TLE Drafting

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II
Career Pathways Technology and Livelihood Education INDUSTRIAL ARTS - DRAFTING TECHNOLOGY 2
General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of quality Drafting 2 (Visual Drawing, product/service in Cartooning/Animation, Silk-Screen Printing, Mechanical Drawing).
As of March 23, 2011
Topic: Personal Entrepreneurial Time Frame: 3 days Competencies (PECs) STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs with Entrepreneurial Competencies (PECs) as visual artist the PECs of a successful practitioner/entrepreneur as visual artist Quarter 1: Visual Drawing Essential Understanding: Aligning ones PECs with the PECs of successful practitioner/ entrepreneur helps one ensure success in a chosen career Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills PECs of chosen successful visual artist Essential Question/s: How does one ensure success as visual artist? Learners will be able to: Assess their PECs vis--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 Task Activity plan that aligns ones PECs with the PECs of a practitioner/entrepreneur Evidence at the level of Understanding Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Describe your PECs focusing on strengths and developmental areas Performance 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 ones PECs and
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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 ones PECs in pursuing a chosen entrepreneurial activity Criteria: efficiency/effectiveness level of competence level of confidence attitude/behavior Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria: validity relevance critical plausibility sensitivity
improving further ones areas of strength doability
Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: openness objectivity sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in visual arts Criteria: reflectiveness/insightfulness depth objectivity Stage 3 Teaching-Learning Sequence: Personal Entrepreneurial Competencies (PECs) Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business. 1. EXPLORE Ask learners to name people in the community who are successful in their business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following: Character Attributes Lifestyle
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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:
days
Content Standard: The learner demonstrates understanding of environment and market that relates with a career choice in visual drawing Essential Understanding: A successful business venture starts with generating good business idea Learners will know: Environment and Market consumers needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers business idea generation
STAGE 1 Performance Standard: The learner formulates a business idea based on the analysis of environment and market Essential Question/s: How does one select an entrepreneurial activity to be pursued? 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 Product or Performance Task Business idea generation based on the analysis of the immediate environment and market Evidence at the level of Understanding Performance Learners should be able to demonstrate Assessment of the business generated understanding covering the six (6) facets based on the following criteria: of understanding: profitability/feasibility practicality Explain the importance of the immediate responsiveness to consumer needs environment and market in identifying a innovativeness business opportunities Criteria: Comprehensiveness Clarity
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Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliability Accuracy Objectivity Relevance Validity Generate a business idea from data analysis Criteria: Appropriateness Innovativeness Practicality Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: Validity Relevance Insightfulness Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria: Objectivity Tactfulness
Persuasiveness Sensitivity Open-mindedness Self-assess their level of confidence in formulating business ideas Criteria: Reflectiveness Insightfulness Objectivity
Stage 3 Teaching-Learning Sequence: Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EUs that they need to explore further.
2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in a certain community. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market Ask learners to do supplementary reading and other compensatory activities to support the information presented. 3. DEEPEN 3. Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity. 4. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. 5. Assess the learners level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs). 4. TRANSFER Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
Quarter 1 : Visual Drawing
Topic: Production of Visual Time Frame: 35 Days Drawings ( Still Life, Portraiture, Landscape/Seascape ) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the process and The learner produces marketable and competitive products/ delivery in the production of visual drawings services by employing various rendering procedures based on required job order specifications Essential Understanding(s): Essential Question(s): Assuring the quality of visual drawing products/services Why does one need to assure the quality, marketability, and enhance product marketability and profitability profitability of products/services in the production of visual drawings? Learners will know: Learners will be able to: Basic structures of solids Apply the theories and principles of the basic structures of solids Appropriate drawing materials, instruments and computer Use appropriate drawing materials, instruments and computer software Types of drawing techniques/methods software in the production of different visual drawings Apply appropriate drawing techniques/methodologies - tone Produce desired colors based on color harmonies - pencil/ink Produce various kinds of visual drawings - hatching - cross hatching - wall decors - dot/stippling - product designs - charcoal - designs for personalized items/ - wash souvenirs/accessories - opaque Access and explore computer software in visual drawing - acrylic Apply safety precautions in handling drawing materials, - mix media instruments and computer software Color harmonies based on the desired color system Access and explore software in visual arts production - Prang Color System Assure quality product/services in manual/computer aided - Munsell Color System products in visual drawings Safety precaution on the proper handling of drawing Compute for the cost of labor and materials materials, instruments and computer software Produce product catalogue Computer software as used in visual drawing 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 Product or Performance Task: Produce quality and marketable products/services in visual drawings based on existing procedures and techniques
