Objective The learners demonstrate an understanding of one’s PECs.

Subject: Illustration

Grade Level: Grade 11

Learning across curriculum:

1. Science - The learners can create illustrations depicting different scientific

concepts or processes.

2. Social Studies - The learners can create illustrations that represent historical
events or cultural practices.

3. English - The learners can create illustrations based on literary works or

characters from English literature.

Review Motivation:

1. Show a video montage of famous illustrations from books, movies, and

advertisements, and ask the students to identify the emotions or messages
conveyed by each illustration.

2. Display a series of illustrations with hidden meanings or symbols, and challenge

the students to decipher them.

3. Conduct a gallery walk where students can view and discuss various illustrations,
highlighting the impact of visual representation in communication.

Activity 1: Illustrating Emotions

Materials: Paper, pencils, colored pencils/markers, reference images of facial

expressions
Instructions:

1. Introduce different emotions and discuss how they can be expressed through
facial expressions.

2. Provide reference images of facial expressions for each emotion.

3. Instruct the students to choose one emotion and create an illustration that
effectively conveys that emotion using facial expressions.

4. Set a time limit for the activity.

Rubrics:

Criteria:

- Accuracy of facial expressions

- Creativity in illustration

- Effective conveyance of the chosen emotion

Points: 10

Assessment Questions:

1. How did you choose the facial expressions to represent the chosen emotion?

2. What techniques did you use to make your illustration more expressive?

Activity 2: Illustrating Concepts

Materials: Paper, pencils, colored pencils/markers, reference materials related

to a chosen concept (e.g., photos, articles, diagrams)
Instructions:

1. Assign each student a specific concept related to a subject of their choice (e.g.,
photosynthesis, democracy, human anatomy).

2. Instruct the students to research and gather reference materials that will help them
understand the chosen concept.

3. Ask the students to create an illustration that visually represents the chosen
concept, incorporating elements from their research.

4. Set a time limit for the activity.

Rubrics:

Criteria:

- Accuracy of the concept representation

- Integration of researched materials

- Creativity in illustration

Points: 15

Assessment Questions:

1. How did your research help you in creating your illustration?

2. What challenges did you encounter in visually representing the chosen concept?

Activity 3: Illustrating Stories

Materials: Paper, pencils, colored pencils/markers, short stories or excerpts

from literary works
Instructions:

1. Provide the students with a short story or an excerpt from a literary work.

2. Instruct the students to create an illustration that captures a significant scene or

theme from the given text.

3. Encourage the students to think creatively and use symbolism or metaphors in

their illustrations.

4. Set a time limit for the activity.

Rubrics:

Criteria:

- Relevance to the chosen scene or theme

- Creativity in illustration

- Effective use of symbolism or metaphors

Points: 20

Assessment Questions:

1. How did you decide which scene or theme to illustrate?

2. What artistic techniques did you use to enhance the impact of your illustration?

Analysis:

Review and discuss each activity, highlighting the strengths and areas for
improvement. Encourage students to share their thoughts on each other's
illustrations and provide constructive feedback.

Abstraction:

Guide the students in reflecting on the importance of illustrations in conveying

messages, emotions, and concepts. Discuss how illustrations can be powerful tools
in various fields, such as advertising, storytelling, and education.
Application:

Present the students with a real-life problem where they need to create an illustration
to communicate a social issue or promote a positive message. Encourage them to
think critically and creatively in addressing the problem through their illustration.

Assessment:

1. Conduct a gallery walk where students can showcase their illustrations and
explain the messages or emotions they aimed to convey.

2. Evaluate the students' ability to accurately represent concepts through illustrations

by providing them with a new concept and asking them to create an illustration on
the spot.

Assignment:

Create an illustration that represents your personal values and beliefs. Write a short
reflection explaining the symbolism and meaning behind your illustration.