11/12

TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY STRAND

ANIMATION
QUARTER 4 – WEEK 5-6

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 5-6
GRADE/LEVEL
TOPIC Running Cycle Animation

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

➢ Define running animation.

LEARNING
➢ Familiarize the steps in walking animation; and
OBJECTIVES
➢ Create a character walking in place.
IMPORTANT: Do not write anything on this material. Write your answers on the learner’s activity and
assessment sheets provided separately.

UNDERSTAND
Running Cycle Animation

➢ A run cycle is a series of frames or illustrations drawn in sequence that loop to create
an animation of a running character. The run cycle is looped over and over, thus having
to avoid animating each step again .

➢ A run cycle has the same basic animation principles as a walk cycle - but with a lot more
force.

➢ The key poses and general locomotion are all roughly the same – just pushed. Pushing
timing, pushed spacing, pushed posing. This helps define as a run.

➢ But what truly separates a run from a walk is that for at least 2 frames both feet will be
in the air at some point.

Steps Walking Animation

1. Identify your character

2. Draw your own character in a side view position

2|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 3. Use line guide for measurement of
height and width.
4. Right click, click ruler.
5. Click and drag the horizontal ruler Horizontal ruler
down the bottom of the shoes to serve
as floor line guide. Vertical ruler
Note: the character shoes should
never go beyond the ground level.
Fig.1

6. Click and drag the vertical ruler to the middle around the character Spine.
8. Click and drag again the horizontal ruler on the top of the hair to serve as guide for the height
to remain constant
9. lock the guideline; right click on the work area, click guides, click lock guides.
Note: Always save and make a copy of your character.

11. Convert the character into symbol. Press F8 and rename symbol 1 as Running Man
Animation, choose movie clip, click ok.

13. On your layer; click on the 20 frames press F5 to insert frames, for the duration of the
running cycle.
14. Get inside the symbol by double clicking the character.
Note: make sure, when you are inside the symbols the body parts should be in different layer.
(see Fig.2)

Fig.2

15. highlight all the 20 frames of each layer press F5 to insert frames.
Note: let us start first with the leg’s movement.
16. double click the right leg of your character
17. make a first pose on the first key frame position the right leg forward up high (see Fig.3 )
Note: First pose and last pose should be the same.
18. click 20 frames press F6
19. do the action in-between frames for key frame 5, 10 and 15.

R-Hand
L-Hand

L-Leg R-Leg

Fig.3

3|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Fig.4 In-between

20.on the left leg do the same, double click the left leg, position the left leg (see Fig. 3)
21. make a first pose, click frame 20 press F6 to copy the first frame
22. frame 5, 10, 15 make an in-between pose/action. (see Fig.4)
Note: in run cycle the leg is more open wider than walk cycle.

23. Right Hand layer; position the right-hand opposite to the right leg pose.
24. Left hand opposite to the left leg pose.
25. copy the first frame on to 20 frames by pressing F6.
26. do the inbetweening action/pose in keyframe 5,10, and 15 for both hands layer.

Note: body and head should not be static; you should also emphasize the movements for
realistic action, always remember the principles of animation.

27. Test your walking animation by pressing Ctrl+Enter

SAQ-1: What is the difference between running and walking cycle?

SAQ-2: How do you animate running cycle?

✓ How do you understand the lesson?

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

4|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Let’s Practice!

1. How many frames is a run cycle?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is run cycle animation?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Write down the steps in creating a running man animation?
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__________________________________________________________________________
__________________________________________________________________________
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Key Points REMEMBER

Line Guide- is very important, usually we are using rulers as guide (line overlay), that help to
compose or align elements of the project, these lines to guide your character movements,
either can drift too high or too low.

12 frames- a run or a very fast walk (4 frames per step, 6 step per second)
16 frames- slow run or a simple walk (6 frames per step, 4 steps per second)

5|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 Let’s see how much you learned
today!
TRY
A. Directions: Below is a framework animation. Inside the frame create/draw a
running pose.

Instruction: Create a line guide to serve as ground, the character shoes should never go
beyond the ground level, first and last frame pose should be the same, create the possible pose
in between.

1st frame Frame 5 Frame 10 Frame 15 Frame 20

Score:________________
Parent signature:__________________

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.

6|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: What is the difference between running and walking cycle?

SAQ-2: How do you animate running cycle?

Let’s Practice!

1.How many frames is a run cycle?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is run cycle animation?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Write down the steps in creating a running man animation?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 __________________________________________________________________________
__________________________________________________________________________

Let’s see how much you learned

today! TRY
Name: __________________________ Topic: Skeleton Dance Animation
Grade Level/Section: ______________ Score: _____________

A. Directions: Below is a framework animation. Inside the frame create/draw a

running pose.

Instruction: Create a line guide to serve as ground , the character shoes should never go beyond
the ground level, first and last frame pose should be the same, create the possible pose in between.

1st frame Frame 5 Frame 10 Frame 15 Frame 20

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

8|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

9|P age
Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 1. The LR contributes to the achievement of specific /
objectives of the learning area and grade level for which
it is intended.
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.

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

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Developed by: SITTI SALHA M. MALDISA
TII, DPLMHS SASHS
 JOEFFREY B. TEVES ______________
___________

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:

_____________________ _______________

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TII, DPLMHS SASHS
 (Signature Over Printed Name)

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TII, DPLMHS SASHS