TLE Drafting

As of March 23, 2011 1

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Career Pathways – Technology and Livelihood Education INDUSTRIAL ARTS - DRAFTING TECHNOLOGY 2

General Standard: The learner demonstrates understanding of his/her Personal

Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of quality

product/service in Drafting 2 (Visual Drawing, Cartooning/Animation, Silk-Screen Printing, Mechanical Drawing).



Quarter 1: Visual Drawing Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: __3__ days

STAGE 1

Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as visual artist

Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur as visual artist

Essential Understanding: Aligning one’s PECs with the PECs of successful practitioner/ entrepreneur helps one ensure success in a chosen career

Essential Question/s: How does one ensure success as visual artist?

Learners will know:

• Personal Entrepreneurial Competencies (PECs) � Characteristics/Traits � Attributes � Lifestyles � Skills

• PECs of chosen successful visual artist

Learners will be able to:

• Assess their PECs vis-à-vis: � Characteristics/Traits � Attributes � Lifestyles � Skills

• Compare ones PECs with that of the entrepreneur/ practitioner • Make necessary alignment of PECs

Stage 2 Evidence at the level of

Product or Performance Task Understanding Performance

Activity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur

Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Describe your PECs focusing on strengths and developmental areas

Assessment of the activity plan based on the following criteria:

• Comprehensiveness of personal plan on areas of development;

appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and



Criteria:

• comprehensiveness (should include characteristics, attributes, etc.)

• clarity

• conciseness Compare your PECs with those of a successful practitioner Criteria:

• objectivity

• details/focus

• conclusiveness

• illustration Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

• efficiency/effectiveness

• level of competence

• level of confidence

• attitude/behavior Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria:

• validity

• relevance

• critical

• plausibility

• sensitivity

improving further one’s areas of strength

• doability



Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:

• openness

• objectivity

• sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in visual arts Criteria:

• reflectiveness/insightfulness

• depth

• objectivity

Stage 3 Teaching-Learning Sequence: Personal Entrepreneurial Competencies (PECs) Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business. 1. EXPLORE

� Ask learners to name people in the community who are successful in their business

• Why are they successful?

• Do you wish to be like them? � Explain to learners the importance of assessing their PECs � Guide learners in assessing their PECs based on the following:

• Character

• Attributes

• Lifestyle



• Skills

• Traits � Assist learners in analyzing and interpreting the results of the assessment of their PECs. � Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The

teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP

� In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

� Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills

� Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers posted on the wall.

� Process learners’ learning and check it against EU. � Check learners’ understanding against the content standard.

3. DEEPEN � Have learners align their PECs with those of a successful entrepreneur of their choice. � Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. � Ask learners to express the EU. � Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

� Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur. � Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)



Quarter 1: Visual Drawing Topic: Environment and Market Time Frame: ___7__ days

STAGE 1

Content Standard: The learner demonstrates understanding of environment and market that relates with a career choice in visual drawing

Performance Standard: The learner formulates a business idea based on the analysis of environment and market

Essential Understanding: A successful business venture starts with generating good business idea

Essential Question/s: How does one select an entrepreneurial activity to be pursued?

Learners will know:

• Environment and Market � consumer’s needs and wants � industry that relates with a career choice � product/service that satisfies the needs and wants of customers � business idea generation


• conduct SWOT analysis

• seek and seize business opportunity

• generate potential business based on the result of environment and market analysis



Business idea generation based on the analysis of the immediate environment and market

Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explain the importance of the immediate environment and market in identifying a business opportunities Criteria:

• Comprehensiveness

• Clarity

Assessment of the business generated based on the following criteria:

• profitability/feasibility

• practicality

• responsiveness to consumer needs

• innovativeness



• Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:

• Reliability

• Accuracy

• Objectivity

• Relevance

• Validity Generate a business idea from data analysis Criteria:

• Appropriateness

• Innovativeness

• Practicality Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

• Validity

• Relevance

• Insightfulness Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria:

• Objectivity

• Tactfulness



• Persuasiveness

• Sensitivity

• Open-mindedness Self-assess their level of confidence in formulating business ideas Criteria:

• Reflectiveness

• Insightfulness

• Objectivity

Stage 3 Teaching-Learning Sequence: Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE

� Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

� Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:

• Survey questionnaire;

• Interview guide;

• Checklist, etc.

• SWOT analysis � Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner

responses as tentative EUs that they need to explore further.



2. FIRM UP

� Lead learners in analyzing the assessment conducted on the environment and market in a certain community. � Assist learners in conducting a community mapping to identify business establishments or industries in the immediate

locality. � Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc. � Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market � Ask learners to do supplementary reading and other compensatory activities to support the information presented.

3. DEEPEN 3. Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to

seize a business opportunity. 4. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating

business ideas. 5. Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).

4. TRANSFER

� Ask learners to generate business ideas as a result of the SWOT analysis of environment and market � Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

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Quarter 1 : Visual Drawing Topic: Production of Visual

Drawings ( Still Life, Portraiture, Landscape/Seascape )

Time Frame: 35 Days

Stage 1 Content Standard: The learner demonstrates understanding of the process and delivery in the production of visual drawings

Performance Standard: The learner produces marketable and competitive products/ services by employing various rendering procedures based on required job order specifications

Essential Understanding(s): Assuring the quality of visual drawing products/services enhance product marketability and profitability

Essential Question(s): Why does one need to assure the quality, marketability, and profitability of products/services in the production of visual drawings?

