57180541 tle drafting

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education

Industrial Arts - Drafting Technology II

Career Pathways – Technology and Livelihood EducationINDUSTRIAL 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 qualityproduct/service in Drafting 2 (Visual Drawing,Cartooning/Animation,Drawing).

Silk-Screen Printing, Mechanical

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Quarter 1: Visual Drawing Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 3 days

STAGE 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial 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

Product or Performance TaskEvidence at the level of

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

Learners should be able todemonstrate 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 ofdevelopment based on one’s PECs and




Criteria:• comprehensiveness (should include

characteristics, attributes, etc.)• clarity• conciseness

Compare your PECs with those of a successful practitionerCriteria:• objectivity• details/focus• conclusiveness• illustration

Apply one’s PECs in pursuing a chosen entrepreneurial activityCriteria:• efficiency/effectiveness• level of competence• level of confidence• attitude/behavior

Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneurCriteria:• validity• relevance• critical• plausibility• sensitivity

improving further one’s areas of strength

• doability




Express your feelings if you are anentrepreneur 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 3Teaching-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 1Content 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

Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business based on the result of

environment and market analysis

Stage 2


Understanding PerformanceBusiness 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 opportunitiesCriteria:• Comprehensiveness• Clarity

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




• ConcisenessInterpret 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 analysisCriteria:• 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 ideasCriteria:• Reflectiveness• Insightfulness• Objectivity


Environment and MarketEntrepreneurs 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. DEEPEN3. 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)




Quarter 1 : Visual Drawing Topic: Production of VisualDrawings ( Still Life, Portraiture, Landscape/Seascape )

Time Frame: 35 Days

Stage 1Content 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 2Product or Performance Task:Produce quality and marketable products/services in visual drawings based on existing procedures and techniques

Evidence at the level of understandingThe 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 performanceAssessment 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• clarity of content• 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:

• clarity of content• flow of thought• open-mindedness• delivery/presentation

Assess strengths and weaknesses in creating visual drawing activities. Criteria:• clarity of content• flow of thought• open-mindedness• delivery/presentation

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Teaching/Learning Sequence:Stage 3



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 – Wikipedia2. Interactive/Animated CD

Materials/Equipment Needed:1. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 12. Handbook on The Fundamentals of Drawing, The Encyclopedia of Drawing Techniques, How to Draw What You See, Painting

with Pastels, etc.3. Internet – Wikipedia4. Interactive/Animated CD5. Computer software

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Quarter 2: Cartooning/Animation Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 3 days

STAGE 1Content

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?


* PECs of chosen successful cartoonist/animator

Learners will be able to:• Assess their PECs vis-à-vis: Characteristics Attributes Lifestyles Skills

* Compare ones PECs with that of the practitioner/entrepreneur


Stage 2

Product or Performance Task Evidence at the level ofUnderstanding Performanc

eActivity 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:


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:• comprehensiveness (should

include characteristics, attributes, etc.)

• clarity• conciseness



Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECsCriteria:• validity• relevance• critical• plausibility• sensitivity

PECs and improving further one’s areas of strength

• doability

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Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen careerCriteria:• 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 3Teaching-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.



Explain to learners the importance of assessing their PECs

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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.


Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Referlearners 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)

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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 1Content Standard:

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

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



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

Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the result

of environment and market analysis

Stage 2


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


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 analysisCriteria:• 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 ideasCriteria:• Reflectiveness• Insightfulness• Objectivity


sequence:

Environment and MarketEntrepreneurs 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



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 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 UPa. 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. DEEPEN6. 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.


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Quarter 2 : Cartooning/ Animation Topic: Production of Marketableand Competitive Products/ Services in Cartooning/Animation

Time Frame: 35 Days

Stage 1Content 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 2Product or Performance Task:Producing quality and marketable products/services in cartooning and animation based on existing procedures and techniques.


Explain cartoon/animation processesCriteria• clarity of content• flow of thought• sequence• delivery/presentation

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 softwareCriteria:• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior

Evidence at the level of performanceAssessment of products/services in cartooning and animation using the following criteria:• appropriateness of color harmonies

used• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior

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Narrate thoughts on the choice of concept in cartooning/animation as an artist over customer’s preference.Criteria:• insightfulness• clarity of content• flow of thought• delivery/presentation

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

• clarity of content• flow of thought• insightfulness• delivery/presentation

Assess strengths and weaknesses in doing cartooning/animation operation. Criteria:• clarity of content• flow of thought• insightfulness• delivery/presentation

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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:


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


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

As of March 23, 2011 29

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:

• Manual process and operation

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• Computer aided operation• Process and delivery• 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• Choice of materials• Durability of materials used• 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 CDAuthoring software

Materials/Equipment Needed:3. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 24. Handbook on cartooning, animation manuals, and manual of specifications and procedure3. Internet – Wikipedia

Interactive/Animated CD Computer software

. Personal Computer

. Technical pens

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Quarter 3: Silk-Screen Printing Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 3 days


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

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

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 silk-screen printer?


