Lesson Plan
Course Title: Architectural Drafting I
Session Title: Architectural Communication - Architectural Lettering
Performance Objective:
Upon completion of this assignment, the student will be able to use architectural lettering to
letter projects and assignments according to a classroom standard.
Specific Objectives:
• Define terms associated with the lesson
• Identify and explain architectural lettering concepts
• Demonstrate lettering techniques
• Apply lettering techniques to projects
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
•
•
•
•
130.47 (a)(b)
complete general requirements and demonstrate knowledge and skills specific to those
needed to enter a career in architecture and construction;
130.47 (c)
demonstrate knowledge and skills of advanced architectural design principles;
130.47 (2)(d)(e)
demonstrate knowledge of reading and interpreting architectural symbols, schematics,
blueprints, work drawings, manuals, bulletins and of descriptive geometry;
130.47 (4)(a)(c)
demonstrate knowledge of tool/material/equipment safety and of new/emerging
technologies;
Interdisciplinary Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
110.31 (b)(1)(a)(b)(c)(d)(e)
• demonstrate knowledge of vocabulary, technical academic English derived from Latin/Greek
roots, determining denotative/connotative meanings of words, analogies, understanding of
frequently used foreign words and use of an electronic or printed dictionary, glossary or
thesaurus.
Instructor/Trainer
References:
1. Curriculum developer knowledge
2. Curriculum developer-made handouts
Instructional Aids:
1. Architectural Lettering PowerPoint Presentation
Architectural Drafting I: Architectural Communications: Architectural Lettering Plan
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Architectural Lettering PowerPoint Presentation – Slides
Architectural Lettering PowerPoint Presentation – Handouts
Architectural Lettering PowerPoint Presentation – Notes Pages
Lettering Handout – 1 per student
Lettering Exercise – 1 per student
Lettering Quiz
Lettering Quiz Key
Lettering Rubric
Materials Needed:
For Teacher:
1. Large drafting triangle for teacher
2. Expo/whiteboard markers for teacher
3. White copy paper – 1 sheet
4. Drafting tape – 4 small pieces for corners of paper
5. Architect’s scale or ruler
6. Examples of architectural drawings without lettering
7. Examples of architectural drawings with poor lettering
8. Examples of architectural drawings with good lettering
9. Examples of architectural drawings with exceptional lettering
For Students (each item per each student)
10. HB pencil
11. Pencil sharpeners
12. White vinyl erasers
13. White copy paper
14. Drafting tape – 4 small pieces for corners of paper
15. Parallel bar or T-square
16. Drafting triangle
17. Architect’s scale or ruler
Equipment Needed:
1. Projector for PPT
2. Whiteboard for demonstration
Learner
Reading units of measure.
Introduction
Introduction (LSI Quadrant I):
SHOW: Examples of drawings without lettering and drawings with exceptional lettering.
ASK: What are the differences between these two drawing sets?
[Guide students in comparing/contrasting the two sets. Guide them to the logical conclusion
that lettering is important for communication.]
SAY: However, it is not enough to simply have a lettered drawing.
SHOW: Examples of drawings with poor, good, and exceptional lettering.
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SAY: It is critical that architectural lettering be readable. The better the quality of the lettering,
the more readable the drawing becomes.
ASK: What might be the consequences of an unreadable drawing set?
[You may get various responses…try to guide students to the realization that if dimensions,
symbols, and specifications are unreadable, mistakes could be made by contractors that could
be very costly in terms of money, materials, equipment, and/or structural integrity.]
ASK: Who do you think decides what “readable” lettering is? [Wait for responses – most will
not have a clue…if you get something close to “the architect”, then use that response to segue
into the next statement.]
SAY: Actually, there are office standards. For example, suppose in an office that more than
one person works on a set of drawings, we wouldn’t want there to be a major difference in the
quality of the lettering. Therefore, office standards are established for lettering. In many cases
today, offices use AutoCAD and the text tool within the software, so hand lettering may not be a
required skill. However, there are still some offices in which lettering is a desirable or required
skill.
