11/12

TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY STRAND

ANIMATION
QUARTER 4 – WEEK 2-3

CapSLET
Capsulized
Self - Learning
Empowerment
Toolkit
Schools Division Office of Zamboanga City
Region IX, Zamboanga Peninsula
Zamboanga City

1|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
z
CapSLET
Capsulized Self - Learning Empowerment Toolkit

SUBJECT &
Senior HS Animation 11/12 QUARTER 4 WEEK 2-3
GRADE/LEVEL
TOPIC Eye Blink and Head Turn

CG: Producing Cleaned-up and in- CODE

LEARNING between Drawing (CI )
COMPETENCY TR: Produce traditional cleaned-up key CG CODE: TLE_ICTAN9- 12CI-
drawings. IVa-j-3

➢ Identify the function of classic tween.

LEARNING
➢ Familiarize the steps in Head turn with eye blink; and
OBJECTIVES
➢ Create a character head in different views.
IMPORTANT: Do not write anything on this material. Write your answers on the learner’s activity and
assessment sheets provided separately.

UNDERSTAND
Classic tween

The General Rule: add a blink on a head turn.

➢ As an animator, the general rule is that your characters should blink every time they
change eye direction. So, if your character is looking from one character to another,
or one point in space to another – always add a blink.
➢ The most natural thing for the character to do is to quickly turn his head to see where the
sound came from. The ability to animate the head turn in this situation would help the
performance of the cartoon character.
➢ Classic tweens are an older way of creating animation in Animate.
These tweens are similar to the newer motion tweens but are more complicated to
create and less flexible. However, classic tweens do provide some types of control
over animation that motion tweens do not.

Steps

1. Create a layer for head, convert to symbol and rename as head.

2. Draw a character head in different views.

Draw the in-between pose

Side view Front view

view
2|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 3. Convert to symbol to save it on your library panel.
4. on your layer arrange the head turning sequence on the frames.

Steps on eye blink

5. Convert eye into symbols
6. inside the symbols distribute layer
7. draw a rectangular shape
8. copy the base eye layer
9. apply mask on the eye base layer

rectangular shape
rectangular shape classic tween

10. apply classic tween motion on masking (close eye)

11. Do the same classic tween to reverse (open eye)
12. do the same steps on the left eye.
13. Ctrl+ enter to test.

SAQ-1: Why eye blink is important in animation?

SAQ-2: Where to apply eye blink?

✓ How do you understand the lesson?

SYNTHESIZING
Direction: Write your learning experience and reflections about the lesson.

Let’s Practice!

1. Why it is necessary to blink eye every time you change eye direction?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 2. What is masking?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What is classic tween?
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________

Key Points REMEMBER

➢ Masking is simply hiding a portion of an object only to reveal certain parts of it. Let’s
say you have an image on Stage, and you want to animate it to be revealed from
top to bottom. To achieve this, you need to use masking.

Let’s see how much you learned

today!
TRY
A. Directions: Below is a framework animation. Inside the frame create/draw the head of your
own character in a different view.

Note: Use ruler to create a line guide

Side view ¾ view Front view

Score:________________
Parent signature:__________________

4|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 1. 2D Animation CG
2. Animation and Multimedia Textbook, Jemma Development Group
REFERENCES
Pages 43-47.
3.https://bit.ly/3w7uVhp
This learning resource contains copyrighted materials. The use of which has not been
DISCLAIMER specifically authorized by the copyright owner. We are making this learning resource in
our efforts to provide printed and e-copy learning resources available for the learners in
reference to the learning continuity plan of this division in this time of pandemic.

This LR is produced and distributed locally without profit and will be used for educational
purposes only. No malicious infringement is intended by the writer. Credits and respect to
the original creator/owner of the materials found in this learning resource.

5|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 CapSLET
Capsulized Self - Learning Empowerment Toolkit
SUBJECT &
Senior HS ANIMATION 11/12 QUARTER 4 WEEK 1-2
GRADE/LEVEL
NAME
YEAR AND
SECTION
TEACHERS
NAME
ANSWER SHEETS

UNDERSTAND
Write your answer inside the box
SAQ-1: Why eye blink is important in animation?

