PART I

I. Stage 1. Desired Results/ Outcomes

Content Standard
Students will know…
 The History of Animation
 The Techniques in Animation
 The Animation Team and Workflow
 The Animation Process
 The Principles of Animation using Anime Studio
 The Career in Animation
 The Character Design

Performance Standard

 The students will know the history of animation.

 The students will show in – depth understanding of the different techniques
in animation, its workflow and processes.
 The students can manipulate Anime Studio and make animations; thus,
yielding to developing career on animation.

Essential Understanding

1. Animation is an emerging business opportunity where application of the

21st century learning skills is a means of enhancing self.
2. Knowing the history of animation can contribute to the development of
the new and modern era of discovery in the field of technology, business
and commercial.
3. Animating is a skill needed for the different media employment in today’s
generation highlighting on the concept of exploration and design.

Essential Questions

1. How can knowing the history of animation be of its major significance in

the discovery of new and modern era of enhancing oneself?
2. What is animation? How can it be beneficial in today’s world?
3. How will the young learners as you are acquire the necessary skills in
resolving conflicts?

II. Stage 2. Assessment Evidence

A. Authentic Assessment
1. Throughout the unit, the students will be making animation as a
performance task as basis for the grade.
 2. The students will demonstrate understanding of animation techniques;
thus, manifesting lifelong learning.
3. The students will express appreciation on the importance of animation
as a surviving skill.

B. Traditional Assessment
True or False. Write TRUE if the statement is correct; otherwise; write FALSE.

___TRUE__1. An Optical toy is an item that uses persistence of vision to fool

the eye in perceiving a series of still images.
___FALSE_2. The Praxinoscope creates the illusion of a moving picture.
___TRUE__3. The movie camera was invented in the early 1900’s.
___FALSE_4. In March 1491, Winsor McCay created an animated film of a
dinosaur that he called Gertie.
___TRUE__5. Traditional animation usually refers to animation hand-drawn
on paper.
___FALSE_6. In Full Animation, animators apply animated films that require
fewer details.
___TRUE__7. Rotoscoping technique is used when you want to trace live
action sequence movements and turn them into drawings.
___FALSE_8. Claymation refers to animation made from two – dimensional
pieces of material.
___TRUE____9. Object Animation is a type of animation that utilizes regular
inanimate objects as props, characters, and layout
elements.
___FALSE__10. The Assistant Animator appraises himself fully with nature,
personality and capability of what is to be animated.
___TRUE___11. The texturer’s job is to create final color and surface
textures that will be placed on each 3D character model.
___FALSE __12. 3D animation software brings animation capability to the
desktop and makes it easier to do some detailed tasks.
___TRUE___13. Animation has been around since Horner invented the
zoetrope in 1834.
___TRUE___14. Solid drawing principle illustrates by drawing a simple
cartoon character.
___FALSE__15. A Background Animator is who one involved in the process
of animation who establishes the color, style, and a mood
of a scene.

III. Stage 3. Instructional Plan

 A. Learning activities
1. The students will be working on their own in making and creating
animation cartoons as their performance task.
2. The students are going to be grouped into five to portray the history of
animation using animation.
3. The students will be grouped according to their multiple intelligence in
interactive electronic devices.

B. learning Resources
Animation. Computer Literacy Worktext and Laboratory Workbook.

IV. Stage 4. Lesson Guide

Part 1: Fundamentals of Animation

A. Learning Objectives
At the end of the lesson, the students will be able to;
1. Create a timeline on the history of animation.
2. Identify animation techniques.
3. Distinguish the different function of an animation team and its workflow.
4. Use animation principle and processes to create a simple project.
5. Appreciates career related to animation.
B. Instructional Materials:
Work text, Laboratory Manual, Big Screen, Laptop, paper strips, tape, charts

C. Subject Matter
Topic: Introduction to Computer Animation
Principles and Essential Concepts of Animation
Reference: Work text pp 4-19, Laboratory Manual pp. 3-5