Learners will know: � Basic structures of solids � Appropriate drawing materials, instruments and computer

software � Types of drawing techniques/methods - tone - pencil/ink - hatching - cross hatching - dot/stippling - charcoal - wash - opaque - acrylic - mix media � Color harmonies based on the desired color system - Prang Color System

- Munsell Color System � Safety precaution on the proper handling of drawing materials, instruments and computer software � Computer software as used in visual drawing

Learners will be able to: � Apply the theories and principles of the basic structures of

solids � Use appropriate drawing materials, instruments and computer

software in the production of different visual drawings � Apply appropriate drawing techniques/methodologies � Produce desired colors based on color harmonies � Produce various kinds of visual drawings

- wall decors

- product designs

- designs for personalized items/ souvenirs/accessories

� Access and explore computer software in visual drawing � Apply safety precautions in handling drawing materials,

instruments and computer software � Access and explore software in visual arts production � Assure quality product/services in manual/computer aided

products in visual drawings � Compute for the cost of labor and materials � Produce product catalogue � Apply appropriate and effective marketing strategy

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� Production processes - manual process and operation

- computer aided operation � Content of a job order � Costing � Product catalogue � Marketing strategy � Journalizing

� Market the product � Present neat and accurate sales journal

Stage 2 Product or Performance Task: Produce quality and marketable products/services in visual drawings based on existing procedures and techniques

Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding:

Explain the processes involved in visual drawings.

Criteria

• clarity of content

• flow of thought

• sequence

• delivery/presentation Interpret the different techniques/ methodologies used in visual drawings. Criteria:

• insightfulness

• flow of thought

• delivery/presentation Demonstrate how visual drawings should be done using appropriate drawing materials, drawing instruments and computer software.

Evidence at the level of performance Assessment of products/services of Visual drawings using the following criteria:

• appropriateness of color scheme used

• quality of output

• safety work habits

• housekeeping and maintenance

• time management

• work attitude/behavior

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Criteria:

• open-mindedness

• appropriateness

• relevance

• delivery/presentation Narrate thoughts on the choice of concept in visual drawing as an artist over customer’s preference. Criteria:

• insightfulness


• flow of thought

• delivery/presentation Express feelings when a visual artist is not able to produce/perform product/ service as prescribed in the job order. Criteria:


• flow of thought

• open-mindedness

• delivery/presentation

Assess strengths and weaknesses in creating visual drawing activities. Criteria:


• flow of thought

• open-mindedness


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Stage 3 Teaching/Learning Sequence: Visual drawing is essential to everyone who wants to improve his/her drawing skills. Guidance is needed on how to overcome common difficulties in visual presentations without imposing a particular style or approach. Activities are provided to help learners discover their artistic inclinations while applying the theories and principles, honing their skills necessary to produce artworks they will be proud to call their own. 1. EXPLORE

� Guide learners in assessing their prior knowledge in manual and computer aided visual drawing presentation using:

• Paper and pencil test

• Performance test � Orient learners on the following:

• CP-TLE curriculum framework – Drafting Technology 2

• Assessment tools and criteria

- Assessment at the Level of Understanding using the six (6) Facets of Understanding - Explaining - Interpreting - Applying - Sharing perspective - Showing empathy - Revealing self-knowledge

- Assessment at the Level of Performance - Appropriateness of drawing techniques used - Quality of output - Safety work habits - Housekeeping and maintenance - Time management - Work attitude/behavior

� Guide learners in understanding the concepts and underlying principles of process and delivery in the production of visual drawings.

� Assist learners in the design process and show sample pictures of visual drawings.

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Portraiture Nude Painting Still Life

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Landscapes

� Process learners understanding on the observation made during the presentation of sample pictures of still life, portraiture landscape and seascape.

� Guide learners in observing in internet café shops in the community producing both manual and computer-aided still life, portraiture, landscape and seascape.

� Lead learners through the checklist to verbalize their understanding of the following concepts:

• Manual process and operation

• Computer aided operation

• Process and delivery

• Product and performance � Guide learners in viewing pictures/video presentations of the different materials, drawing instruments, equipment, computer

software used in the production of still life, portraiture, landscape and seascape. � Assist learners in raising issues and concerns related to the production of quality visual arts products.

• Appropriateness of techniques used

• Choice of materials

• Durability of materials used

• Features of manual and computer aided finished products � Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up.

2. FIRM UP � Present the different drawing techniques and methodologies in visual drawing. Have learners analyze the relevance or importance of appropriate color scheme on finished products. � Assist learners in applying drawing techniques and color combination appropriate to the given job order. � Have learners view video presentations on how quality visual arts products are commercially produced. (CONTENT OF

THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation). � Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’

understanding. � Assist learners in interviewing visual artist on the importance of significant factors in coming up with quality visual drawings. � Have learners prepare an interview guide to focus the discussion on the aforementioned factors. � Have learners check their initial understanding of the concepts in manual and computer aided production/printing of visual

drawings by giving formative evaluation.

