
b. Base line
3 Horizontal Guidelines used in small letters:
1. Cap line
2. Waist line
3. Base line
4. Drop line
Rule of stability in letters and numbers
- If a vertical rectangle is divided exactly crosswise at the center, the upper half appears larger
than the lower half. This is the optical illusion. Hence, the letters B, E, H, and X and the
numbers 3, 8, and 5 must have their upper portion smaller than their lower ends so that will
appear stable.

Composition in lettering- refers to the proper selection of letter styles and sizes, the spacing of
the letters and words, and the arrangement of the letterings in the given space.
Centering tiles- by the trial-and-error method or by the scratch-paper method

C. APPLICATION
Continuation of student’s activity: Let the students try to use the guidelines in lettering and apply
the composition in lettering.
D. GENERALIZATION
Guidelines are very much needed in lettering in order to direct you on the proper and
correct way of lettering taking note of the width, the height, and the spacing of letters.
Students should be guided by the elements of guidelines in lettering in order to regulate the
height, width, inclination, and distance between letters.
IV. EVALUATION
SELF-CHECK TEST 5 item
V. ASSIGNMENT
1. What group of letters in the alphabet are the most difficult to letter?

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JUNE 29, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the Elements and guidelines in Lettering,
B. Apply the vertical and horizontal guidelines in Lettering,
C. Determine the Rule of stability in letters and numbers
II. SUBJECT MATTER
LESSON: Elements and Guidelines in Lettering
REFERENCE: Technology and Livelihood Education and Drafting Technology L.M.
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Review; what are the styles of letters?
B. LESSON PROPER
2 Horizontal Guidelines used in capital letters:
a. Cap line
b. Base line
Four Horizontal Guidelines used in small letters:
1. Cap line
2. Waist line
3. Base line
4. Drop line
Rule of stability in letters and numbers
- If a vertical rectangle is divided exactly crosswise at the center, the upper half appears larger
than the lower half. This is the optical illusion. Hence, the letters B, E, H, and X and the
numbers 3, 8, and 5 must have their upper portion smaller than their lower ends so that will
appear stable.
- Composition in lettering- refers to the proper selection of letter styles and sizes, the spacing
of the letters and words, and the arrangement of the letterings in the given space.

Centering tiles- by the trial-and-error method or by the scratch-paper method

C. APPLICATION
Continuation of student’s activity: Let the students try to apply the composition in lettering by
making a signage on a piece of wood using paint.
D. GENERALIZATION
Guidelines are very much needed in lettering in order to direct you on the proper and
correct way of lettering taking note of the width, the height, and the spacing of letters.
Students should be guided by the elements of guidelines in lettering in order to regulate the
height, width, inclination, and distance between letters.
IV. EVALUATION
SELF-CHECK TEST 5 item
V. ASSIGNMENT
1. What group of letters in the alphabet are the most difficult to letter?

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 2, 2018
I. OBJECTIVES
At the end of the lesson, students are expected to;
A. Identify the line symbols of the alphabet of lines,
B. Determine each of the alphabet of lines,
C. Draw the symbols of the alphabet of lines
II. SUBJECT MATTER
LESSON: ALPHABET OF LINES
REFERENCE: Mechanical Drafting module
MATERIALS:
III. PROCEDURE
A. MOTIVATION
Asking question to the students:
1. Who among you have seen a House Plan?
2. Did you notice the line symbols there?
B. LESSON PROPER
ALPHABET OF LINES
VISIBLE LINE- a thick line that represents the visible edges or outline of the object; also known as the
object line
HIDDEN or INVISIBLE 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.
CENTER LINE- a thin line consisting of two long dashes and short dash drawn alternately with a gap
of at least two millimeters in between; it represents the axis or center of symmetrical shapes like a
ball, washer, rectangular block, cube.
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.
EXTENSION LINE- a thin line that extends from the object in order to show dimension limits.
DIMENSION LINE- a thin line with an arrowhead in one end used to indicate the measurements of
the object.
SHORT-BREAK LINE- thick line drawn in freehand to show details that a part has been cut off or
broken out
LONG-BREAK LINE- a medium thick line consisting of broken and straight lines drawn alternately.
This is also known as the limiting line. This limits the length of an elongated object without changing
the size of its view.
LEADER LINE- a short inclined thin line with an arrowhead at the end and short horizontal line on the
other end.
PHANTOM LINE- a thin line that shows position of part of an object that moves drawn by two short
dashes and one long dash.
CUTTING-PLANE LINE- thick lines used to indicate an imaginary cut through an object along the line.
Made-up of 2 long dashes broken in one end with an arrowhead and 2 short dashes drawn in
between the long dashes.
C. APPLICATION
Students activity; Let the student draw on the board the different symbols of the alphabet of lines
 D. GENERALIZATION
A drawing is made up of different lines. Each line represents something. A surface, a hidden surface,
an extension of a surface, a center of a hole, or a line with a dimension on it, In order to make the
drawing easier to read and understand, Each kind of line is drawn with a different line weights.