Market the product Present neat and accurate sales journal
Stage 2 Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain the processes involved in visual drawings. Criteria clarity of content flow of thought sequence delivery/presentation Interpret the different techniques/ methodologies used in visual drawings. Criteria: insightfulness flow of thought delivery/presentation Demonstrate how visual drawings should be done using appropriate drawing materials, drawing instruments and computer software.
Evidence at the level of performance Assessment of products/services of Visual drawings using the following criteria: appropriateness of color scheme used quality of output safety work habits housekeeping and maintenance time management work attitude/behavior
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Criteria: open-mindedness appropriateness relevance delivery/presentation Narrate thoughts on the choice of concept in visual drawing as an artist over customers 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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Stage 3 Teaching/Learning Sequence: Visual drawing is essential to everyone who wants to improve his/her drawing skills. Guidance is needed on how to overcome common difficulties in visual presentations without imposing a particular style or approach. Activities are provided to help learners discover their artistic inclinations while applying the theories and principles, honing their skills necessary to produce artworks they will be proud to call their own. 1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided visual drawing presentation using: Paper and pencil test Performance test Orient learners on the following: CP-TLE curriculum framework Drafting Technology 2 Assessment tools and criteria - Assessment at the Level of Understanding using the six (6) Facets of Understanding - Explaining - Interpreting - Applying - Sharing perspective - Showing empathy - Revealing self-knowledge - Assessment at the Level of Performance - Appropriateness of drawing techniques used - Quality of output - Safety work habits - Housekeeping and maintenance - Time management - Work attitude/behavior Guide learners in understanding the concepts and underlying principles of process and delivery in the production of visual drawings. Assist learners in the design process and show sample pictures of visual drawings.
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Portraiture
Nude Painting
Still Life
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Landscapes Process learners understanding on the observation made during the presentation of sample pictures of still life, portraiture landscape and seascape. Guide learners in observing in internet caf 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 learners initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up. 2. FIRM UP Present the different drawing techniques and methodologies in visual drawing. Have learners analyze the relevance or importance of appropriate color scheme on finished products. Assist learners in applying drawing techniques and color combination appropriate to the given job order. Have learners view video presentations on how quality visual arts products are commercially produced. (CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation). Process the learners understanding of the video presentation; guide questions may be given to focus learners understanding. Assist learners in interviewing visual artist on the importance of significant factors in coming up with quality visual drawings. Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their initial understanding of the concepts in manual and computer aided production/printing of visual drawings by giving formative evaluation.
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3. DEEPEN Invite successful visual artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills. Encourage learners to observe/work with successful visual artists in the community. Have learners create/innovate designs of various types of visual drawings. Have learners track their progress using accomplishment record. Assess learners understanding of manual and computer aided production processes of visual drawings using the assessment at the level of understanding (refer to Stage 2) 4. TRANSFER Have learners produce quality and marketable visual arts products. Have learners put up a display/exhibition of various products/services related to visual drawings production. Have learners market their products/services in the municipality/town/city. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.) 1. Internet Wikipedia 2. Interactive/Animated CD Materials/Equipment Needed: 1. Pre/post test (written and performance test) in Drafting Technology 2 Quarter 1 2. Handbook on The Fundamentals of Drawing, The Encyclopedia of Drawing Techniques, How to Draw What You See, Painting with Pastels, etc. 3. Internet Wikipedia 4. Interactive/Animated CD 5. Computer software
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Quarter 2: Cartooning/Animation Topic: Personal Entrepreneurial Time Frame: 3 days Competencies (PECs) STAGE 1 Performance Standard: Content Standard: The learner prepares an activity plan that aligns The learner demonstrates understanding of his/her PECs with the PECs of a successful Personal Entrepreneurial Competencies (PECs) as practitioner/ Entrepreneur as cartoonist/animator Cartoonist/ Animator Essential Understanding: Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills * PECs of chosen successful cartoonist/animator Essential Question/s: How does one ensure success as cartoonist/animator?
Learners will be able to: Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills * Compare ones PECs with that of the practitioner/ entrepreneur Make necessary alignment of PECs
Stage 2 Evidence at the level Product or Performance Task of Understanding Performanc Activity plan that aligns ones PECs The learners should be able to Assessment of thee activity plan with the PECs of a practitioner/ demonstrate understanding based on the following criteria: entrepreneur covering the six (6) facets of Comprehensiveness of personal understanding: plan on areas of development; appropriateness of strategies in Describe your PECs focusing on terms of addressing personal areas of development based on strengths and developmental areas ones
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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 ones PECs in pursuing a chosen entrepreneurial activity Criteria: efficiency/effectiveness level of competence level of confidence attitude/behavior Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria: validity relevance critical plausibility sensitivity