D. Deepen
1) Pre- Assessment (Word Search) – ask the learners to look for words related to
animation from the word search.
M P E G B A R T D I G I T A L A M
O R O C S R O H R L A T C E J B O
T A Y L Q O T A E H N I S E O G V
I X E A U T O U C U T N S J E E I
O I N Y A C S M U O I K E B P R E
N N S M S E C A D U C E L O U T C
P O I A H R O T O T I R R S P I A
I S D T N I P R R T P T E T P E M
C C T I D D E O P E E I P E E F E
T O L O F L I P B O O K A R T R R
U P A N R O Y E Z J A C P E E N A
R E W D I G I T A L C U T O U T S
E D E S I G N E N O I T A M I N A
2) Introduce the lesson and set objectives
3) Timeline
- Prepare strips of paper with label (Beginning, Ending, Zoetrope, Thaumatrope,
Flip Book,
Praxinoscope, Movie camera, Girtie, Peg bar, Rotoscope and Walt Disney)
- Prepare pictures related to the items above.
- Prepare some paper strips with details of the items above like the examples
below.

Used around 1915 Invented by Max Fiecher Created by Raoul Barre

- Put a small rope on the wall. Label its end with beginning and ending.
- Divide the class in 3 groups.
- Ask the first group to arrange the pictures in chronological order.
- Ask the other group to put labels above the picture. Example Zoetrope,
Flipbook and others
- Ask the last group to add details using the paper strips.
- Check misconceptions and inputs

4) Triple Letter Summary

- Prepare a tweet board.
- Let them write a summary of the lesson using the consecutive triple letters of
their choice.
(example: ABC )
- Call some volunteers and let them share their triple letter summary.
- Have them post their TLS on the tweet board display.

5) Cloze (Animation Technique)

- Prepare cloze statements in power point (refer to the example below).
- Let them fill in the missing part by choosing from the words on the board.
- Check work together, process learners inputs, evaluate and correct
misconceptions.

__________________ refers to the animation had drawn on paper. Process

used for most of the production throughout the 20th century.
 _____________ is used in high quality animated film. It has high level detail in
the design to animate characters in life like.

Traditional Animation Full Animation Limited Animation

6) Class Graffiti
- Post a manila paper on the wall.
- Let the learners express their feelings and the things learned on the wall.
- Evaluate learners output, give inputs and feedback.

7) READ (Read, Examine, analyze and Deliver) – Animation Team, Flow and Process
- Ask the learners to read pages 10 – 18 of the work text. Let them examine
the components and analyze the texts read.

8) Give Me High Five

- Group the class into groups with 5 members.
- Assign each member a number from 1 – 5
- In the group, ask each member to do the following;
o All # 1 will write 5 questions about the topic
o All # 2 will write 5 striking points from the reading
o All # 3 will write 5 comments
o All # 4 will write 5 terms with definitions
o All # 5 will write 5 opinions
- Let them work for 2 minutes.
- Regroup the class
- Ask them to share their work in a new group and come up with 5 common
questions, striking points, comments, terms and definitions and opinions.
- Let them share their high 5 lines in class.
- Process learners’ inputs, evaluate the activity and check misconceptions.

9) Yes or No Card (Principles of Animation and Career)

- Prepare cards with YES on one side and No on the opposite side. Make sure
that the cards prepared are enough for the clues.
- Ask introductory review questions like the examples below. The learners who
know the answer hold up the YES card, if they don’t know the answer, they hold
the NO card.
-ExamplesAnswers: No , Yes, Yes
 1) The principle of squash and stretch is used to gather interest and
excitement for your
animation.
2) The principle of exaggeration is accomplished by embellishing actions
and emotions beyond their realistic level.
3) The principle of anticipation is used when preparing for an action or
when taking needed movements to complete an action.
- Get the number of learners’ replies to each question and tally.
- Tell them that you will go back into the questions later and you will see if they
are going to change their answers after the lesson.