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3. DEEPEN � Invite successful visual artists to talk about their best practices. Have learners ask questions about how these artists

managed to hone their skills. � Encourage learners to observe/work with successful visual artists in the community. � Have learners create/innovate designs of various types of visual drawings. � Have learners track their progress using accomplishment record. � Assess learners understanding of manual and computer aided production processes of visual drawings using the

assessment at the level of understanding (refer to Stage 2)

4. TRANSFER � Have learners produce quality and marketable visual arts products. � Have learners put up a display/exhibition of various products/services related to visual drawings production. � Have learners market their products/services in the municipality/town/city. � Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.) 1. Internet – Wikipedia 2. Interactive/Animated CD Materials/Equipment Needed: 1. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 1 2. Handbook on The Fundamentals of Drawing, The Encyclopedia of Drawing Techniques, How to Draw What You See, Painting

with Pastels, etc. 3. Internet – Wikipedia 4. Interactive/Animated CD 5. Computer software

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Quarter 2: Cartooning/Animation Topic: Personal Entrepreneurial

Competencies (PECs)


STAGE 1

Content Standard:

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Cartoonist/ Animator

Performance Standard:

The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ Entrepreneur as cartoonist/animator

Essential Understanding:

Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career

Essential Question/s:

How does one ensure success as cartoonist/animator?

Learners will know:


* PECs of chosen successful cartoonist/animator


• Assess their PECs vis-à-vis: � Characteristics � Attributes � Lifestyles � Skills

* Compare ones PECs with that of the practitioner/ entrepreneur • Make necessary alignment of PECs

Stage 2

Evidence at the level of Product or Performance Task

Understanding Performance

Activity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur

The learners should be able to demonstrate understanding covering the six (6) facets of understanding:

Describe your PECs focusing on strengths and developmental areas

Assessment of the activity plan based on the following criteria: • Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on one’s

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Criteria:


• clarity • conciseness Compare your PECs with those of a successful practitioner Criteria:

• objectivity • details/focus • conclusiveness • illustration Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

• efficiency/effectiveness • level of competence • level of confidence • attitude/behavior Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria:

• validity • relevance • critical • plausibility • sensitivity

PECs and improving further one’s areas of strength

• doability

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• openness • objectivity • sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in cartooning/animation business Criteria:

• reflectiveness/insightfulness • depth • objectivity

Stage 3

Teaching-Learning sequence:

Personal Entrepreneurial Competencies (PECs)

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business. 1. EXPLORE

� Ask learners to name people in the community who are successful in their business • Why are they successful? • Do you wish to be like them?

� Explain to learners the importance of assessing their PECs � Guide learners in assessing their PECs on the following:

• Character

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• Attribute • Lifestyle • Skills • Traits

� Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs

� Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP

� In order to firm up their understanding, learners may be asked to work individually or in group in collecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.



� Process learners learning and check it against EU. � Check learners understanding against the content standard.

3. DEEPEN

� Have learners align their PECs with those of a successful entrepreneur of their choice. � Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with

them. � Ask learners to express the EU. � Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

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4. TRANSFER

� Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur. Appendix D Activity 3-B Activity Plan in Aligning Ones PEC’s

� Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance)

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Quarter 2: Cartooning/Animation Topic: Environment and Market Time Frame: ___7__ days

STAGE 1

Content Standard:

The learner demonstrates understanding of environment and market that relates with a career choice in Cartooning/Animation


The learner generates a business idea based on the analysis of environment and market


A successful business venture starts with generating good business idea


How does one select an entrepreneurial activity to be pursued?

Learners will know:

• Environment and Market

� consumer’s needs and wants � industry that relates with a career choice � product/service that satisfies the needs and wants of customers � business idea generation


• conduct SWOT analysis • seek and seize business opportunity • generate potential business idea based on the result of

environment and market analysis

Stage 2





Assessment of the generated business idea based on the following criteria: • profitability/feasibility • practicality

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Explain the importance of the immediate environment and market in identifying a business opportunities Criteria:

• Comprehensiveness • Clarity • Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:

• Reliability • Accuracy • Objectivity • Relevance • Validity Generate business idea from data analysis Criteria:

• Appropriateness • Innovativeness • Practicality

Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

• Validity • Relevance

• responsiveness to consumer needs • innovativeness

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• Insightfulness

Express their feelings when entrepreneurs offer the same type of business in a town/city. . Criteria:

• Objectivity • Tactfulness • Persuasiveness • Sensitivity • Open-mindedness

Self-assess their levels of confidence in formulating business ideas Criteria:

• Reflectiveness • Insightfulness • Objectivity

Stage 3

Teaching-Learning sequence:

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.

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1. EXPLORE


� Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following: • Survey questionnaire; • Interview guide; • Checklist, etc. • SWOT analysis

� Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EU’s that they need to explore further.

2. FIRM UP

a. Lead learners in analyzing the assessment conducted on the environment and market in the immediate town/municipality/city.

b. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. c. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc., d. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market e. Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN 6. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she

was able to seize a business opportunity. 7. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating

business ideas.

8. Assess the learners’ level of understanding, refer to the assessment in Stage 2.

4. TRANSFER � Ask learners to generate business ideas as a result of the SWOT analysis of environment and market � Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

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Quarter 2 : Cartooning/ Animation Topic: Production of Marketable

and Competitive Products/ Services in Cartooning/Animation

Time Frame: 35 Days

Stage 1 Content Standard: The learner demonstrates understanding of the process and delivery in the production of cartoon caricatures and animation.

Performance Standard: The learner produces a marketable and competitive products/ services by employing printing procedures based on required job order specifications.