IV. EVALUATION
SELF-CHECKING TEST 5 items

V. ASSIGNMENT
Draw a simple drawing using the different symbols of alphabet of lines.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 3, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the line symbols of the alphabet of lines,
B. Determine each of the alphabet of lines,
C. Draw the symbols of the alphabet of lines
II. SUBJECT MATTER
LESSON: ALPHABET OF LINES
REFERENCE: Mechanical Drafting module
MATERIALS: Drawing paper, pencil and eraser
III. PROCEDURE
A. MOTIVATION
Asking question to the students:
1. Who among you have seen a House Plan?
2. Did you notice the line symbols there?
B. LESSON PROPER
ALPHABET OF LINES
VISIBLE LINE- a thick line that represents the visible edges or outline of the object; also known as the
object line
HIDDEN or INVISIBLE 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.
CENTER LINE- a thin line consisting of two long dashes and short dash drawn alternately with a gap
of at least two millimeters in between; it represents the axis or center of symmetrical shapes like a
ball, washer, rectangular block, cube.
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.
EXTENSION LINE- a thin line that extends from the object in order to show dimension limits.
DIMENSION LINE- a thin line with an arrowhead in one end used to indicate the measurements of
the object.
SHORT-BREAK LINE- thick line drawn in freehand to show details that a part has been cut off or
broken out
LONG-BREAK LINE- a medium thick line consisting of broken and straight lines drawn alternately.
This is also known as the limiting line. This limits the length of an elongated object without changing
the size of its view.
LEADER LINE- a short inclined thin line with an arrowhead at the end and short horizontal line on the
other end.
PHANTOM LINE- a thin line that shows position of part of an object that moves drawn by two short
dashes and one long dash.
CUTTING-PLANE LINE- thick lines used to indicate an imaginary cut through an object along the line.
Made-up of 2 long dashes broken in one end with an arrowhead and 2 short dashes drawn in
between the long dashes.
 C. APPLICATION ( Continuation of students activity)
Students activity; Let the student identify and determine the uses of the different symbols of the
alphabet of lines.

D. GENERALIZATION
A drawing is made up of different lines. Each line represents something. A surface, a hidden surface,
an extension of a surface, a center of a hole, or a line with a dimension on it, In order to make the
drawing easier to read and understand, Each kind of line is drawn with a different line weights.

IV. EVALUATION
SELF-CHECKING TEST (short quiz)

V. ASSIGNMENT
Draw a simple drawing using the different symbols of alphabet of lines.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 4, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different Pencil techniques,
B. Draw the different pencil techniques
II. SUBJECT MATTER
LESSON: PENCIL TECHNIQUES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing pencil, drawing paper, eraser
III. PROCEDURE
A. MOTIVATION
(Asking question to the students)
1. Who among you know how to sketch lines?
2. How about the pencil techniques in sketching lines?
B. LESSON PROPER
PENCIL TECHNIQUES
A. PENCIL TECHNIQUES IN DRAWING STRAIGHT LINES
Vertical lines
Horizontal lines
Inclined lines
Short lines
Long lines
B. PERPENDICULAR LINES
C. PARALLEL LINES
D. CURVED LINES AND FORMS
E. TECHNIQUES IN SKETCHING A CIRCLE
F. TECHNIQUES OF SKETCHING AN ELLIPSE
C. APPLICATION
Individual activity: Let the student draw on the board the different pencil techniques.
D. GENERALIZATION
In both freehand and technical sketching, the techniques in drawing or sketching lines are the same.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. Draw circle using the radii method and Ellipse using parallelogram method on a drawing paper.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 5, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different Pencil techniques,
B. Draw the different pencil techniques
II. SUBJECT MATTER
LESSON: PENCIL TECHNIQUES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing pencil, drawing paper, eraser
III. PROCEDURE
A. MOTIVATION
(Asking question to the students)
1. Who among you know how to sketch lines?
2. How about the pencil techniques in sketching lines?
B. LESSON PROPER
PENCIL TECHNIQUES
1. PENCIL TECHNIQUES IN DRAWING STRAIGHT LINES
Vertical lines
Horizontal lines
Inclined lines
Short lines
Long lines
2. PERPENDICULAR LINES
3. PARALLEL LINES
4. CURVED LINES AND FORMS
5. TECHNIQUES IN SKETCHING A CIRCLE
6. TECHNIQUES OF SKETCHING AN ELLIPSE
C. .APPLICATION ( Continuation of student’s activity)
Individual activity: Let the student identify the different pencil techniques in sketching straight lines,
curved lines, and ellipse.
D. GENERALIZATION
In both freehand and technical sketching, the techniques in drawing or sketching lines are the same.
IV. EVALUATION
Self-checking (Short quiz)
V. ASSIGNMENT
1. Draw circle using the radii method and Ellipse using parallelogram method on a drawing paper.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 6, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the various grades of Hardness and Softness of Pencils,
B. Determine the shapes of pencil point
II. SUBJECT MATTER
LESSON: DRAWING PENCILS
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing Pencils (Hard and Soft)
III. PROCEDURE
A. MOTIVATION
(Asking questions to the students)
1. Who brought his/her drawing pencils?
2. What pencil do you have? Hard or Soft pencil?
B. LESSON PROPER
HARD PENCILS
H, 2H…..to 9H (the hardest)
SOFT PENCILS
B, 2B….to 6B (the softest)
SHAPES OF PENCIL POINTS
1. CONICAL SHAPE
2. CHISEL SHAPE
3. ELLIPSE SHAPE
C. APPLICATION
Individual activity: Let the student identify the pencil that they have, if it is hard or soft pencils
and let them sharpen their pencils using the three shapes of pencil point.
D. GENERALIZATION
Drawing pencils are available in various grades of hardness and softness. Students can easily
make variations in the lightness or darkness of his lines even if the pressure of the pencil on the
paper is the same of each grade pencil.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. What is the difference between shade and shadow?
Reference; Drafting Technology

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 9, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the various grades of Hardness and Softness of Pencils,
B. Determine the shapes of pencil point
II. SUBJECT MATTER
LESSON: DRAWING PENCILS
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing Pencils (Hard and Soft)
III. PROCEDURE
A. MOTIVATION
(Asking questions to the students)
1. Who brought his/her drawing pencils?
2. What pencil do you have? Hard or Soft pencil?
B. LESSON PROPER
HARD PENCILS
H, 2H…..to 9H (the hardest)
SOFT PENCILS
B, 2B….to 6B (the softest)
SHAPES OF PENCIL POINTS
1. CONICAL SHAPE
2. CHISEL SHAPE
3. ELLIPSE SHAPE
C. APPLICATION (CONTINUATION OF STUDENT’S ACTIVITY)
Individual activity: Let the student draw objects on their drawing papers, using the shapes of
pencil point they want, and used their hard or soft pencil.
D. GENERALIZATION
Drawing pencils are available in various grades of hardness and softness. Students can easily
make variations in the lightness or darkness of his lines even if the pressure of the pencil on the
paper is the same of each grade pencil.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. What is the difference between shade and shadow?
Reference; Drafting Technology