10) 3-2-1 Exit Card

- Ask the learners to fill in the required information in the card.
3 things that you learned today : ________________ _________________ _________________
2 things you want to learn more : _____________________ _____________________
1 thing that you want to practice at home: _________________________________________

11) Explore
- Have the learners explore activities 1.1 to 1.6 on pages 3 to 5 of the
laboratory manual.
12) Toss the Ball
- Prepare several questions.
- Form a big circle formation
- Stay at the center; toss the ball to one of the students.
- Continue until all the prepared questions have been answered.

E. Assessment
- Answer tests on pages 19 - 22, 35- 38
PART 2

I. Stage 1. Desired Results/ Outcomes

Content Standard
Students will know…

 The features of Anime Studio

 Drawing simple and complex shapes with bone set up.
 The basics of vector and raster graphics
 Exploration of layers and timeline
 Enhancement of art through layer settings and style palette
 Bringing cartoon character to life

Performance Standard
 Students will explore the features of anime studio.
 Students will on their own create drawing with different levels of radiation
of complexities.
 Students will understand the basics of vector and raster graphics.
 Students can make a cartoon character to life.

Essential Understanding
 Knowing the features of anime studio can lead to the appreciation of
animation in creating drawings with radiating level of complexities.
 Understanding the basics of vector and raster graphics will widen the
horizon of knowledge in animation through demonstration of worthwhile
projects.
 Enhancing art through layer settings and style palette can bring cartoon
characters into life.

Essential Question
 How will it be beneficial in knowing the features of anime studio as a
young learner as you are?
 What are the basics of vector and raster graphics?
 How can you concretize cartoon characters to life?

II. Stage 2. Assessment Evidence

A. Authentic Assessment
1. Students will be making role playing on how to manipulate anime
studio showing its significance in the field of animation.
 2. Students are grouped together to conduct a research work on the
different pros and cons (if there are) of using anime studio to better
enlighten the understanding in using the program to develop
recommendations and suggestions.
3. Students will demonstrate in – depth understanding of animation
through materializing cartoon character to life.

B. Traditional Assessment
True or False. Write TRUE if the statement is correct; otherwise, write FALSE.

__TRUE_______1. Anime Studio was originally developed under the name

of Moho in 1990 by Mike Clifton at LostMarble.
__FALSE______2. Altering the dots or keyframes on the timeline makes the
characters immovable.
__TRUE_______3. The GUI Colors tab in the preferences window allows you
to change the colors in the Anime Studio interface.
__FALSE______4. The Editor Colors tab allows you to adjust the color theme
for the entire Anime Studio interface.
__TRUE_______5. The Background Color section adjusts the color of you r
background when you export out an animation.
__FALSE______6. The Depth of Field section dictates the size of our
document or what we anticipate the resolution of the
video to be at export.
__TRUE_______7. Planning, outlining, and writing are incredibly important
when it comes to successful cartoon animation.
__TRUE_______8. Thousands of animators use Anime Studio to create
incredible films, cartoons, commercials and even music
videos.
__FALSE______9. To draw a perfect circle, press the ctrl and Alt keys while
you drag from the center of the workspace.
__TRUE_______10. To rotate the layer, use the Transform layer tool from the
layer section.
__TRUE_______11. When you select the Gradient fill style, Anime Studio
automatically opens up the gradient settings dialog box
and allows you to configure the type of Gradient slider.
__FALSE_______12. To set the right gradient color, double click the left
square slider at the bottom of the gradient bar.
__TRUE_______13. Bones are an important tool you can use in Anime Studio
to help make animation easier.
__TRUE_______14. The simplest way to animate objects and move around
in an Anime Studio animation is layer animation.
 __TRUE_______15. Vector graphics tend to have smaller file sizes compared
to equivalent raster because this makes streaming
embedded shockwave flash easier and also keeps your
project files lower in size to load fast.

III. Stage 3. Instructional Plan

A. Learning Activities
1. Group and differentiated instructions are emphasized in the delivery of
the instruction to which group participation and social interaction are
encouraged.
2. Students will be do dyad in making conversation on the importance of
anime studio to their lives as young learners learning the program.
3. Students will be grouped into five in conducting research and survey in
the effectiveness of anime studio.