PECs and improving further ones 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 career Criteria: openness objectivity sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in cartooning/animation business Criteria: reflectiveness/insightfulness depth objectivity Stage 3
Teaching-Learning sequence:
Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When 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
include one
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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 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)
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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 PECs 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
Content Standard: The learner demonstrates understanding of environment and market that relates with a career choice in Cartooning/Animation Essential Understanding: A successful business venture starts with generating good business idea
STAGE 1 Performance Standard: The learner generates a business idea based on the analysis of environment and market
Essential Question/s: How does one select an entrepreneurial activity to be pursued? 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
Learners will know: Environment and Market consumers needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers business idea generation
Stage 2 Evidence at the level Product or Performance Task of Understanding Performanc Business idea generation based on The learners should be able to Assessment of thee generated business idea based on the following the analysis of the immediate demonstrate understanding criteria: environment and market covering the six (6) facets of profitability/feasibility understanding: practicality
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Explain the importance of the responsiveness to consumer needs immediate environment and market innovativeness in identifying a business opportunities Criteria: Comprehensiveness Clarity Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliability Accuracy Objectivity Relevance Validity Generate business idea from data analysis Criteria: Appropriateness Innovativeness Practicality Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: Validity Relevance
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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 Teaching-Learning sequence: Stage 3
Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.
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1. EXPLORE 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 EUs that they need to explore further. 2. FIRM UP
a. Lead learners in analyzing the assessment conducted on the environment and market in the immediate town/municipality/city. b. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. c. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc., d. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market e. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
6. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity. 7. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. 8. Assess the learners level of understanding, refer to the assessment in Stage 2.
4. TRANSFER
Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
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Quarter 2 : Cartooning/ Animation
Topic: Production of Marketable Time Frame: 35 Days and Competitive Products/ Services in Cartooning/Animation Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the process and The learner produces a marketable and competitive products/ delivery in the production of cartoon caricatures and animation. services by employing printing procedures based on required job order specifications. Essential Understanding(s): Essential Question(s): Assuring the quality of cartoon caricatures and animation Why does one need to assure the quality, marketability, and products/services guarantees marketability and profitability. profitability of products/services in cartooning/animation? Learners will know: Learners will be able to: types of cartoon/animation discuss the different types of cartoon/animation design methodologies apply design procedures using computer software color harmonies based on the desired color system produce required colors following proper mixing procedures - Prang Color System layout appropriate cartoon features, film strips based on job order specifications - Munsell Color System use appropriate instruments and materials in the production safety precautions on the proper handling of materials, instruments and equipments of cartoon caricatures and anime computer software in cartooning/animation apply safety precautions in handling instruments, tools and materials in cartooning /animation operation - adobe photo shop access and explore software in cartoon/animation production. - adobe illustrator assure the production of quality product/services in - corel draw cartooning and animation - macromedia flash compute for the cost of labor and materials production processes produce product catalogue - manual process and operation apply appropriate and effective marketing strategy - computer aided operation market the product content of a job order present neat and accurate sales journal costing product catalogue marketing strategy journalizing
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Product or Performance Task: Producing quality and marketable products/services in cartooning and animation based on existing procedures and techniques.
Stage 2 Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain cartoon/animation processes Criteri a 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 software Criteria: quality of output safety work habits housekeeping and maintenance time management work attitude/behavior
Evidence at the level of performance Assessment 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 customers 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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Stage 3 Teaching-Learning Sequence: Cartoonists are artists who communicate ideas through a combination of words and pictures. One important quality of a good cartoonist is the ability to present an idea in just few words and drawing. Animators draw the moving cartoons that appear on television, in films and in video games. Animators must be able to put their drawings together with sound tracks, story lines, layouts and special effects. Most animation for television, motion pictures and video gaming industry are done with computer. Learners can get experience by drawing cartoon for the school newspaper and designing poster for events. Learners can also submit cartoons directly to magazine and newspapers. 1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided cartooning/animation production using: 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
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cartoon/anime. Assist learners in the design process and show sample pictures cartoon/anime
Samples of Cartoon Caricature and Anime

Guide learners in observing computer aided cartooning and animation in internet caf 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 learners 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 learners 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 learners understanding of manual and computer-aided production processes of cartooning and animation using the assessment at the level of understanding (refer to Stage 2) 4. TRANSFER Have learners produce quality and marketable cartoons and animation. . Have learners put up a display/exhibition of various products/services related to cartooning and animation production. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.) Internet Wikipedia Interactive/Animated CD Authoring software Materials/Equipment Needed: 3. Pre/post test (written and performance test) in Drafting Technology 2 Quarter 2 4. Handbook on cartooning, animation manuals, and manual of specifications and procedure 3. Internet Wikipedia Interactive/Animated CD Computer software . Personal Computer . Technical pens
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Quarter 3: Silk-Screen Printing
Topic: Personal Entrepreneurial Time Frame: 3 days Competencies (PECs) STAGE 1 Performance Standard: Content Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful Entrepreneurial Competencies (PECs) a Silk-screen printer. practitioner/ entrepreneur as silk-screen printer. Essential Understanding: Essential Question/s: Aligning ones PECs with the PECs of successful How does one ensure success as silk-screen printer? practitioner/ entrepreneur helps one ensure success in a chosen career Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills * PECs of chosen successful silk-screen printer Learners will be able to: Assess their PECs vis--vis: Characteristics/Traits Attributes Lifestyles Skills Compare ones PECs with that of the entrepreneur/ practitioner Make necessary alignment of PECs
Stage 2 Evidence at the level Product or Performance Task of Understanding Performanc Activity plan that aligns ones PECs The learners should be able to Assessment of thee activity plan with the PECs of a practitioner/ demonstrate understanding based on the following criteria: entrepreneur covering the six (6) facets of Comprehensiveness of understanding: 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 ones 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 ones PECs and improving further ones 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 silkscreen printing. Criteria: reflectiveness/insightfulness depth objectivity Teaching-Learning Sequence: Stage 3
Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs characteristics, attributes, lifestyles, skills, or traits that make a person different from others. possesses these competencies, he/she may become ready to face the challenges of starting a business. 2. EXPLORE Ask learners to name people in the community who are successful in their business Why are they successful?
include When one
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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 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.
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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
Time Frame:
days
STAGE Content Standard: 1 Performance Standard: The learner demonstrates understanding of environment The learner generates a business idea based on and market that relates with a career choice in silkthe analysis of environment and market screen printing Essential Understanding: A successful business venture starts with generating good business idea Learners will know: Environment and Market consumers needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers business idea generation Essential Question/s: How does one select an entrepreneurial activity to be pursued? 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 Evidence at the level Product or Performance Task Understanding Performanc Formulating a business idea based The learners should be able to Assessment of thee generated on the analysis of the immediate demonstrate understanding business idea based on the following environment and market covering the six (6) facets of criteria: understanding: profitability/feasibility practicality Explain the importance of the 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 Stage 3
Teaching-Learning Sequence:
Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE
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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 EQs 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 town/city. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
1. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity. 2. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. 3. Assess the learners level of understanding. Refer to the Assessment in Stage 2.
4. TRANSFER
Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance).
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Quarter 3: Silk-Screen Designing/Printing
T-Shirt Printing and Time Frame: 35 Days Billboard Production Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of concepts and The learner produces quality and marketable products/services underlying principles of process and delivery in Silk-Screen based on existing procedures and techniques in t-shirt printing Designing/Printing and billboard production Essential Understanding(s): Essential Question(s): Assuring the quality of t-shirt printing and computer aided Why does one need to assure the quality, marketability and products/services in the production of printed t-shirt and profitability of product/services in t-shirt printing and billboard billboard production guarantees marketability and profitability production? Learners will know: Learners will be able to: safety precautions in handling of materials, tools and practice safety precaution in handling of materials, tools equipment and equipment in t-shirt printing and billboard printing proper selection of paints and paint preparation mix paints and apply required/appropriate colors following manual painting of streamers proper mixing procedures use appropriate lettering tools and materials in t-shirt printing. assessing and exploring software in billboard/streamer designing access and explore software in billboard printing inserting and formatting objects; assure the production of quality product/services in t-shirt saving data in a folder; printing, billboard printing follow software design procedures. inserting pictures, clip arts, and word art; identifying the text styles, color charts, and shapes manipulate drawing toolbars properly production processes assure quality in the production of t-shirt prints and billboard - manual process and operation products compute for the cost of labor and materials - computer-aided operation produce product catalogue content of a job order apply appropriate and effective marketing strategy costing market the product product catalogue present neat and accurate sales journal marketing strategy
