ub d teaching guide in drafting 1 q1 a final copy

2010 Secondary Education CurriculumDrafting Technology I

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DRAFTING TECHNOLOGY I

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 Lettering.


Quarter 1: Lettering Topic: Manual production of signage, product labels/tags

Time Frame: 30 days

STAGE 1Content Standard:The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs)and environment and market that relates with career choice

The learner demonstrates understanding of the process and delivery in lettering

Performance Standard:The learner: prepares a plan of action that addresses his/her

development areas based on his/her PECs and improves further his/her areas of strength

formulates a business idea based on the analysis of environment and market

selects a suitable entrepreneurial undertaking that would satisfy the needs and wants of the customers

applies/follows the 4 Ms of production in determining the resources needed to produce/ render a marketable product in lettering

Essential Understanding:Successful entrepreneurs continuously develop and improve their PECs

PECs, environment and market are essential elements in determining one’s choice of business undertaking

One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers

Seeking and responding effectively to a business opportunity are the basis for starting and maintaining successful business ventures.

An efficient application of the 4 Ms of production helps one create/produce a saleable service.

Essential Question/s:How does one ensure success in a chosen career?

How do PECs, environment and market help in determining one’s choice of entrepreneurial undertaking?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

When can one say that 4 Ms of production are efficiently 2


A good marketing strategy helps position a product/service in the market and to differentiate them from competitors.

A sound record-keeping helps in communicating the results of business operations.

Creating a marketable service derive from lettering is influenced by the needs and wants of people and industries in a community.

Adherence to the correct process flow helps maintain the quality of manually lettered products and services.

used?How does one come up with a marketable product or service?

When can one say that a business undertaking is doing well?

How does one ensure the production of a marketable product and/or render quality service in lettering?

How does one maintain the quality, marketability and profitability of products/services in manual lettering?

Learners will know: Personal Entrepreneurial Competencies (PECs)

Characteristics Attributes Lifestyles Skills Traits

PECs interpretation by cluster: Achievement Planning Power

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

Process and Delivery

Learners will be able to: Assess their PECs vis-à-vis:

Characteristics Attributes Lifestyles Skills Traits

Compare their PECs with practitioners Analyze and interpret PECs by cluster

Achievement Planning Power

Conduct SWOT analysis Seek and seize business opportunity

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Legal form of business ownership Legal requirement and regulations Start-up capital Business location Store layout 4 Ms of production Marketing strategy

- Product- Price- Promotion- Distribution

Record keeping Bookkeeping and other financial procedures

Estimating the start-up capital Choosing the right business location Designing a store layout

Composing/designing advertisement/promotion Computing the selling price, mark-up, mark-down,

and break-even-selling price

Performing a simple record keeping Bookkeeping and accounting day-to-day transactions

Stage 2

Product or Performance TaskEvidence at the level of

Understanding PerformancePlan of action that addresses personal -- areas of development based on

his/her PECs, and strengths needing further

improvement

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

Describing your PECs focusing on strengths and developmental areasCriteria: Comprehensiveness (Should

include Characteristics, Attributes, etc)

Clarity Conciseness

Comparing your PECs with those of a successful practitionerCriteria: Objectivity

Assessment of the plan of action 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 improving further one’s areas of strength

doability

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

Details/focus Conclusiveness Illustration

Applying one’s PECs in pursuing a chosen entrepreneurial activityCriteria: Efficiency/effectiveness Level of competence Level of confidence Attitude behavior

Expressing your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECsCriteria: Validity Relevance Critical Depth Plausibility Sensitivity

Expressing your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen careerCriteria: Openness Objectivity Sensitivity

Assessing, based on the results of PECs, their level of confidence as a

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

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Report on the SWOT Analysis reflective of the product or service to offer and/or an entrepreneurial undertaking to be pursued

prospective letter artist.Criteria: Reflective/Insightful Depth Objectivity

Explaining the importance of the immediate environment and market in identifying a business opportunitiesCriteria: Comprehensiveness Clarity Conciseness

Interpreting the data gathered from the immediate environment and market in identifying business opportunitiesCriteria: Reliability Accuracy Objectivity Relevance Validity

Generating a business idea from data analysis

Criteria: Appropriateness Innovativeness Practicality

profitability/feasibility practicality responsiveness to consumer needs innovativeness

Assessment of the paper report on the SWOT Analysis shall be based on the following criteria: completeness/thoroughness of the

analysis practicality and relevance to the

needs

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Production plan that adheres to the “4 Ms of production” required to render a service

Expressing 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

Expressing their feelings when entrepreneurs offer the same type of business in a certain locality.Criteria: Objectivity Tactfulness Persuasiveness Sensitivity Open-mindedness

Self-assessing their levels of confidence in formulating business ideasCriteria: Reflective Insightful Objective

Explaining the importance of adhering to the 4 M’s of productionCriteria: Comprehensiveness Clarity Conciseness

Assessment for the production plan shall be based on the following criteria: Adherence to the principles of 4

Ms of production Completeness/thoroughness of the

analysis Practicality and profitability of the

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Interpreting the implications when a technician deviates from the process flowCriteria: Insightfulness Significance Objectivity

Designing new ways in maximizing effectiveness and efficiency in the production processCriteria: Appropriateness Efficiency/effectiveness Practicality

Expressing their views of the production process, if they are the owners of a big manufacturing businessCriteria: Relevance Critical Sensitivity

Expressing their imagination of workers who deviate from the process flowCriteria: Responsiveness Objectiveness Persuasiveness

Self-assessing the importance of

product/service

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buying a product/service of good qualityCriteria: Appropriateness 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 possesses these competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE Ask students 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 students the importance of assessing their PECs Guide students in assessing their PECs on the following:

Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of students in class).

Assist students 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 students about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the Firming-up.

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2. FIRM-UP In order to firm up their understanding, students 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 students 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 students reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer students to their answers posted on the wall.

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

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

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

4. TRANSFER Have students prepare a plan of action that addresses their areas of development and strength based on

their PECs. Assess students’ plan of action based on the criteria provided in Stage 2 (assessment at the level of

performance)

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. Hence, the learners shall:

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1. EXPLORE Guide students 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 students 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 student responses as tentative EU’s that they need to explore further.

2. FIRM-UP Lead students in analyzing the assessment conducted on the environment and market in the immediate locality. Assist students in conducting a community mapping to identify business establishments or industries in the immediate

locality. Guide students 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 students in presenting the result of the data gathering activity reflective of the needs and wants of the target

market Ask students to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN Ask students to conduct interview with 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 students’ level of understanding, refer to the assessment in Stage 2.

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

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Quarter 1: Lettering Topic: Manual production of signage, product labels/ tags

Time Frame: 30 Days

Stage 1Content Standard: The learner demonstrates understanding of concepts and underlying principles of process and delivery in manual lettering.

Performance Standard:The learner produces quality and marketable products/services based on existing procedures and techniques in manual lettering.

Essential Understanding(s):Assuring the quality of manually lettered

Essential Question(s):Why does one need to assure the quality, marketability

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products/services guarantees marketability and profitability.

and profitability of products/services in manual lettering?

Learner will know: evolution of lettering order of letter strokes size, proportion and spacing of letters letter styles, their uses and importance safety precautions on the proper handling of

instruments, tools and materials in lettering production processes

Learner will be able to: trace the evolution of lettering estimate the size, proportion and spacing of letters

based on the size of materials and number of letters that can be accommodated

layout basic letter styles using appropriate lettering pens

use appropriate lettering tools and materials in the production of signages

practice safety precautions in handling lettering instruments, tools and materials in manual lettering

assure quality in the production of signages for:- school (offices, classroom, library, canteen, etc.)- community

Stage 2Product or Performance Task:The learners produce quality and marketable products/services in manual lettering based on existing procedures and techniques.

Evidence at the level of understandingThe learners should articulate and manifest the six (6) facets of understandingExplaining the evolution of lettering Criteria: clarity of content flow of thought sequence delivery/presentation

Analyzing the processes involved in manual lettering using the process flow:Criteria:

Evidence at the level of performance:

Assessment of products/services in manual lettering using the following criteria: appropriateness of letter styles

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

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insight flow of thought delivery/presentation

Performing lettering techniques using appropriate instruments, tools and materials.Criteria: appropriateness of letter styles

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

Narrating thoughts on the choice of concept in manual lettering as an artist over customer’s preference.Criteria: insight clarity of content flow of thought delivery/presentation

Expressing feelings when a letter artist is not able to produce/perform product/services as expected. Criteria: clarity of content flow of thought work attitude/behavior delivery/presentation

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Assessing strengths and weaknesses in doing manual lettering. Criteria: clarity of content flow of thought work attitude/behavior delivery/presentation

Stage 3Teaching/Learning Sequence:

Lettering is a fundamental part of drawing. Architectural, engineering, and mechanical drawings have, in general, their own styles of lettering. Characteristics of each style make them different from one another. In conveying ideas and information, notations and specifications, lettering should be done clearly. The essential requirement of good letterings, regardless of the style used, is ease in reading. Hence, the learners shall:

1. EXPLORE Guide students in assessing their prior knowledge in manual and computer aided lettering using:

Paper and pencil test Performance test

Orient students on the following: CP-TLE curriculum framework – Drafting Technology I Assessment tools and criteria

- 6 Facets of Understanding/Performance- Scoring Rubrics

Guide students in understanding the concepts and underlying principles of process and delivery in Lettering. Assist students in tracing the evolution of letters and show sample pictures Guide students in observing an art and sign shops in the community producing both manual and computer

aided lettering. Lead students through the checklist to verbalize their understanding of the following concepts:

Manual letter Computer aided lettering Process and delivery

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Product and performance Guide students in viewing pictures/video presentations of the different lettering tools, computer software

used in the production of signage and print advertisements. Assist students in raising issues and concerns related to the production of quality lettered products

Appropriateness of letter styles used Choice of materials Durability of materials used Features of manual and computer aided lettered products

2. FIRM-UP Present the evolution of letters. Have students analyze the changes in letter styles. Have students apply letter styles appropriate to the given job order. Have students view video presentations on how quality lettered products are commercially produced.

(CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided lettering)

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

Assist students in interviewing a letter artist on the importance of the following factors in the production of quality lettered products: Order of letter strokes for manual lettering. Size proportion and spacing of letters. Proper handling and maintenance of letter tools, instruments and computer software. Appropriateness and quality of materials used.

Have students prepare an interview guide to focus the discussion on the aforementioned factors Have students check their initial understanding of the concepts in manual and computer aided lettering. Have students perform processes involved in the production of manual and computer aided lettered products

based on job order specifications. Have student self-assess their products and performance using the given assessment tools and criteria in

Stage 2.

3. DEEPEN Invite successful commercial artists to talk about their best practices. Have students ask questions about

how these artists managed to hone their skills. Encourage students to observe/work with successful commercial artists in the community.

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Have students create/innovate designs of various letter products. Have students track their progress using accomplishment record. Assess students understanding of manual and computer aided lettering through performance test

4. TRANSFER Have students produce quality and marketable lettered products. Have students put up a display/exhibition of various lettered products/services. Have students market their products/services in the community. Assess students 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 I – Quarter 1A2. Handbook on lettering 3. Manual of specifications and procedure

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ub d teaching guide in drafting 1 q1 a final copy

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