B. Learning Resources
Animation. Computer Literacy Worktext and Laboratory Workbook.

IV. Stage 4. Lesson Guide

Part 2: Animating Anime Studio

A. At the end of the lesson, the students will be able to;

1. Familiarize and use properly the tools in opening and editing anime studio
2. Use the different anime tools
3. Enhance art using anime studio
4. Bring a cartoon character to life using anime studio

B. Instructional Materials:
Work text, Laboratory Manual, Big Screen, PC, paper strips, tape
C. Subject Matter
Topic: Stepping into the World of Animation
Quick Start
Drawing in Anime Studio
Exploring layers and Timelines
Enhancing Art with Layer Setting Panel and Style Palette
Bringing a Cartoon Character to Life
Reference: Work text pp 42 – 204

D. Deepen
1. Pre-assessment (Word Splash) – Stepping into the World of Animation, Quick
Start
 - Prepare pre-printed template like below and distribute to the class.
- Divide the class into groups and provide each group with a template
- Ask them to write as many words that they can relate on the word
“Anime Studio in a given period of time. Allow them to do it 1 to 2 minutes.
- Ask them to post output on the wall.

Anime Studio

2. READ
- Ask the learners to read pages 42 to 76 of the work text.

3. Comic Strips
- Prepare empty comic strips with speech balloons.
- Let them place the concepts learned in the balloons.
- Allow them to present their comic strips by displaying on the wall.
- Ask the learners go around and check on their classmates work.
- Evaluate outputs, give feedback, give additional information and check
misconceptions.

4. PMI Walk ( plus – minus – interesting)

- Ask the learners to look for the plus ( best features ) minus (areas of
impact) and interesting (striking points) on the works of their classmates.
- Ask student volunteers to share their work in class.
- Use students’ feedback to each other’s work to correct misconceptions.
- Provide additional inputs to complete the understanding of the concept.

Plus Minus Interest

What’s best on the What are the areas to What struck you most?
outputs? improve?

5. Explore
 - Ask learners to work on activities 2.1 to Project 4 on pages 10 – 25 of the
laboratory manual.

6. KWL – Drawing In anime Studio

– Ask the learners to fill in the chart with the things they know, things they
want to know and things learned after the lesson.
KNOW WANT LEARN

7. Silent Reading and Note taking

- Ask learners to open and read pages 82 -108 of the work text.

8. Facilitates formative assessment activity – Thumbs Up, Thumbs Down

- Let them do the thumbs up if you think the statement is correct and
thumbs down if wrong. (Examples below)
a. The add point tool allow us to create lines and shapes using a series
of points.
b. Sharp Corners offer a lot of control and is popular with mouse users.
c. Magnet tool is useful to select a group of points within the
boundaries.
d. The noise tool is used to distort objects in interesting way.
e. The eraser opens many possibilities for streamlining the process of
shape creation.
Answers: thumbs up, down , up, down and down. (Add more
statements)
- Use students’ responses to polish the learners understanding and to
correct misconceptions.

9. Explore
- Let them work lab activities 3.1 to project 4 on pages 28 -35 of the
laboratory manual.

10. KWL
- Ask the learners to go back to the KWL chart.
- Let them fill in the last column of the chart.
- Use learners’ responses to evaluate and check misconceptions.
-
11. Raise Your Flaglets
 a. Ask the learners to rate their understanding of the lesson using the
scale 0-10.
b. Ask them to raise the blue flag if they rated themselves 8-10.
c. Ask them to raise the green flag if they rated themselves 5 – 7.
d. Ask them to raise the yellow flag if they rated themselves 4-6.
e. Ask them to raise the red flag if they rated themselves 0-3.