Essential Understanding(s): Assuring the quality of cartoon caricatures and animation products/services guarantees marketability and profitability.

Essential Question(s): Why does one need to assure the quality, marketability, and profitability of products/services in cartooning/animation?

Learners will know: � types of cartoon/animation � design methodologies � color harmonies based on the desired color system - Prang Color System

- Munsell Color System � safety precautions on the proper handling of materials,

instruments and equipments � computer software in cartooning/animation

- adobe photo shop - adobe illustrator - corel draw - macromedia flash

� production processes - manual process and operation

- computer aided operation � content of a job order � costing � product catalogue � marketing strategy � journalizing

Learners will be able to: � discuss the different types of cartoon/animation � apply design procedures using computer software � produce required colors following proper mixing procedures � layout appropriate cartoon features, film strips based on job

order specifications � use appropriate instruments and materials in the production

of cartoon caricatures and anime � apply safety precautions in handling instruments, tools and

materials in cartooning /animation operation � access and explore software in cartoon/animation production. � assure the production of quality product/services in

cartooning and animation � compute for the cost of labor and materials � produce product catalogue � apply appropriate and effective marketing strategy � market the product � present neat and accurate sales journal

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Stage 2 Product or Performance Task: Producing quality and marketable products/services in cartooning and animation based on existing procedures and techniques.

Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding:

Explain cartoon/animation processes

Criteria


• flow of thought

• sequence


Interpret the processes involved in cartooning and animation using the process flow: Criteria:

• insightfulness

• flow of thought

• delivery/presentation Perform cartooning/animation designing/ printing using appropriate instruments, tools, materials and software Criteria:




• time management


Evidence at the level of performance Assessment of products/services in cartooning and animation using the following criteria:

• appropriateness of color harmonies used




• time management


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Narrate thoughts on the choice of concept in cartooning/animation as an artist over customer’s preference. Criteria:

• insightfulness


• flow of thought

• delivery/presentation Express feelings when a cartoonist/animator is not able to produce/perform product/service as expected. Criteria:


• flow of thought

• insightfulness


Assess strengths and weaknesses in doing cartooning/animation operation. Criteria:


• flow of thought

• insightfulness


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Stage 3

Teaching-Learning Sequence: Cartoonists are artists who communicate ideas through a combination of words and pictures. One important quality of a good cartoonist is the ability to present an idea in just few words and drawing. Animators draw the moving cartoons that appear on television, in films and in video games. Animators must be able to put their drawings together with sound tracks, story lines, layouts and special effects. Most animation for television, motion pictures and video gaming industry are done with computer. Learners can get experience by drawing cartoon for the school newspaper and designing poster for events. Learners can also submit cartoons directly to magazine and newspapers. 1. EXPLORE

� Guide learners in assessing their prior knowledge in manual and computer aided cartooning/animation production using:



• CP-TLE curriculum framework – Drafting Technology 2

• Assessment tools and criteria

- Assessment at the Level of Understanding using the six (6) Facets of Understanding - Explaining - Interpreting - Applying - Sharing perspective - Showing empathy - Revealing self-knowledge

- Assessment at the Level of Performance - Appropriateness of drawing techniques used - Quality of output - Safety work habits - Housekeeping and maintenance - Time management - Work attitude/behavior

� Guide learners in understanding the concepts and underlying principles of process and delivery in the production of

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cartoon/anime. � Assist learners in the design process and show sample pictures cartoon/anime

Samples of Cartoon Caricature and Anime

� Guide learners in observing computer aided cartooning and animation in internet café shops in the community. � Lead learners through a checklist in verbalizing their understanding of the following concepts:


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• Product and performance � Guide learners in viewing pictures/video presentations on the different equipment, tools, computer software used in the

production of cartoon caricatures and anime. � Assist learners in raising issues and concerns related to the production of quality cartoons/anime.

• Appropriateness of drawing techniques and computer software



• Features of manual and computer aided finished products o Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during firm up.

2. FIRM UP

� Have learners present the principles and elements of design. Let them analyze the importance of various features of finished cartoon/anime products.

� Assist learners in applying special features and color application appropriate to the given job order. � Have learners view video presentations on how quality cartoon/anime products are commercially produced. (CONTENT OF

THE VIDEO: The video should detail the step-by-step procedure in manual and computer-aided operation) � Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’

understanding. � Assist learners in interviewing a cartoonist/animator on the importance of the following factors in the production of quality

cartoon/anime products:

• Application of special features.

• Appropriateness of color used .

• Proper handling and maintenance of letter tools, instruments and computer software.

• Appropriateness and quality of materials used. � Have learners prepare an interview guide to focus the discussion on the aforementioned factors � Have learners check their initial understanding of the concepts in manual and computer aided cartooning/animation by giving

formative evaluation.

• Question and Answer

• Paper and Pen Test � Check learner’s level of understanding using formative assessment.

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3. DEEPEN

� Invite successful cartoonist/animator to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.

� Encourage learners to observe/work with successful cartoonist/animator in the municipality/town city. � Have learners create/innovate designs of various caricatures and animation. � Have learners track their progress using accomplishment record. � Assess learner’s understanding of manual and computer-aided production processes of cartooning and animation using the

assessment at the level of understanding (refer to Stage 2) 4. TRANSFER

� Have learners produce quality and marketable cartoons and animation. . � Have learners put up a display/exhibition of various products/services related to cartooning and animation production. � Have learners market their products/services in the community. � Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.)