Topic:
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Product or Performance Task: Producing quality and marketable products/services in t-shirt printing and billboard printing based on existing procedures and techniques
Stage 2 Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain the basics of t-shirt printing and billboard printing. Criteria comprehensiveness 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 performance Assessment 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 customers 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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Stage 3 Teaching-Learning Sequence: Commercial establishment manufactures signs, commercial posters, and advertisements for the newspapers and magazines and on billboards. A film retoucher/layout-stripper prepares page layouts and strips negative or positive stencils, while silk-screen printer prepares stencils out of lacquer-coated paper which is made to adhere to a silk-screen frame for printing purposes. 1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided t-shirt printing and billboard printing using: 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 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 tshirt 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 learners 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 silkscreen 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
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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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Topic: Personal Entrepreneurial Time Frame: 3 days Competencies (PECs) STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs Entrepreneurial Competencies (PECs) as Draftsman with the PECs of successful practitioner/entrepreneur as draftsman Quarter 4: Mechanical Drawing Essential Understanding: Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills PECs of chosen successful draftsman Essential Question/s: How does one ensure success as Mechanical draftsman?
Learners will be able to: Assess their PECs vis--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 Task Activity plan that aligns ones PECs with the PECs of a practitioner/entrepreneur
Evidence at the level of Understanding Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Describe your PECs focusing on strengths and developmental areas Performance 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 ones PECs and
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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 ones PECs in pursuing a chosen entrepreneurial activity Criteria: efficiency/effectiveness level of competence level of confidence attitude/behavior Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria: validity relevance critical plausibility sensitivity
improving further ones 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 career Criteria: openness objectivity sensitivity Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in mechanical drawing Criteria: reflectiveness/insightfulness depth objectivity Stage 3 Teaching-Learning Sequence: Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. 3. EXPLORE Ask learners to name people in the community who are successful in their business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following: Character Attribute
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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 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 successful practitioner/entrepreneur. Assess learners activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
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Quarter 4: Mechanical Drawing
Time Frame:
days
STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of environment and The learner generates a business idea based on the analysis of market that relates with career a choice in mechanical drawing environment and market Essential Understanding: A successful business venture starts with generating good business idea. Learners will know: Environment and Market consumers needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers business idea generation Essential Question/s: How does one select an entrepreneurial activity to be pursued? 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 Product or Performance Task Business idea generation based on the analysis of the immediate environment and market Evidence at the level of Understanding Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explain the importance of the immediate environment and market in identifying a business opportunities Criteria: Comprehensiveness Clarity
Performance Assessment of the generated business idea based on the following criteria: profitability/feasibility practicality responsiveness to consumer needs innovativeness
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Conciseness Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliability Accuracy Objectivity Relevance Validity Generate a business idea from data analysis Criteria: Appropriateness Innovativeness Practicality Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: Validity Relevance Insightfulness Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria: Objectivity Tactfulness