SAQ-2: Where to apply eye blink?

Let’s Practice!

1. Why it is necessary to blink eye every time you change eye direction?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is masking?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What is classic tween?
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________

6|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Let’s see how much you learned
today!
TRY
B. Directions: Below is a framework animation. Inside the frame create/draw the head of your
own character in a different view.

Note: Use ruler to create a line guide

Side view ¾ view Front view

Score:________________
Parent signature:__________________

Read the rubrics below for scoring. Use the provided sheet for your drawing.

Rubrics
Criteria No effort Beginner On My Way Almost There Mastery
0 pts 5 pts 10 pts 15 pts 20 pts
0-drawing 1-drawing 2- drawings 3-drawings 4 drawings can
Craftsmanship No idea with the Cannot express Can sometimes Can express the fully expressed the
lesson the lesson learn express the lesson lesson learn lesson learned
learn
Interest in learning No care with the Lack of interest Quite interested Interested Very interested
lesson
Creativity No drawing Not creative Quite creative Creative Very Creative

Total

7|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Republic of the Philippines
Department of Education
Division of Zamboanga City

EVALUATION TOOL FOR CONTENT AND LAYOUT & DESIGN

CAPSULIZED SELF-LEARNING EMPOWERMENT TOOLKIT (CapSLET)

Learning Area: ______________________________________ Grade Level: _______

Title: ______________________________________________
Quarter: ___________
Week: _____
Learning Competency: ___________________________

Instructions:

1. Read carefully the learning resource (LR) page by page to evaluate the LR for compliance to
standards indicated in the criterion items under each factor below.
2. Put a check mark (/) in the appropriate column beside each criterion item. If your answer is NO,
cite specific page/s, briefly indicate the errors found, and give your recommendations in the
attached Summary of Findings form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.

Standards /Criterion Items Yes No

CONTENT
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations. /
2. The copyrighted texts and visuals used in the LR are /
cited.
3. The copyrighted materials used in the LR are accurately /
cited.
4. The references are properly cited in the Reference/s box /
using the DepEd LR Referencing Guide.
Note: At least 3 criterion items must be marked YES to Complied Not Complied
indicate compliance to this factor. /
Factor II. Learning Competencies
1. Content is consistent with the targeted DepEd Most /
Essential Learning Competencies (MELCs) intended for
the learning area and grade level.
2. The MELC is sub tasked into learning objectives based /
on the Compressed Curriculum Guide Syllabus (CCGS)
of a specific learning area.
Note: These 2 criterion items must be marked YES to Complied Not Complied
indicate compliance to this factor. /
Factor III. Instructional Design and Organization
1. The LR contributes to the achievement of specific /
objectives of the learning area and grade level for which
it is intended.

8|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 2. Sequencing of contents and activities from /
UNDERSTAND, REMEMBER and TRY within each
lesson facilitates achievement of objectives.
3. Content is suitable to the target learner’s level of /
development, needs, and experience.
4. Content reinforces, enriches, and / or leads to the /
mastery of the targeted learning competencies intended
for the learning area and grade level.
5. The LR develops higher cognitive skills (e.g., critical /
thinking skills, creativity, learning by doing, problem
solving) and 21st century skills.
6. The LR enhances the development of desirable values /
and traits such as: (Mark the appropriate box with an
“X” applicable for values and traits only)

Note: At least 5 criterion items must be marked YES to Complied Not Complied
indicate compliance to this factor. /
Factor IV. Instructional Quality
1. Content and information are accurate. /
2. Content and information are up-to-date. /
3. The LR is free from any social content violations. /
4. The LR is free from factual errors. /
5. The LR is free from computational errors (if applicable) /
6. The LR is free from grammatical errors. /
7. The LR is free from typographical errors. /
Note: At least 6 criterion items must be marked YES to Complied Not Complied
indicate compliance to this factor. /
Factor V. Assessment
1. The LR provides useful measures and information that /
help the teacher evaluate learner’s progress in mastering
the target competencies.
2. Assessment aligns with the learning competency/ies. /