* PECs of chosen successful silk-screen printer




Stage 2


eActivity 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;

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Describe your PECs focusing on strengths and developmental areas. 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 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

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• 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


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.


• Why are they successful?

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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 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.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences 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. Referlearners to their answers posted on the wall.

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.

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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).

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Quarter 3: Silk-Screen Printing Topic: Environment and Market Time Frame: 7 days


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




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

Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the results

of environment and market analysis

Stage 2

Product or Performance Task Evidence at the level Understanding Performanc

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


Explain the importance of the

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

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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

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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


Sequence:

Environment and MarketEntrepreneurs 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

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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. DEEPEN1. 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).

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

Time Frame: 35 Days

Stage 1Content 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

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


Explain the basics of t-shirt printing and billboard printing.Criteria• comprehensiveness• clarity of content• 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.• quality of output• safety work habits• time management• housekeeping and maintenance

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

• appropriateness of letter styles used• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior• color scheme used

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• 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• clarity of content• 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• clarity of content• flow of thought• delivery/presentation

Assess strengths and weaknesses in doing t-shirt printing and billboard printing. Criteria:• insight• clarity of content• flow of thought• delivery/presentation

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Teaching-Learning Sequence:Stage 3



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:


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 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.

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Silk-Screened Sample Printed Products

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

Lead learners through the checklist to verbalize their understanding of the following concepts:• Manual process and operation

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• Computer aided operation• Process and delivery• 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• 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 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:• Question and Answer

As of March 23, 2011 47

• 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

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Quarter 4: Mechanical Drawing Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 3 days

STAGE 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial 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?


• PECs of chosen successful draftsman




Stage 2


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

Learners should be able todemonstrate understanding covering the six (6) facets of understanding:


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 ofdevelopment based on one’s PECs and

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Criteria:• comprehensiveness (should include

characteristics, attributes, etc.)• clarity• conciseness



Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneurCriteria:• validity• relevance• critical• plausibility• sensitivity

improving further one’s areas of strength

• doability

As of March 23, 2011 50



Express your feelings if you are anentrepreneur 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 mechanical drawingCriteria:• reflectiveness/insightfulness• depth• objectivity


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.



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 51

• 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 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.


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 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 52



Quarter 4: Mechanical Drawing Topic: Environment and Market Time Frame: 7 days

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


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


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

Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the result of

environment and market analysis

Stage 2


Understanding PerformanceBusiness 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 opportunitiesCriteria:• Comprehensiveness• Clarity

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

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• ConcisenessInterpret 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 analysisCriteria:• 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 54



• Persuasiveness• Sensitivity• Open-mindedness

Self-assess their level of confidence in formulating business ideasCriteria:• Reflectiveness• Insightfulness• Objectivity


Environment and MarketEntrepreneurs 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.

As of March 23, 2011 55



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).


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Quarter 4: Mechanical Drawing Topic: Development/Preparationof Working Drawings

Time Frame: 35 Days

Stage 1Content 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 57



product catalogue marketing strategy journalizing

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


Explain the basics of working drawing.Criteria• clarity of content• 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• quality of output• safety work habits

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

• accuracy• quality of output• safety work habits• housekeeping and maintenance• time management of concept• work attitude/behavior

As of March 23, 2011 58



• housekeeping and maintenance• time management• work attitude/behavior

Narrate thoughts on the choice of concept in mechanical drawing as draftsman over customer’s preference.Criteria:• insight• clarity of content• flow of thought• delivery/presentation

Express feelings when a draftsman was not able to produce/perform product/services as expected.

Criteria:• clarity of content• flow of thought• work attitude/behavior• delivery/presentation

Assess strengths and weaknesses in preparing working drawings• clarity of content• flow of thought• work attitude/behavior• delivery/presentation

As of March 23, 2011 59

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:


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


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

As of March 23, 2011 60



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.

Lead learners through the checklist to verbalize their understanding of the following concepts:• Working drawing done manually• Mechanical working drawing• Computer-aided working drawing• Process and delivery• 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 61

• 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.• Question and Answer• 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 62



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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57180541 tle drafting

Documents

pecs vis

hisher pecs

importance of pecs

career pathways technology

personal areas ofdevelopment

visual drawingtopic

facets of understanding

general standard