Internet – Wikipedia Interactive/Animated CD Authoring software

Materials/Equipment Needed: 3. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 2 4. Handbook on cartooning, animation manuals, and manual of specifications and procedure 3. Internet – Wikipedia

Interactive/Animated CD Computer software

10. Personal Computer 11. Technical pens

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Quarter 3: Silk-Screen Printing Topic: Personal Entrepreneurial

Competencies (PECs)


STAGE 1

Content Standard:

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) a Silk-screen printer.


The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ entrepreneur as silk-screen printer.


Aligning ones PECs with the PECs of successful practitioner/ entrepreneur helps one ensure success in a chosen career


How does one ensure success as silk-screen printer?

Learners will know:


* PECs of chosen successful silk-screen printer




Stage 2



Activity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur


Assessment of the activity plan based on the following criteria: • Comprehensiveness of personal plan on areas of development;

As of March 23, 2011 34


Describe your PECs focusing on strengths and developmental areas. Criteria:


• clarity • conciseness Compare your PECs with those of a successful practitioner. Criteria:

• objectivity • details/focus • conclusiveness • illustration Apply one’s PECs in pursuing a chosen entrepreneurial activity. Criteria:

• efficiency/effectiveness • level of competence • level of confidence • attitude/behavior Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs. Criteria:

• validity • relevance • critical • plausibility

appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and improving further one’s areas of strength

• doability

As of March 23, 2011 35


• sensitivity Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria:

• openness • objectivity • sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in silk-screen printing. Criteria:

• reflectiveness/insightfulness • depth • objectivity

Stage 3

Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. 2. EXPLORE

� Ask learners to name people in the community who are successful in their business • Why are they successful? • Do you wish to be like them?

� Explain to learners the importance of assessing their PECs

As of March 23, 2011 36


� Guide learners in assessing their PECs on the following:

• Character • Attribute • Lifestyle • Skills • Traits

� Assist learners in analyzing and interpreting the results of the assessment of their PECs. � Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.

The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP


� Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills.


� Process learner’s learning and check it against EU. � Check learner’s understanding against the content standard.

3. DEEPEN

� Have learners align their PECs with those of a successful entrepreneur of their choice. � Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with

them. � Ask learners to express the EU.

As of March 23, 2011 37


� Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs). 4. TRANSFER

� Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ entrepreneur.

� Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

As of March 23, 2011 38


Quarter 3: Silk-Screen Printing Topic: Environment and Market Time Frame: ___7__ days

STAGE 1

Content Standard:

The learner demonstrates understanding of environment and market that relates with a career choice in silk-screen printing


The learner generates a business idea based on the analysis of environment and market


A successful business venture starts with generating good business idea


How does one select an entrepreneurial activity to be pursued?

Learners will know:

• Environment and Market

� consumer’s needs and wants � industry that relates with a career choice � product/service that satisfies the needs and wants of customers � business idea generation


• conduct SWOT analysis • seek and seize business opportunity • generate potential business idea based on the results of

environment and market analysis

Stage 2



Formulating a business idea based on the analysis of the immediate environment and market

The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explain the importance of the

Assessment of the generated business idea based on the following criteria: • profitability/feasibility • practicality • responsiveness to consumer needs

As of March 23, 2011 39


immediate environment and market in identifying a business opportunities.

Criteria:

• Comprehensiveness • Clarity • Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities. Criteria:

• Reliability • Accuracy • Objectivity • Relevance • Validity Generate a business idea from data analysis. Criteria:

• Appropriateness • Innovativeness • Practicality

Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

• Validity • Relevance

• innovativeness

As of March 23, 2011 40


• Insightfulness

Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria:

• Objectivity • Tactfulness • Persuasiveness • Sensitivity • Open-mindedness

Self-assess their levels of confidence in formulating business ideas. Criteria:

• Reflectiveness • Insightfulness • Objectivity

Stage 3

Teaching-Learning Sequence:

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE


As of March 23, 2011 41


� Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following: • Survey questionnaire; • Interview guide; • Checklist, etc. • SWOT analysis

� Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EU’s that they need to explore further.

2. FIRM UP

� Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city. � Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. � Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc., � Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. � Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN 1. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she

was able to seize a business opportunity.

2. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas.

3. Assess the learners’ level of understanding. Refer to the Assessment in Stage 2.

4. TRANSFER � Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market

� Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance).

As of March 23, 2011 42


Quarter 3: Silk-Screen Designing/Printing Topic: T-Shirt Printing and

Billboard Production Time Frame: 35 Days

Stage 1 Content Standard: The learner demonstrates understanding of concepts and underlying principles of process and delivery in Silk-Screen Designing/Printing

Performance Standard: The learner produces quality and marketable products/services based on existing procedures and techniques in t-shirt printing and billboard production

Essential Understanding(s): Assuring the quality of t-shirt printing and computer aided products/services in the production of printed t-shirt and billboard production guarantees marketability and profitability

Essential Question(s): Why does one need to assure the quality, marketability and profitability of product/services in t-shirt printing and billboard production?

Learners will know: � safety precautions in handling of materials, tools and equipment � proper selection of paints and paint preparation � manual painting of streamers � assessing and exploring software in billboard/streamer designing � inserting and formatting objects; � saving data in a folder; � inserting pictures, clip arts, and word art; � identifying the text styles, color charts, and shapes � production processes

- manual process and operation - computer-aided operation

� content of a job order � costing � product catalogue � marketing strategy

Learners will be able to: � practice safety precaution in handling of materials, tools and equipment in t-shirt printing and billboard printing � mix paints and apply required/appropriate colors following proper mixing procedures � use appropriate lettering tools and materials in t-shirt printing. � access and explore software in billboard printing � assure the production of quality product/services in t-shirt printing, billboard printing � follow software design procedures. � manipulate drawing toolbars properly � assure quality in the production of t-shirt prints and billboard products � compute for the cost of labor and materials � produce product catalogue � apply appropriate and effective marketing strategy � market the product � present neat and accurate sales journal

As of March 23, 2011 43


Stage 2 Product or Performance Task: Producing quality and marketable products/services in t-shirt printing and billboard printing based on existing procedures and techniques

Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain the basics of t-shirt printing and billboard printing. Criteria

• comprehensiveness


• sequence

• delivery and presentation Interpret properly designed printed t-shirt and billboard sample products. Criteria:

• flow of thought and

• appropriateness of colors used

• insightfulness

• delivery and presentation Perform t-shirt printing and computer aided billboard printing using appropriate instruments, tools, materials and computer software. Criteria:

• appropriateness of instruments, tools, materials and computer software used.



• time management


Evidence at the level of performance Assessment of products/services in t-shirt printing and billboard printing using the following criteria:

• appropriateness of letter styles used




• time management


• color scheme used

As of March 23, 2011 44


• work attitude/behavior Narrate thoughts on the choice of concept in t-shirt printing and billboard printing as an artist over customer’s preference. Criteria:

• insight


• flow of thought

• delivery and presentation Express feelings when a silk-screen printer film retoucher/layout stripper, is not able to produce/perform product/services as expected. Criteria:

• insight


• flow of thought

• delivery/presentation Assess strengths and weaknesses in doing t-shirt printing and billboard printing. Criteria:

• insight


• flow of thought


As of March 23, 2011 45


Stage 3 Teaching-Learning Sequence: Commercial establishment manufactures signs, commercial posters, and advertisements for the newspapers and magazines and on billboards. A film retoucher/layout-stripper prepares page layouts and strips negative or positive stencils, while silk-screen printer prepares stencils out of lacquer-coated paper which is made to adhere to a silk-screen frame for printing purposes. 1. EXPLORE

� Guide learners in assessing their prior knowledge in manual and computer aided t-shirt printing and billboard printing using:



* CP-TLE curriculum framework – Drafting Technology 2

• Assessment tools and criteria - Assessment at the Level of Understanding using the Six (6) Facets of Understanding - Explaining - Interpreting - Applying - Sharing perspective - Showing empathy - Revealing self-knowledge

- Assessment at the Level of Performance - Appropriateness of letter styles used - Quality of output - Safety work habits - Housekeeping and maintenance - Time management - Work attitude/behavior

� Guide learners in understanding the concepts and underlying principles of process and delivery in t-shirt printing and billboard printing.

� Guide learners in understanding the concepts and underlying principles of process and delivery in the production of printed t-shirt and printed billboard products.

� Assist learners in the design process and show sample pictures of printed t-shirt and billboard products.

As of March 23, 2011 46


Silk-Screened Sample Printed Products

� Guide learners in observing in a billboard printing shops in the community producing both manual and computer aided products.



As of March 23, 2011 47




• Product and performance � Guide learners in viewing pictures/video presentations of the different equipments, tools, computer software used in the

production of printed t-shirts and billboards. � Assist learners in raising issues and concerns related to the production of quality signages, billboard/streamers:

• Appropriateness of letter styles used



• Features of manual and computer aided finished products * Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the

walls for the purpose of revisiting them during the firm up. 2. FIRM UP

� Present the different tools, materials and appropriate software. Let learners analyze the importance of the different tools, instruments materials and appropriate software in coming up of quality finished products.

� Assist learners in applying appropriate designs and color application appropriate to the given job order. � Have learners view video presentations on how quality signage, billboard/streamer products are commercially produced. (CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation) � Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’

understanding. � Assist learners in interviewing a commercial artist on the importance of the following factors in the production of quality silk-

screen printed products: • Design techniques

• Appropriate color harmonies used.

• Size proportion and spacing of letters.

• Proper handling and maintenance of lettering instruments, tools, materials and computer software

• Appropriateness and quality of materials used � Have learners prepare an interview guide focusing on the aforementioned factors in the production of quality silk-screen

printed products. � Have learners check their initial understanding of the concepts in manual and computer aided sign painting and

billboard/streamer printing by giving formative evaluation:


As of March 23, 2011 48


• Paper and Pen Test 3. DEEPEN

� Invite successful commercial artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.

� Encourage learners to observe/work with successful film retoucher/stripper, silk-screen printer in the community. � Have learners create/innovate designs of various signages and billboard/streamer products. � Have learners track their progress using accomplishment record. � Assess learners understanding of manual and computer aided lettering using the assessment at the level of understanding

(refer to Stage 2).