3. Assessment provides clear instructions in the TRY /

section.
4. Assessment provides correct answer/s. /
Note: All criterion items must be marked YES to indicate Complied Not Complied
compliance to this factor. /
Factor VI. Readability
1. Vocabulary level is adapted to target users’ experience /
and understanding.
2. Length of sentences is suited to the comprehension level /
of the target user.
3. Sentences and paragraph structures are varied and /
appropriate to the target user.
4. Lessons, instructions, exercises, questions, and activities /
are clear to the target user.

9|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 5. The LR provides appropriate mother tongue for the /
target user.
Note: At least 4 criterion items must be marked YES to Complied Not Complied
indicate compliance to this factor
LAYOUT AND DESIGN
Factor I. Physical Attributes
1. All necessary elements are complete. /
2. Cover elements are correct and complete. (i.e., w/ grade /
indicator & learning area, capSLET title, quarter,
headings, division tagline)
3. The capSLET follows the prescribed learning area color. /
4. The LR observes correct pagination. /
5. Contains accurate learning competency and code. /
Note: All criterion items must be marked YES to indicate Complied Not Complied
compliance to this factor /
Factor II. Layout and Design
1. The LR follows the prescribed capSLET template. /
(maximum of 10 pages and minimum of 3 pages)
2. The LR follows the prescribed capSLET paper size /
(long bond paper - 21.59cm x 33.02cm).
Note: All items be marked YES to indicate compliance to this Complied Not Complied
factor. /
Factor III. Typographical Organization
1. The LR uses appropriate font size (12 or 14) and styles /
(Calibri Body, Arial or Times New Roman).
2. The LR follows the rules in the use of boldface and /
italics.
Note: All criterion items must be YES to indicate compliance Complied Not Complied
to this factor. /
Factor IV. Visuals
1. It contains visuals that illustrate and clarify the concept. /
2. It has images that are easily recognizable. /
3. Layout is appropriate to the child. /
4. Text and visuals are properly placed. /
Note: All criterion items must be marked YES to indicate Complied Not Complied
compliance to this factor. /

Recommendation: (Please put a check mark (/) in the appropriate box.)

Minor revision. This material is found compliant to the minimum requirements in all six factors.
Revision based on the recommendations included in the Summary of Content Findings form and LR with
marginal notes must be implemented.
Major revision. This material is non-compliant to the requirements in one or more factors. Revision
based on the recommendations included in the Summary of Content Findings form and LR with marginal
notes must be implemented.
For field validation. This material is found compliant to all factors with NO corrections.
I certify that this evaluation report and the recommendation(s) in the summary report are my own and
have been made without any undue influence from others.
Name/s Signature/s
Evaluator/s: ANALIZA P. GREGORIO ________________________

RODEL C. MANLANGIT ________________________

MARY GAY S. PALIS _________________________

JOEFFREY B. TEVES ______________

___________

10 | P a g e
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Date accomplished: ___________________________

Note:
This tool is anchored on the Guidelines in ADM Content Evaluation, Guidelines in ADM Layout
Evaluation and Level 2 DepEd Evaluation Rating Sheet for 2 DepEd Evaluation Rating Sheet for Story
. Books.
Books and Big

Summary of Content Findings, Corrections and Review for Locally Developed

CapSLET

Title of the CapSLET: __________________ Grade Level:

________________
Quarter: ____________
Week:_____________
Part of the Brief Specific Put a check mark
CapSLET/ descripti recommendat
Paragraph / on of ions for
Line / Page Errors/ improving
number (in Findings/ the identified Not
chronologic Observat criterion Implemented
Implemented
al order) ions

Legend: (Type of Error) C - Content, L – Language, DL – Design and Layout

Other Findings: Write additional comments and recommendations not captured
in the evaluation tools used.

Prepared by: Date accomplished:

_____________________ _______________

(Signature Over Printed Name)

11 | P a g e
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
12 | P a g e
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS