I. Objectives: Elicit

School MSU – Iligan Institute of Technology Grade Level 7/8
Teacher April Lyn Sayle Learning Area Room 304

Time & Dates 1:40-2:00 PM Quarter 1st Semester
I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate an understanding of

concepts and principles in interpreting technical
drawings and work plans.
B. PERFORMANCE STANDARDS The learners shall be able to read and interpret
technical drawing and work plans accurately.
C. LEARNING LO1. Analyze signs, symbols and data.
COMPETENCIES/OBJECTIVES
1.1. Identify signs and symbols used in technical
Write the LC code for each.
drawing.
II. OBJECTIVES
At the end of the lesson, students will be able to:
1. interpret diagrams and technical drawings

2. identify the types of alphabet of lines and its uses
3. value the uses of alphabet of lines in drawing
exercises
III. CONTENT
IV. LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Drafting Volume 1 by German M. Manaoispp pg. 56-
58
4. Additional Materials from Learning Laptop, Powerpoint, Visual Aids
Resource (LR) Portal
B. OTHER LEARNING RESOURCES
V. PROCEDURES
PRELIMINARY
Teacher’s Activity Student Activity

Elicit:
“Good morning students! Please arrange your (The students arrange their chairs and pick up the
chairs and pick up the pieces of trash if there’s pieces of trash on the floor)
any.”
“Thank you, please take your seats” (The students sit down)
“How are you class?”

Queennie: I’m good, ma’am.
Neil: We’re okay, ma’am.
“So last meeting, we talk about what?”
Zyra: You tackled about basic drafting and technical
drawing ma’am.
“Okay! What are the goals of technical drawing?”
Anna: Detail drawing must be accurate ma’am.
“Thank you. Other goals?”
March: Detail drawing must be executed with proper
technique.
“That’s right! What about you Neil?
Neil: Detail drawing should be neat.
“Very well said! Why do you think it is
important?”
“You are all correct. I guess you really listened to

my discussion last meeting.”
Engage:
“What have you observe presented in the Chel: I have observed that there are lines, labels,
drawing?” numbers and the object, ma’am.
“Thank you, Chel. Now in your own idea, Zyra: The drawing is more detailed. As it helps to
how do these numbers, lines, labels affect the emphasize the drawing of the objects.
object in the drawing?”
(Queennie raises her hand)
“Yes, Queennie?” Queennie: I think each line conveys a particular

meaning on the drawing, ma’am.
All: Yes ma’am!

“Yes, both of you got a point. Now would you like
to learn more about objects with labels, lines and
numbers?”
Explore:
“Before we start our discussion. Let us have an

All: 4 groups, 7 members
activity first. You will be grouped in 4 groups.
You will be matching the types of alphabets
through the given definition. I will only give you
3 minutes to do the activity. After minutes, you
will put your answers here in front.”
- Cartolina
- Printed picture of alphabet of lines
- Printed definition of alphabet of lines
1. Visible Line – dark, heavy line

2. Hidden Line – light, narrow, short, dashed
lines
3. Section Line – thin line usually drawn at a 45
degree angle
4. Center Line – thin line consisting of long and
short dashed
5. Dimension Line – dark, heavy line with
arrowhead
6. Leader Line – thin line, used to show the
dimension of a feature or a note that is too large
7. Extension Line – shows the starting and
stopping points of a dimension
8. Phantom Line – long dashes alternating with
pairs of short dashes
9. Cutting Plane Line – thick broken line that is
terminated with a short 90 degree arrowhead
Explain:
“Time’s up, you may now put your answers here All: (One representative, each group will put their
in front.” outputs in the front)
“Alright, to check if your answers are right, let us

discuss what is alphabet of lines and its line
type.”
“Alphabet of Lines, refers to the different styles

of lines used in drafting to show different
features about an object that is drawn.”
“These lines in technical drawing are part of a
specialized graphic language that is
standardized in the industry. That is why each
line type has a very precise symbolic meaning.”
“In order also for you to understand what does

the draftsman is trying to get across, you must
be able to understand these symbols and line.”
“Each line has a definite form and line weight.