SAY: For the purpose of this class, we will have a classroom standard for architectural lettering.
Today you are going to learn that standard, and from this point forward, you will be expected to
apply that standard to every assignment and project you work on in this class.
Outline
Outline (LSI Quadrant II):
I.
Define terms associated with the lesson (refer to Lettering Handout for lettering-specific
terms)
A. Architectural lettering
B. Vinyl eraser
C. HB pencil
D. Drafting triangle
E. Parallel bar or T-square (or both)
F. Serif
G. Sans Serif
H. Guidelines
I. Vertical Strokes
J. Freehand Strokes
II.
Identify and explain architectural lettering concepts
A. All letters capitalized
B. All letters the same height
C. All letters with a uniform width (except the letter “I”)
D. Sans serif
E. All vertical strokes are drafted
F. All horizontal strokes are freehand
III.
Demonstrate architectural lettering concepts
A. Taping a drawing
B. Measuring guidelines/spaces in between
C. Using the parallel bar/t-square to draft horizontal guidelines
D. Using the parallel bar/t-square and triangle to draft vertical guidelines
E. Creating a chisel point
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F.
G.
H.
I.
J.
Using the parallel bar and triangle together to letter
Making a vertical stroke
Making a freehand stroke
Forming words
Spacing words within sentences
Application
Guided Practice (LSI Quadrant III):
Using the lettering exercise as text for demonstration, the teacher demonstrates elements III, AJ outlined above with the whiteboard and markers as students follow along and begin the
exercise individually at their desks. Demonstrate each step allowing students to practice and
feel comfortable before moving to the next step.
Teacher should exaggerate chisel point so that differences between strokes are clearly readable
by all students. Point out that it is not possible to make guidelines unreadable on a white
board, but that you expect their guidelines to be almost invisible to you as you walk by their
tables. By contrast, you expect their lettering to be dark, crisp, and readable.
Continually check for understanding throughout the demonstration asking students to verbalize
what they see or what they are experiencing (they may begin to complain that their hands are
hurting or that their forearms are tired or that it is difficult to manipulate the bar and triangle
together and see what you are lettering. Affirm these statements and encourage students to
continue practicing…they may be using sets of muscles together that they are not used to
using.)
Independent Practice (LSI Quadrant III):
Students continue working on the lettering exercise until complete (1-2 hours). Some students
will finish early and others will take 2 or 3 times as long. The teacher will need to establish a cut
off point, at which time it will need to be emphasized that both lettering speed and lettering
quality will improve over time with practice. Encourage students to practice at home.
As students complete the assignment go over removing tape from a drawing to preserve the
integrity of the corners.
Summary
Review (LSI Quadrants I and IV):
Facilitate a discussion on architectural lettering. Draw out thoughts on techniques, experiences,
and examples of when to use lettering. Encourage students to use lettering in all facets of their
lives…lettering is a hallmark skill of the architectural profession. Using the skill well draws
compliments from all sorts of people and can help give students a positive sense of identity and
belonging.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher should circulate around the classroom/lab as students work on lettering exercise
and provide independent reteach/redirection as appropriate.
Formal Assessment (LSI Quadrant III, IV):
Use the Architectural Lettering Quiz and Quiz Key to test low-level understanding of lettering
concepts.
Use the Architectural Lettering Rubric to evaluate the Lettering Exercise to assess application of
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the concepts.
Extension/Enrichment (LSI Quadrant IV):
Apply architectural lettering to future assignments/projects.
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Architectural Lettering Exercise
DIRECTIONS: Copy the following quote by Frank Lloyd Wright using the
architectural lettering skills you have just learned. Beginning 1” below the
top margin of your paper, construct 1/4” guidelines with 1/8” spaces
between them for your lettering exercise. Be sure to establish a vertical
guideline 1” from the left margin of your paper.