4. TRANSFER � Have learners produce quality and marketable signages, billboard/streamer products. � Have learners put up a display/exhibition of various signages, billboard/streamer products/services. � Have learners market their products/services in the community. � Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.) • Internet – Wikipedia • Interactive/Animated CD • Graphics Software Materials/Equipment Needed: • Pre-post assessment questionnaire in Q-3of Drafting Technology 2 • Computer software: e.g. Adobe Photoshop etc. • Manual of specifications and procedures • Personal computer • Sets of brushes • NT cutters • Silk screen • Squeegee

As of March 23, 2011 49


Quarter 4: Mechanical Drawing Topic: Personal Entrepreneurial Competencies (PECs)


STAGE 1

Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Draftsman

Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur as draftsman

Essential Understanding: Aligning one’s PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.

Essential Question/s: How does one ensure success as Mechanical draftsman?

Learners will know:


• PECs of chosen successful draftsman






Activity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur

Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Describe your PECs focusing on strengths and developmental areas

Assessment of the activity plan based on the following criteria:

• Comprehensiveness of personal plan on areas of development;

appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and

As of March 23, 2011 50


Criteria:


• clarity

• conciseness Compare your PECs with those of a successful practitioner Criteria:

• objectivity

• details/focus

• conclusiveness

• illustration Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

• efficiency/effectiveness

• level of competence

• level of confidence

• attitude/behavior Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria:

• validity

• relevance

• critical

• plausibility

• sensitivity

improving further one’s areas of strength

• doability

As of March 23, 2011 51



• openness

• objectivity

• sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in mechanical drawing Criteria:

• reflectiveness/insightfulness

• depth

• objectivity

Stage 3 Teaching-Learning Sequence: Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. 3. EXPLORE

� Ask learners to name people in the community who are successful in their business

• Why are they successful?

• Do you wish to be like them? � Explain to learners the importance of assessing their PECs � Guide learners in assessing their PECs based on the following:

• Character

• Attribute

As of March 23, 2011 52


• Lifestyle

• Skills

• Traits (Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class).

� Assist learners in analyzing and interpreting the results of the assessment of their PECs. � Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The

teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP




� Process learners’ learning and check it against EU. � Check learners’ understanding against the content standard.

3. DEEPEN � Have learners align their PECs with those of a successful entrepreneur of their choice. � Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. � Ask learners to express the EU. � Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

� Have learners prepare an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur. � Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)

As of March 23, 2011 53


Quarter 4: Mechanical Drawing Topic: Environment and Market Time Frame: ___7__ days

STAGE 1 Content Standard: The learner demonstrates understanding of environment and market that relates with career a choice in mechanical drawing

Performance Standard: The learner generates a business idea based on the analysis of environment and market

Essential Understanding: A successful business venture starts with generating good business idea.

Essential Question/s: How does one select an entrepreneurial activity to be pursued?

Learners will know:

• Environment and Market � consumer’s needs and wants � industry that relates with a career choice � product/service that satisfies the needs and wants of customers � business idea generation


• conduct SWOT analysis

• seek and seize business opportunity

• generate potential business idea based on the result of environment and market analysis




Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explain the importance of the immediate environment and market in identifying a business opportunities Criteria:

• Comprehensiveness

• Clarity

Assessment of the generated business idea based on the following criteria:

• profitability/feasibility

• practicality

• responsiveness to consumer needs

• innovativeness

As of March 23, 2011 54


• Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:

• Reliability

• Accuracy

• Objectivity

• Relevance

• Validity Generate a business idea from data analysis Criteria:

• Appropriateness

• Innovativeness

• Practicality Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

• Validity

• Relevance

• Insightfulness Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria:

• Objectivity

• Tactfulness

As of March 23, 2011 55


• Persuasiveness

• Sensitivity

• Open-mindedness Self-assess their level of confidence in formulating business ideas Criteria:

• Reflectiveness

• Insightfulness

• Objectivity

Stage 3 Teaching-Learning Sequence: Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE


� Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:

• Survey questionnaire;

• Interview guide;

• Checklist, etc.

• SWOT analysis � Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner

responses as tentative EUs that they need to explore further.

As of March 23, 2011 56


2. FIRM UP

� Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city. � Assist learners in conducting a community mapping to identify business establishments or industries in the immediate

locality. � Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc. � Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. � Ask learners to do supplementary reading and other compensatory activities to support the information presented.

3. DEEPEN � Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to

seize a business opportunity. � Compare whether the information collected during the interview will complement/harmonize with their skill in formulating

business ideas. � Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).

4. TRANSFER

� Ask learners to generate business ideas as a result of the SWOT analysis of environment and market � Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

As of March 23, 2011 57


Quarter 4: Mechanical Drawing Topic: Development/Preparation of Working Drawings

Time Frame: 35 Days

Stage 1 Content Standard: The learner demonstrates understanding of concepts and underlying principles of process and delivery in the development/preparation of quality, functional and workable working drawings

Performance Standard: The learner produces quality, functional and workable products/ services based on exiting procedures and techniques in the development/preparation of working drawings

Essential Understanding(s): Assuring quality in the development/preparation of working drawings guarantees functional and workable products/ services in mechanical drawing

Essential Question(s): Why does one need to assure quality, functional and workable products/services in the development/preparation of working drawings?