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 10, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Determine accented outline drawing,
B. Differentiate shading from a shadow,
C. Draw shaded drawings
II. SUBJECT MATTER
LESSON: ACCENTED OUTLINE DRAWING
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who can draw human eye to the board?
2. How about fruit?
B. LESSON PROPER
An outline drawing is generally a perspective representation of an object in outline form; that is,
without shading or coloring.
SHADED DRAWING
Shading- is not accenting, it is the process of making the visible surfaces of an object, drawn in
outline form, appear in a variety of tones or values.
SHADOW- is an image cast by an object on another surface. A shadow is darker than a shade. If
the shadow of an object falls on a curved surface, the shadow tends to follow the curvature of
that surface.
C. APPLICATION
INDIVIDUAL ACTIVITY: Let the student draw on their drawing paper a human nose, a fruit, a bird
or a human eye.
D. GENERALIZATION
The visible edges or outlines of the object are shown by means of medium-heavy lines. If these
outlines, as these lines are often called, the varied thickness, they are said to be accented. Heavy
accents are usually indicated on outlines or edges near the observer’s eyes.
IV. EVALUATION
Self-checking test 5 items (5pts.)
V. ASSIGNMENT
1. Make an outline drawing of an object, and then add shadow.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 11, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Determine accented outline drawing,
B. Differentiate shading from a shadow,
C. Draw shaded drawings
II. SUBJECT MATTER
LESSON: ACCENTED OUTLINE DRAWING
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who can draw human eye to the board?
2. How about fruit?
B. LESSON PROPER
An outline drawing is generally a perspective representation of an object in outline form; that is,
without shading or coloring.
SHADED DRAWING
Shading- is not accenting, it is the process of making the visible surfaces of an object, drawn in
outline form, appear in a variety of tones or values.
SHADOW- is an image cast by an object on another surface. A shadow is darker than a shade. If
the shadow of an object falls on a curved surface, the shadow tends to follow the curvature of
that surface.
C. APPLICATION ( Continuation of student’s activity)
INDIVIDUAL ACTIVITY: Let the student draw and shade an outline drawing which they have
drawn earlier.
D. GENERALIZATION
The visible edges or outlines of the object are shown by means of medium-heavy lines. If these
outlines, as these lines are often called, the varied thickness, they are said to be accented. Heavy
accents are usually indicated on outlines or edges near the observer’s eyes.
IV. EVALUATION
Self-checking test 5 items (5pts.)
V. ASSIGNMENT
1. Make an outline drawing of an object, and then add shadow.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 12, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different geometrical figures;
B. Understand or interpret lines and forms,
C. Draw geometrical figures
II. SUBJECT MATTER
LESSON: SKETCHING GEOMETRICAL FIGURES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who among you can draw on the board an irregular curve line?
2. How about regular polygons?
B. LESSON PROPER
1. LINES
Horizontal, parallel, vertical, inclined, perpendicular, irregular curve and regular curve
2. ANGLES
Straight, right, acute, obtuse, isosceles, scalene and equilateral
3. PLANE FIGURE
Square, rhombus, vertical rectangle, horizontal rectangle, parallelogram, trapezoid,
trapezium, circle, ellipse, semi-circle and regular polygons
4. SOLID FIGURE
Cones, pyramids, cylinders, prisms and spherical figures
C. APPLICATION
INDIVIDUAL ACTIVITY; Let the student identify the different sketching of geometrical figures and
draw on their drawing papers.
D. GENERALIZATION
Geometrical figures include points, lines, angles, planes and solids. Strictly speaking, all
geometrical figures are imaginary or invisible. No one has ever seen a circle or square. But we
have seen objects with these shapes or forms. Geometrically speaking, a line is the movement of
