Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Sagay City
District 10
VITO NATIONALHIGH SCHOOL
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LESSON PLAN
Name : ROLECON Q. JUNTO Date: _____________
Area of Specialization: TLE 7 - Technical Drafting 7/8

I. OBJECTIVES
At the end of the lesson the students should be able to:
1. Generate orthographic projection from isometric drawing;
2. Assemble how to project orthographic projection;
3. Perform orthographic projection through Contextual Innovative Model (Mursid, R., 2018).

(In the research conducted by R. Mursid in 2018 it concluded that (1) The students learn drawing techniques that learned by using
Contextual Innovative Model (CIM) get the higher achievement than the students that learned technical drawing by using Direct
Instructional Model (DIM); (2) The student’s achievement of technical drawing High Creative Thinking Ability (HCTA) is higher in the study
of technical drawing than the students who have the ability Low Creative Thinking Ability (LCTA); and (3) There are interactions between
the use of models of learning and creative thinking abilities in influencing student achievement technical drawings.)

II. SUBJECT MATTER

TOPIC : Prepare and Interpret Technical Drawings and Plans (Orthographic Projection)
MELC CODE : TLE_ICTTD7/8TD-0h-1
REFERENCES : Technology and Livelihood Education (Technical Drafting NC II), DepEd – ADM
Promoting Creative Thinking Ability Using Contextual Learning Model in
Technical Drawing Achievement (R. Mursid 2018 IOP Conf. Ser.: Mater. Sci.
Eng. 306 012109)
MATERIALS : PowerPoint Presentation, Technical Drafting Tools and Materials, playing ball
III. DEVELOPMENTAL TASK
TEACHER’S ACTIVITY

A. PRE-ACTIVITY
1. REVIEW:
 What are the two types of line? As discussed in your Math subject? Have you discussed types of lines in your
other learning areas? Like in TLE subject? What are those lines you have discussed?
 What are the Alphabet of Lines? In what other learning areas alphabet of lines is applicable?
 What are the different kinds of straight lines?
 What are the different types of curved lines?

2. MOTIVATION:
The teacher will provide a blank paper to students and will show an object (plants, flower, leaf, etc.) to
be placed on the table. Students are encouraged to sit in a circle closely to the object. Students will
draw the chosen object exactly in the angle as how they see it. They will be given 5 minutes to work on
this activity. The teacher will emphasize that it doesn’t matter if learner is skilled and talented in
drawing, what matters most is the effort exerted by the learner to create and present the best drawing
he/she could have based on the angle perceive by the learner.

(This activity will test the drawing skill of the students. It does not matter if they are well-versed in drawing
or a beginner. The purpose is to identify their range in the visual-spatial aspect of intelligence, this can be
considered as a start of their journey in Technical Drafting. It is also an avenue to check the ability and
disability of learners, or learners with skills, or talent and giftedness in drawing both in technical and art
drawing.)
________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 3. PRESENTATION:

The presentation will be done through a presentation of their outputs explaining how they have come up with their
drawings using a guide questions below to be posted on the board:

- How did you come up such drawing?

- Why it differs from the drawing of your classmate?
- What do think are the reasons why you have different forms of drawing?
- If you have the same angle, will you have the same drawing? Why or why not?

After the explanation of the learners of their outputs, the main idea/topic (Orthographic Projection) will be
presented on the board that will be utilized in the succeeding activities using the deductive method of teaching.

(The presentation will utilize Constructivist Approach (Learning by Teaching) of which is used primarily in the
Contextual Innovative Model by R. Mursid 2018).

B. LESSON PROPER
1. ACTIVITY
 The teacher will prepare a ball, music and a series of questions for the students. Once the music will start
playing, the teacher will throw first question and throw the ball to one of the students, passing the ball
from one student to another, once the music stops, the student who got the ball will answer the
question. The activity will continue until such all students have shared their ideas and answered the
given questions. The following spiral questions, from simple to complex questions, will be utilized as a
guide questions during the activity but students are highly encouraged to throw questions whenever
they can’t answer the given question. Every correct answer or closely related answer will be written at
the board as concept map, following the main idea presented earlier.

- What are the different views in orthographic projection?

- Where can we find the front view?
- Where can we find the top view?
- Where can we find the left side view?
- Differentiate one view from another view in orthographic projection.
- In step by step how will you draw the different views (one step per student, per views)

(The activity is another Constructivist Approach using the Play, Group Work and Discussion as tool used in the
Contextual Learning Model)

2. ANALYSIS:
 The teacher will present different pictures of the different views in Orthographic Projection and let
students identify, discuss, criticize and assemble such drawings. They will be guided by the following
questions given below.

1.

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 2.

3.

4.

5.

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 6.

7.

8.

9.

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
C. POST ACTIVITY

1. ABSTRACTION:
The teacher will discuss and demonstrate Orthographic Projection using a powerpoint presentation and
actual projection of drawing. During the discussion and demonstration, students are highly encouraged to
ask questions related to the topic and to follow the demonstration on how to project orthographic
drawing.