Learners will know: � appropriate drawing instruments, equipments and materials � safety precautions in handling of drawing instruments,

equipments and materials � alphabet of lines � types of orthographic projections: - First-Angle projection (ISO) - Third-Angle projection (ANSI) � procedures in: - dimensioning - sectioning � types of pictorial drawing � appropriate computer software � features of a presentation program software; � function of tool bars � create an ideal slide presentation; � format different views in a slide; � manage/view slides in a presentation; � add effects and slide transitions; � print a slide presentation � content of a job order � costing

Learners will be able to: � perform manipulation of drawing instruments, equipment,

materials, and computer software � practice safety precaution in handling drawing instruments,

equipment, materials, and computer software � use the different drawing instruments, equipment and

computer software properly � apply the different alphabet of lines appropriately � access and explore appropriate software/program � follow software/program design procedures � manipulate drawing toolbars properly � assure the production of quality, functional and workable

working drawings � compute for the cost of labor and materials � produce product (sample working drawings) catalogue � apply appropriate and effective marketing strategy � market the product � present neat and accurate sales journal

As of March 23, 2011 58


� product catalogue � marketing strategy � journalizing

Stage 2 Product or Performance Task: Producing quality and marketable products/services in mechanical drawings based on existing rules and procedures

Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain the basics of working drawing. Criteria


• flow of thought

• sequence

• delivery/presentation Analyze the process involved in preparing working drawing using the process flow. Criteria:

• insightfulness

• flow of thought

• delivery/presentation Perform visualization on how working drawings should be done mechanically. Criteria:

• accurateness

• layout



Evidence at the level of performance Assessment of products/services in mechanical drawings using the following criteria:

• accuracy




• time management of concept


As of March 23, 2011 59



• time management

• work attitude/behavior Narrate thoughts on the choice of concept in mechanical drawing as draftsman over customer’s preference. Criteria:

• insight


• flow of thought

• delivery/presentation Express feelings when a draftsman was not able to produce/perform product/services as expected. Criteria:


• flow of thought


• delivery/presentation Assess strengths and weaknesses in preparing working drawings


• flow of thought



As of March 23, 2011 60


Stage 3 Teaching/Learning Sequence: A new machine structure or machine or system exist in the mind of the engineer or designer, the original concept or idea is usually placed on paper by way of graphic language. Learners must understand how to read and write in the graphic language and be able to prepare working drawings. The learner who become proficient in graphic communication can be gainfully employed as draftsman will succeed and add value to the employers who hires them. 1. EXPLORE

� Guide learners in assessing their prior knowledge in manual and computer aided mechanical drawings using:


• Performance test � Orient learners on the following: * CP-TLE curriculum framework – Drafting Technology 2

• Assessment tools and criteria - Assessment at the Level of Understanding using the Six (6) Facets of Understanding

- Explaining - Interpreting - Applying - Sharing perspective - Showing empathy - Revealing self-knowledge - Assessment at the Level of Performance - Appropriateness of drawing techniques used - Quality of output - Safety work habits - Housekeeping and maintenance - Time management - Work attitude/behavior

� Guide learners in understanding the concepts and underlying principles of process and delivery in mechanical drawing.

As of March 23, 2011 61


� Assist learners in drawing mechanical working drawings and show sample pictures.

Sample Mechanical Drawings

� Guide learners in observing an architectural firms in the community producing both manual and computer aided mechanical working drawings.


• Working drawing done manually

• Mechanical working drawing

• Computer-aided working drawing


• Product and performance � Guide learners in viewing pictures/video presentations of the different lettering/drawing instruments, equipments and

computer software used in the production of manually, mechanical and computer-aided working drawings. � Assist learners in raising issues and concerns related to the production of quality, functional and workable mechanical

drawings:

• Appropriateness of lettering used

• Accurateness of required data

As of March 23, 2011 62


• Appropriateness of lines used

• Time management

• Quality of output

• Safety work habits * Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firming up.

2. FIRM UP

� Show different working drawings having done manually, mechanically and computer-aided. Have learners analyze the importance of the alphabet of lines, letterings and layout in mechanical drawing .

� Have learners apply accuracy and precision to the given job order. � Have learners view video presentations on how quality, functional and workable mechanical drawing produced. (CONTENT

OF THE VIDEO: The video should detail the step-by-step procedure in manual, mechanical and computer-aided working drawings)

� Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’ understanding.

� Assist learners in interviewing a graphic artist on the importance of the following factors in the production of quality, functional and workable mechanical drawings:

• Appropriateness of lettering used

• Accurateness of required data

• Appropriateness of lines used

• Proper handling and maintenance of drawing instruments and computer software. � Have learners prepare an interview guide to focus the discussion on the aforementioned factors. � Have learners check their initial understanding of the concepts in manual and computer-aided mechanical drawing by giving

formative evaluation.


• Paper and Pen Test 3. DEEPEN

� Invite successful graphic artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.

� Encourage learners to observe/work with successful graphic artists in the community. � Have learners mastered various mechanical drawing. � Have learners track their progress using accomplishment record.

As of March 23, 2011 63


� Assess learners understanding of manual and computer-aided mechanical drawings using the assessment at the level of understanding (refer to Stage 2)

4. TRANSFER

� Have learners produce quality, functional and workable working drawings. � Have learners put up a display/exhibition of various mechanical drawing outputs/services. � Have learners market their products/services in the community. � Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.)

• Internet – Wikipedia

• Interactive/Animated CD Materials/Equipment Needed:

• Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 4

• Handbook on lettering

• Manual of specifications and procedures

• Set of Drawing instruments

• Set of Computer

• Computer software

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