Ub d teaching guide in drafting 1 q1 a final copy

2010 Secondary Education Curriculum
Drafting Technology I
1
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 1
Content 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
used?
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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.
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
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
3

• Process and Delivery
 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 Task
Evidence at the level of
Understanding Performance
Plan 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 areas
Criteria:
• Comprehensiveness (Should
include Characteristics, Attributes,
etc)
• Clarity
• Conciseness
Comparing your PECs with those of a
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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successful practitioner
Criteria:
• Objectivity
• Details/focus
• Conclusiveness
• Illustration
Applying one’s PECs in pursuing a
chosen entrepreneurial activity
Criteria:
• Efficiency/effectiveness
• Level of competence
• Level of confidence
• Attitude behavior
Expressing your thoughts from the
viewpoint of a seasoned entrepreneur
the importance of PECs
Criteria:
• 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
career
Criteria:
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Formulation of a business idea based
on the analysis of the immediate
environment and market
Report on the SWOT Analysis reflective
of the product or service to offer
and/or an entrepreneurial
undertaking to be pursued
• Openness
• Objectivity
• Sensitivity
Assessing, based on the results of
PECs, their level of confidence as a
prospective letter artist.
Criteria:
• Reflective/Insightful
• Depth
• Objectivity
Explaining the importance of the
immediate environment and market in
identifying a business opportunities
Criteria:
• Comprehensiveness
• Clarity
• Conciseness
Interpreting the data gathered from
the immediate environment and
market in identifying business
opportunities
Criteria:
• Reliability
• Accuracy
• Objectivity
• Relevance
• Validity
Assessment of the formulated business
idea based on the following criteria:
• 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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Generating a business idea from data
analysis
Criteria:
• Appropriateness
• Innovativeness
• Practicality
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
ideas
Criteria:
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Production plan that adheres to the “4
Ms of production” required to render a
service
• Reflective
• Insightful
• Objective
Explaining the importance of adhering
to the 4 M’s of production
Criteria:
• Comprehensiveness
• Clarity
• Conciseness
Interpreting the implications when a
technician deviates from the process
flow
Criteria:
• Insightfulness
• Significance
• Objectivity
Designing new ways in maximizing
effectiveness and efficiency in the
production process
Criteria:
• Appropriateness
• Efficiency/effectiveness
• Practicality
Expressing their views of the
production process, if they are the
owners of a big manufacturing
business
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
product/service
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Criteria:
• Relevance
• Critical
• Sensitivity
Expressing their imagination of workers
who deviate from the process flow
Criteria:
• Responsiveness
• Objectiveness
• Persuasiveness
Self-assessing the importance of
buying a product/service of good
quality
Criteria:
• Appropriateness
• 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 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?
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 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.
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
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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 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. Hence, the learners shall:
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
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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 1
Content 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
products/services guarantees marketability and
profitability.
Essential Question(s):
Why does one need to assure the quality, marketability 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
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Stage 2
Product 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 understanding
The learners should articulate and
manifest the six (6) facets of
understanding
Explaining 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:
• insight
• flow of thought
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
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
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Narrating thoughts on the choice of
concept in manual lettering as an
artist over customer’s preference.
Criteria:
• insight
• flow of thought
Expressing feelings when a letter artist
is not able to produce/perform
product/services as expected.
Criteria:
• flow of thought
Assessing strengths and weaknesses in
doing manual lettering.
Criteria:
• flow of thought
Stage 3
Teaching/Learning Sequence:
Lettering is a fundamental part of drawing. Architectural, engineering, and mechanical drawings have, in general, their
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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
• 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
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 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.
 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.
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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 I – Quarter 1A
2. 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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