ORTHOGRAPHIC PROJECTION

This is a projection with all the views arranged at right angles to each other. It completely describes the
given object in size and in design. It is generally used as basis for all working drawings. We have previously
started that to construct an object, or project, it has to be planned and drawn accurately. This can be done
in multiple views where the drawing shows the top, front, and side views of the object in a certain angle. In
this kind of drawing, an object is drawn according to how we see it, such that, viewed in front, we can see
the width and height; on the top, length and the depth or width; on the side, its height, width, and
thickness. If the three views of an object could be drawn, we would get the exact information needed to
form or construct an object.

1. Let us presume that a block is found inside a glass case.

2. The view of an object is projected against the casing of the glass box.
3. If we shall open the casing on the top and the sides, we will then have the three views of the block.

In an orthographic drawing therefore, we must try to remember that:

1. The top view (TV) shows only the shape of the object.
2. The front view (FV) shows the other forms by ways of hidden lines.
3. We must show only the most important views; two views may be sufficient, and at most, three, but seldom
more than three.
4. The front view is drawn on the LOWER LEFT PORTION of the drawing; the TOP VIEW is directly aligned on top
of the front view.
5. The HEIGHT and WIDTH of the object must be seen on the front view; the WIDTH and LENGTH on the top
view; and the HEIGHT, WIDTH and THICKNESS on the side view.
6. The whole drawing or projection must be on the left and the assembly drawing (isometric or oblique drawing
of the object) must be on the right.
7. A space of from 12 – 25 mm (3/4” – 1”) must be given for each view.

WAYS IN PRESENTING ORTHOGRAPHIC DRAWING

1. GLASS BOX APPROACH

 Place the object in a glass box.
 Freeze the view from each direction (each of the six sides of the box) and unfold the box.

2. 45 X 45 TRIANGLE METHOD
 Draw the overall dimensions of the front view of the object.
 Measure 15 cm from the top corner of the front view, then do the same thing as the first method.
 Complete the necessary details in front and top view.
 Create construction lines (light lines) sideways (regardless of the dimensions).
 Position the tip of the 45 x 45 triangle at the upper right of the front view.
 Project the intersections to create the right-side view of the object.
 Input all dimensions.
________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 3. COMPASS METHOD
 Draw the overall dimensions of the front view of the object.
 Measure 15 cm from the top corner of the front view, then do the same thing as the first method.
 Complete the necessary details in front and top view.
 Create construction lines (light lines) sideways (regardless of the dimensions).
 Position the needle tip of the compass at the upper right of the front view. Position also the pencil tip at
the right corner of the top view.
 Twist the pencil tip of the compass downwards.
 Project the intersections to create the right-side view of the object.
 Input all dimensions.

(During the post activity, specifically in the abstraction, the teacher will be utilizing postmodernism approach,
another form of approach in constructivism as the main tool used in the contextual innovative model)

2. APPLICATION:
The students will be given an isometric view and let them work its orthographic projection. The students will be
rated using the scoring rubrics given below. Metric system of measurement will be utilized in their orthographic
projection.

SCORING RUBRIC
Criteria 25 points 15 points 10 points
Some lines are drawn Most of the lines are
ACCURACY All lines are drawn appropriately
inappropriately and NOT in inappropriately drawn and NOT in
(X3) and freehand.
freehand. freehand.
Finished output was neatly done, Pleasing but erasures and smudges Finished output have so many
NEATNESS pleasing to the eyes and no are observable on the finished erasures and smudges and quite
erasures / smudges found. output. unpleasant.

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 IV. EVALUATION
Evaluation will be based on the application conducted earlier of the lesson based on the given scoring rubrics.

V. ASSIGNMENT

DIRECTION: Using the prescribed template in drawing plates, you are going to label the views of the objects
in the Drawing Template provided by using any coloring materials you have. You may use any of the
mediums: CRAYONS, WATER COLOR or COLORING PENCILS/COLORING PENS. Use RED for TOP VIEW, BLUE
for FRONT VIEW, GREEN for RIGHT SIDE VIEW. Understand and visualize the object carefully.

Expected Output:

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953
 Performance task and sample can be accessed through google classroom at
https://classroom.google.com/c/NDUyNTkxOTE2NDQ2 with class code ejg4vve for students who reside at
far areas. If internet connection is not possible, your parents may bring flash drive for sample of the
performance task or may ask for sample printed materials.

SCORING RUBRIC
Criteria 25 points 15 points 10 points
Some lines are drawn Most of the lines are
ACCURACY All lines are drawn appropriately and
inappropriately and NOT in inappropriately drawn and NOT in
(X3) freehand.
freehand. freehand.
Finished output was neatly done, Pleasing but erasures and smudges Finished output have so many
NEATNESS pleasing to the eyes and no erasures are observable on the finished erasures and smudges and quite
/ smudges found. output. unpleasant.

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 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?

Prepared by: Checked by:

ROLECON Q. JUNTO MA. NERISSA D. JAVA

Teacher I TLE / TVE Coordinator

Reviewed by: Noted by:

ARLENE M. ARQUIZA JESSA V. LOBATON, Ph.D.

Observer / Rater Principal II

________________________________________________________________________________________
VITO NATIONAL HIGH SCHOOL
Purok Kulo, Vito, Sagay City, Negros Occidental
(034) 435-5953