a point and the latter only indicates position.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. Sketch a truncated upright cylinder and sketch a prism with six equal sides.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 13, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different geometrical figures;
B. Understand or interpret lines and forms,
C. Draw geometrical figures
II. SUBJECT MATTER
LESSON: SKETCHING GEOMETRICAL FIGURES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who among you can draw on the board an irregular curve line?
2. How about triangles?
B. LESSON PROPER
1. LINES
Horizontal parallel
Vertical inclined
Perpendicular irregular curve
Regular curve
2. ANGLES AND TRIANGLES
Straight angle right angle
Acute angle obtuse angle
Isosceles triangle scalene triangle
Equilateral triangle right triangle
C. APPLICATION (Continuation of activity)
INDIVIDUAL ACTIVITY; Let the student sketch a regular curve and an obtuse angle on their
drawing paper.
D. GENERALIZATION
Geometrical figures include points, lines, angles, planes and solids. Strictly speaking, all
geometrical figures are imaginary or invisible. No one has ever seen a circle or square. But we
have seen objects with these shapes or forms. Geometrically speaking, a line is the movement of
a point and the latter only indicates position.
IV. EVALUATION
Self-checking test 5 items (5 pts.)
V. ASSIGNMENT
1. Sketch a truncated upright cylinder and sketch a prism with six equal sides.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 16, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different Plane figures;
B. Determine regular Polygons,
C. Draw some geometrical figures
II. SUBJECT MATTER
LESSON: PLANE AND SOLID FIGURES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who among you know how to draw regular polygons?
2. How about frustum?
B. LESSON PROPER
1. PLANE FIGURE
Quadrilaterals, square, rhombus, vertical rectangle, horizontal rectangle, parallelogram,
trapezoid, trapezium, circle, ellipse, semi-circle and regular polygons
2. SOLID FIGURE
Cones, pyramids, cylinders, prisms and spherical figures
C. APPLICATION
Individual activity: Let the student identify the different plane figures and solid figures. And draw
the solid figures.
D. GENERALIZATION
Quadrilateral is a plane figure with four sides. A cone is geometrical solid with a circular base and
with sides tapering to a point, called vertex. If a cone is cut parallel to its base, the bottom
portion is called frustum of the cone and the upper part is a smaller cone. If the cutting plane is
oblique or inclined, the resulting cone is truncated.
IV. EVALUATION
Self-checking test 5 items (5pts)
V. ASSIGNMENT
1. Sketch a frustum of a square pyramid.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher
 A Semi-Detailed Lesson Plan in T.L.E.
Grade/ Section: 7-VENUS
Date: JULY 17, 2018
I. OBJECTIVES
At the end of the lessons, students are expected to;
A. Identify the different Plane figures;
B. Determine regular Polygons,
C. Draw some geometrical figures
II. SUBJECT MATTER
LESSON: PLANE AND SOLID FIGURES
REFERENCE: Drafting Technology, vol. 1 by; G. Manaois
MATERIALS: Drawing paper, pencil, ruler and eraser
III. PROCEDURE
A. MOTIVATION (Asking question to the student)
1. Who among you know how to draw regular polygons?
2. How about frustum?
B. LESSON PROPER
1. PLANE FIGURE
Quadrilaterals, square, rhombus, vertical rectangle, horizontal rectangle, parallelogram,
trapezoid, trapezium, circle, ellipse, semi-circle and regular polygons
2. SOLID FIGURE
Cones, pyramids, cylinders, prisms and spherical figures
C. APPLICATION (Continuation of student’s activity)
Individual activity: Let the student draw solid figures and truncated triangular base.
D. GENERALIZATION
Quadrilateral is a plane figure with four sides. A cone is geometrical solid with a circular base and
with sides tapering to a point, called vertex. If a cone is cut parallel to its base, the bottom
portion is called frustum of the cone and the upper part is a smaller cone. If the cutting plane is
oblique or inclined, the resulting cone is truncated.
IV. EVALUATION
Self-checking test 5 items (5pts)
V. ASSIGNMENT
1. Sketch an oblique truncated cylinder.

Checked/ Noted by: Prepared by:

CARLO MARCIAL SANCHEZ ROWEMAR P. CORPUZ

Master Teacher- I Subject teacher