For the standard thick line weight, it varies from
.030 to .038 of an inch. Meanwhile the standard
thin line, it varies from .015 to .022 of an inch.”
“Let us now proceed to the line types. Now let’s

see if your answers are correct. The first line
type is visible line, These lines are thick and dark
solid lines that are used on drawings to indicate
the edges and details of an object.”
“Next is hidden line, are medium dashed lines

used to indicate a surface, edge, or contour of an
object that cannot be seen, or is hidden from
view.”
“The third one is section line, are thin cross

hatching lines used in sectional views to
symbolize different parts of an object or
different materials from which an object is
manufactured.”
“Next is center line, these lines are thin lines

made up of alternating long and short dashes.
They are used to indicate the center of circles
and of symmetrical features. Also as an aid in
dimensioning.”
“In identifying the measurement, there is also

dimension line and leader line. It generally ends
with arrowheads and are accompanied by a
number indicating a size or location
dimensions.”
“Meanwhile the extension line, aided the

dimension lines by extending the surface of the
object so it can be dimensioned.”
“Other one is, phantom line. These lines are thin
lines used to indicate alternate positions of
moving parts, lines of motion, adjacent parts and
repetitive details.”
“There is also cutting plane line, these lines are

very thick lines (0.9 mm) that indicate where an
imaginary cutting plane passes through an
object, for viewing or sectioning purpose.”
(Neil raises his hand)
Neil: I have a question, ma’am. What are the

“Yes, Neil?”
differences between phantom and cutting plane line?
“Actually, they are similar in style to a cutting

Neil: Oh, okay ma’am. Thank you!
plane line, but phantom line is much thinner in
weight.”
“Do you have any questions?”

All: None so far, ma’am.
Joanni: It is important because it helps to emphasize

“Well, I have a question. How important
the details of the drawing.
is alphabet of lines in your drawings?”
“Thank you, Jo.”

Elaborate:
“Now, with the same groupings. I will give you a All: 4 groups, 7 members
drawing of an object and you will identify the
lines present in the object. I will only give you 3
minutes to do this task.”
“Okay, time’s up. Let’s see if you got it right.”
(displays the answer in the presentation)
“Very good to those group who are perfect, and

to those who are not, better luck next time.”
Evaluation:
“You may now go back to your proper seats.
Now, let’s have a quick quiz. 3 minutes will be
given for you to answer the quiz.”
(distributes the answer sheet)
Name:
Section:
Date:
Part 1
Instruction: Identify the following alphabet of
lines. (1 point each)
______________1. It is considered as thick and dark
solid line.
______________2. It is used to indicate the
measurements of object.
______________3. It is a medium dashed line used to
indicate a surface and edge.
______________4. It is a thin lines used to indicate
alternate positions of moving parts.
______________5. A thin line that is made up of
alternating long and short dashes.
Part 2
Instruction: Draw the type of lines. (2 points
each)
1. Hidden Line
2. Leader Line
3. Phantom Line
4. Visible Line
5. Cutting Plane Line
6. Dimension Line
7. Center Line
8. Extension Line
9. Section Line
“All right, pass your papers to the front.”

Extend:
“Lastly, for your assignment. Please research a

All: Yes ma’am.
procedure on how to apply alphabet of lines in
AutoCAD. Write your answers in a ¼ yellow
paper. And pass it next meeting. Understood
class?”
“Do you have any questions?”

All: None ma’am.
“Okay, that’s all for today. See you next meeting.

All: Good bye ma’am.
Class dismissed.”
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% on the

formative assessment.
B. No. of learners who require additional

activities or remediation.
C. Did the remedial lesson work?

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?

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School MSU – Iligan Institute of Technology Grade Level 7/8

Teacher April Lyn Sayle Learning Area Room 304

A. CONTENT STANDARDS The learners demonstrate an understanding of

1. interpret diagrams and technical drawings

Teacher’s Activity Student Activity

“How are you class?”

“You are all correct. I guess you really listened to

“Yes, Queennie?” Queennie: I think each line conveys a particular

All: Yes ma’am!

“Before we start our discussion. Let us have an

1. Visible Line – dark, heavy line

“Alright, to check if your answers are right, let us

“Alphabet of Lines, refers to the different styles

“In order also for you to understand what does

“Each line has a definite form and line weight.

“Let us now proceed to the line types. Now let’s

“Next is hidden line, are medium dashed lines

“The third one is section line, are thin cross

“Next is center line, these lines are thin lines

“In identifying the measurement, there is also

“Meanwhile the extension line, aided the

“There is also cutting plane line, these lines are

(Neil raises his hand)

Neil: I have a question, ma’am. What are the

“Actually, they are similar in style to a cutting

“Do you have any questions?”

Joanni: It is important because it helps to emphasize

“Thank you, Jo.”

(displays the answer in the presentation)

“Very good to those group who are perfect, and

(distributes the answer sheet)

5. Cutting Plane Line

“All right, pass your papers to the front.”

“Lastly, for your assignment. Please research a

“Do you have any questions?”

“Okay, that’s all for today. See you next meeting.

A. No. of learners who earned 80% on the

B. No. of learners who require additional

C. Did the remedial lesson work?

E. Which of my teaching strategies worked

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

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