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Architectural Lettering Quiz
Part 1 – Application of Lettering (25 points)
DIRECTIONS: In the upper left corner of your paper, construct 1/4" guidelines
1/2" from the top and left edges of the paper. Letter your first and last name in
the guidelines using the classroom standard of architectural lettering.
Part 2 – Definitions of Terms (25 points)
DIRECTIONS: Define the following terms in the spaces provided:
1. Serif –
2. Sans serif –
3. Guidelines –
4. Vertical strokes –
5. Freehand strokes –
Part 3 – Serif vs. Sans Serif (50 points)
DIRECTIONS: Categorize the fonts listed according to the appropriate group
headings. Record your responses in the space provided to the left of each font
name.
6. Arial
7. Bell MT
8. Garamond
9. Broadway
10. Antique Olive
11. Elephant
12. Footlight MT Light
13. Impact
14. Times New Roman
15. Century Gothic
A. Serif
B. Sans serif
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Architectural Lettering Quiz Key
Part 1 – Application of Lettering (25 points)
DIRECTIONS: In the upper left corner of your paper, construct 1/4" guidelines
1/2" from the top and left edges of the paper. Letter your first and last name in
the guidelines using the classroom standard of architectural lettering.
Part 2 – Definitions of Terms (25 points)
DIRECTIONS: Define the following terms in the spaces provided:
1. Serif – the finishing stroke at the end of stems and arms of letters, originally
made by the flick of the quill or pen
2. Sans serif – Latin term used to describe architectural lettering; sans means
“without” so the full term is interpreted “without” serifs
3. Guidelines – parallel set of lines which define the upper and lower limits of
architectural lettering; lightest lines on a drawing
4. Vertical strokes – used to draw only those parts of letters that are
perpendicular to the guidelines; thin lines drawn with a parallel bar, triangle,
and the thin edge of a chisel point
5. Freehand strokes – used to draw those parts of letters that are not
perpendicular to the guidelines; thick strokes drawn freehand (without a
parallel bar or triangle) with the broad side of a chisel point
Part 3 – Serif vs. Sans Serif (50 points)
DIRECTIONS: Categorize the fonts listed according to the appropriate group
headings. Record your responses in the space provided to the left of each font
name.
B
A
A
B
B
A
A
B
A
B
6. Arial
7. Bell MT
8. Garamond
9. Broadway
10. Antique Olive
11. Elephant
12. Footlight MT Light
13. Impact
14. Times New Roman
15. Century Gothic
A. Serif
B. Sans serif
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Architectural Lettering Rubric
Above
Average
15-11
Average
10-6
Below
Average
5-1
Unacceptable
0
1/4" guidelines
with 1/8” spaces
1-2
measurement
errors
3-4
measurement
errors
5-6
measurement
errors
More than 6
measurement
errors
Spelling
Accuracy
All words spelled
properly
1-2 spelling
errors
3-4 spelling
errors
5-6 spelling
errors
More than 6
spelling errors
Lettering
Quality
Letters are dark,
crisp, clear, and
readable
Lettering missing
1 element
Average –
missing 2
elements
Below average –
only 1 element
present
Letters are fuzzy,
light, and
unreadable
Letter Width
and Spacing
Quality
Letters are equal
width and
spacing is
appropriate to
distinguish
between words
Most letters are
equal width and
spacing is
appropriate to
distinguish
between words
Lines are neat,
light and
unreadable from
a 3’ distance
Lines are neat,
but medium
weight
Some letters are
equal width or
spacing is
somewhat
appropriate to
distinguish
between words
Lines are neat,
but very dark
Letter width and
spacing is
unacceptable
Guideline
Quality
Some letters are
equal width and
spacing is
somewhat
appropriate to
distinguish
between words
Lines are neat,
but dark
Criteria
Scale
Exceptional
20-16
Comments
Unacceptable
guidelines
Architectural Drafting I: Architectural Communication – Architectural Lettering Rubric
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