12. Boxing
- Divide the class into groups.
- Provide them with a large piece of paper and marker.
- Ask them to draw a box in the center then a smaller box inside of the first
box.
- Ask them to write their answer on the question “what do I know in the
outside box and what do I want to learn in the inside box then let them
draw a visual representation.
- After which all groups are done ask them to post their work on the wall.
- Let all groups go around, read and check the work of the other groups
and let them write a short summary.
- Let them share their summary in class. Use their responses in giving inputs
and correcting misconceptions.

13. Silent Reading

- Ask the learners to read pages 112 - 140 of the work text.
14. Graphic Organizer
- Ask the learners to create their own concept map that summarizes what
they learn.

15. Enthusiasm Chart

- Students rank what they have learned and how much they engaged the
lessons.
- They are to elaborate on a Post It offering details about what they have
found helpful to them in having a successful learning day.
- Ask them to also share what prevented them for having a fulfilled day.
- Compile the data and discuss it in class the next day.
16. Explore
- Work on activity 4.1 –to project 4 of pages 38 - 51 of the laboratory
manual.

17. Roll the Dice

- Prepare a dice with the following questions written on each side;
1. I want to remember
 2. Something I learned today
3. One word to sum up what I learned
4. Something I already knew
5. I’m still confused about
6. An “aha” must that I had today
- Ask learners to roll the dice and briefly answer aloud the questions based
on the number rolled.

18. Four Corners ( Enhancing Your art with the Layer Settings Panel and style Palette)
- Prepare some Multiple Choice questions with 4 options.
- Designate each corner in the classroom to represent A, B, C,D.
- Students go to the corner that they believe corresponds with the correct
answer.

19. Silent Reading

- Ask the learners to read pages 146 - 164 of the work text.

20. Roll the Dice

- Prepare a dice with the following questions written on each side;
7. I want to remember
8. Something I learned today
9. One word to sum up what I learned
10. Something I already knew
11. I’m still confused about
12. An “aha” must that I had today
- Ask learners to roll the dice and briefly answer aloud the questions based
on the number rolled.

21. Explore
- Work on activity 5.1 –to project 2 of pages 54 - 56 of the laboratory
manual.

22. Enthusiasm Chart

- Students rank what they have learned and how much they engaged the
lessons.
- They are to elaborate on a Post It offering details about what they have
found helpful to them in having a successful learning day.
- Ask them to also share what prevented them for having a fulfilled day.
- Compile the data and discuss it in class the next day.
23. Word Splash – Bringing a Cartoon Character to Life
Q
– Ask the learner to write what they know about the words flashed.
- Let them share ideas with a pair.
- Ask some learners to share their ideas in the class.

bone animation
Smart Bone
Dynamic
Bone

24. Silent Reading

– Ask learners to open and read pages 168 – 204 of the work text.

25. Describe Me –
a. Prepare 16 strips of paper and write the following in each strip
Add Point Style Palette Shape Tool
Visibility Smart Bone Transform Bone
Manipulate Bone Select Bone Bind Points
Angle Constraints Region Binding Bind Layer
Frame O Bone Strength Layer Setting
Color Dial
b. Ask learners to pick one of the paper strips and describe
c. Let them explain and describe.
d. Check misconceptions and explain further

26. Explore
- Ask the learners to work on activities 6.1 to project 2 on pages 57 – 66 of
the laboratory manual.

27. Alphabet Brainstorm Race

- Divide the class into 2 teams.
- Ask the learners to generate ideas about the lesson that begins with each
letter of the alphabet.
- Remind the class that it is a race between two teams. Thus, the first team
who can complete the alphabet brainstorm in 2-3 minutes will be the winner.
- Use the alphabet brainstorm to check which concept was included and left
out.
- Give additional inputs and check misconceptions.
 28. Structured Frame
- Ask the learners to summarize the lesson.
- let them use the frame.

Topic : _________________________________________________

I learned ___________________________________________________ and apply

this in ______________________________________________________.

Signature _______________

E. Assessment Evidence:
1. Graphic Organizer – ask them create a graphic organizer about the lesson.
1. Answer lesson tests on pages 51, 77 , 109, 141 , 165 and 205 of the work text.