Lesson Plan Unit: CHAPTER 19 PICTORIAL DWGS Topic: OBLIQUE DWGS
Framework: D&D I-9.4
ELA Framework: W4.10.5, W4.11.5. W4.12.5
CCSS: WHST 10.6, 11.6, 12.6
Author: Debbie Barnhouse
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
Students will be able to identify oblique drawing techniques and develop an oblique sketch.
 What do students probably already know about the content? What prior knowledge
needs to be activated?
Students will know it is a type of pictorial drawing. Prior knowledge will be from
Axonometric and Isometric lessons and Lab practices.
 What don’t they know?
The students will not know the terminology, Oblique or that there are 3 methods of developing
oblique drawings or sketches: cabinet (receding axis at half scale), general (receding axis at
three-fourths scale), and cavalier (receding axis at full scale). The students also don not know
that obliques are always drawn from the front view as it is straight on with the side view at an
angle.
 Is there potential for misconception?
Yes, terminology. Differences between axonometric and oblique. Difference in methods of
development in cabinet, cavalier, and general oblique sketches.
 What should students be able to do at the end of the lesson?
Students should be able to tell by looking at an oblique sketch or dwg that it is one because of
the front facing view and distinguish it from an axonometric example.
Students should be able to distinguish the 3 methods of creating oblique sketches.
Students should be able to create a simple oblique cabinet sketch.
 What resources are available to develop the concept?
Textbook Engineering Drawing and Design, Chapter 19 pgs 662 & 663
Handout on creating Oblique sketches, grid notebook paper, pencils, erasers, scales
 What questions will focus students’ thinking on the concept and help guide learning?
What is one of the simplest and quickest methods to use to create a technical sketch?
 How will I assess students’ understanding of the essential concepts and major details?
Students will generate an oblique sketch using techniques they learned.
Description of Lesson
Part of
Lesson
Strategy
What Students Will Do
What Teacher Will Do
Students using their Cornell
Notes will write down the
definition using their textbooks
Chapter 19 for the day’s 3 words
Supplies ready:
Wallwords, textbooks
Overhead of technical illustrations on
wall
Students will brainstorm in
groups of 2 or 3 for answers on
the following question for 3 or so
minutes:
Teacher will have an assembled
center punch (punch, plunger and
cap) in front of class.
Cornell Notes:
Wall words:
Cavalier
Oblique
Before
Cabinet
Oblique
General
Oblique
Brainstorming
In groups of 2
or 3
What is the quickest way to get
this part into production before
your competition?
During
Lecture and
model
Lab
application
After
Students will follow along and
reproduce simple oblique sketch
in their grid notebook along with
teacher
Students will create an oblique
sketch from orthographic sketch
in teacher’s handout LP-D&D-I9.4 OBLIQUES EXAMPLES
Teacher will record student
responses on board.
Teacher will lecture about time
constraints, about quickest easiest
method to get idea across is a sketch,
and then which type of sketch is
fastest and easiest to draw?
Teacher will model the drawing on
the board.
And a simple one for students to
copy in their grid notebooks along
with monitoring students’ progress.
Teacher will have handout
LP-D&D-I-9.4 OBLIQUES EXAMPLES,
for the students to generate an
oblique sketch from.
Teacher will evaluate sketches for
front view to be “straight on” and
exit poll on pollseverywhere.com
“Oblique sketches are drawn:
At 30 degrees, at 45 degrees, to scale,
from the front view straight on.