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Persuasiveness Sensitivity Open-mindedness Self-assess their level of confidence in formulating business ideas Criteria: Reflectiveness Insightfulness Objectivity
Stage 3 Teaching-Learning Sequence: Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs 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.
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2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activities to support the information presented. 3. DEEPEN Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas. Assess the learners level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs). 4. TRANSFER Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
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Quarter 4: Mechanical Drawing
Topic: Development/Preparation Time Frame: 35 Days of Working Drawings Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of concepts and The learner produces quality, functional and workable products/ underlying principles of process and delivery in the services based on exiting procedures and techniques in the development/preparation of quality, functional and workable development/preparation of working drawings working drawings Essential Understanding(s): Essential Question(s): Assuring quality in the development/preparation of working Why does one need to assure quality, functional and workable drawings guarantees functional and workable products/ products/services in the development/preparation of working services in mechanical drawing drawings? Learners will know: Learners will be able to: appropriate drawing instruments, equipments and materials perform manipulation of drawing instruments, equipment, materials, and computer software safety precautions in handling of drawing instruments, practice safety precaution in handling drawing instruments, equipments and materials equipment, materials, and computer software alphabet of lines use the different drawing instruments, equipment and types of orthographic projections: computer software properly - First-Angle projection (ISO) apply the different alphabet of lines appropriately - Third-Angle projection (ANSI) access and explore appropriate software/program procedures in: follow software/program design procedures - dimensioning manipulate drawing toolbars properly - sectioning assure the production of quality, functional and workable types of pictorial drawing working drawings appropriate computer software compute for the cost of labor and materials features of a presentation program software; produce product (sample working drawings) catalogue function of tool bars apply appropriate and effective marketing strategy create an ideal slide presentation; market the product format different views in a slide; present neat and accurate sales journal manage/view slides in a presentation; add effects and slide transitions; print a slide presentation content of a job order costing
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product catalogue marketing strategy journalizing
Product or Performance Task: Producing quality and marketable products/services in mechanical drawings based on existing rules and procedures
Stage 2 Evidence at the level of understanding The learners should articulate and manifest the six (6) facets of understanding: Explain the basics of working drawing. Criteria 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 performance Assessment 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
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housekeeping and maintenance time management work attitude/behavior Narrate thoughts on the choice of concept in mechanical drawing as draftsman over customers 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
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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: 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 mechanical drawing.
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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
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Appropriateness of lines used Time management Quality of output Safety work habits Draw learners 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.
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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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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

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improving further ones areas of strength doability

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Quarter 1: Visual Drawing

Topic: Environment and Market

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Quarter 1 : Visual Drawing

Market the product Present neat and accurate sales journal

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PECs and improving further ones areas of strength doability

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Attribute Lifestyle Skills Traits

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Quarter 2: Cartooning/Animation Topic: Environment and Market

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Quarter 2 : Cartooning/ Animation

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Samples of Cartoon Caricature and Anime

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Quarter 3: Silk-Screen Printing

include When one

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Quarter 3: Silk-Screen Printing

Topic: Environment and Market

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Quarter 3: Silk-Screen Designing/Printing

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Silk-Screened Sample Printed Products

Paper and Pen Test

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improving further ones areas of strength doability

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Quarter 4: Mechanical Drawing

Topic: Environment and Market

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Quarter 4: Mechanical Drawing

product catalogue marketing strategy journalizing

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