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
product/service in Drafting 2 (Visual Drawing,
Cartooning/Animation, Silk-Screen Printing, Mechanical
Drawing).
As of March 23, 2011 1

Quarter 1: Visual Drawing 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 visual artist with the PECs of a successful practitioner/entrepreneur as visual
artist
Essential Understanding: Essential Question/s:

Aligning one’s PECs with the PECs of successful practitioner/ How does one ensure success as visual artist?
entrepreneur helps one ensure success in a chosen career
Learners will know: Learners will be able to:

• Personal Entrepreneurial Competencies (PECs) • Assess their PECs vis-à-vis:
Characteristics/Traits Characteristics/Traits
Attributes Attributes
Lifestyles Lifestyles
Skills Skills
• PECs of chosen successful visual artist • Compare ones PECs with that of the entrepreneur/
practitioner
• Make necessary alignment of PECs
Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Activity plan that aligns one’s PECs with Learners should be able to Assessment of the activity plan based on
the PECs of a practitioner/entrepreneur demonstrate understanding covering the the following criteria:
six (6) facets of understanding:
• Comprehensiveness of personal plan
Describe your PECs focusing on on areas of development;
strengths and developmental areas appropriateness of strategies in terms
of addressing personal areas of
development based on one’s PECs and
Criteria: improving further one’s areas of

• comprehensiveness (should include strength
characteristics, attributes, etc.) • doability
• clarity
• conciseness
Compare your PECs with those of a

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

entrepreneurial activity
Criteria:
• efficiency/effectiveness
• level of competence
• level of confidence
• attitude/behavior
Express your thoughts on the importance

of PECs from the viewpoint of a seasoned
entrepreneur
Criteria:
• validity
• relevance
• critical
• plausibility
• sensitivity

Express your feelings if you are an

entrepreneur who finds difficulty in coping
with the PECs of a chosen career
Criteria:
• openness
• objectivity
• sensitivity
Assess, based on the results of your

PECs, your level of confidence as a
prospective entrepreneur in visual arts
Criteria:
• reflectiveness/insightfulness
• depth
• objectivity
Stage 3
Teaching-Learning Sequence:
Personal Entrepreneurial Competencies (PECs)

Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes,
lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become
ready to face the challenges of starting a business.
1. EXPLORE
Ask learners to name people in the community who are successful in their business
• Why are they successful?
• Do you wish to be like them?
Explain to learners the importance of assessing their PECs
Guide learners in assessing their PECs based on the following:
• Character
• Attributes
• Lifestyle
• Skills
• Traits
Assist learners in analyzing and interpreting the results of the assessment of their PECs.
Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The
teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during
the Firming up.
2. FIRM UP
In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about
how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs,
inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web
searching, etc.
Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences
among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills
Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their
answers posted on the wall.
Process learners’ learning and check it against EU.
Check learners’ understanding against the content standard.
3. DEEPEN
Have learners align their PECs with those of a successful entrepreneur of their choice.
Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
Ask learners to express the EU.
Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER
Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur.
Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)

Quarter 1: Visual Drawing Topic: Environment and Market Time Frame: ___7__ days
STAGE 1
The learner demonstrates understanding of environment and The learner formulates a business idea based on the analysis of
market that relates with a career choice in visual drawing environment and market

A successful business venture starts with generating good How does one select an entrepreneurial activity to be pursued?
business idea
• Environment and Market • conduct SWOT analysis
consumer’s needs and wants • seek and seize business opportunity
industry that relates with a career choice • generate potential business based on the result of
product/service that satisfies the needs and wants of environment and market analysis
customers
business idea generation
Stage 2
Business idea generation based on the Learners should be able to demonstrate Assessment of the business generated
analysis of the immediate environment understanding covering the six (6) facets based on the following criteria:
and market 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
• 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
Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions
prevailing in the community. Needs and wants of people in a certain community that are not met by existing business
establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local
specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.
1. EXPLORE
Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating
business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
Have learners assess their immediate environment and market to determine the existing industries, needs and wants of
target market with the use of the following:
• Survey questionnaire;
• Interview guide;
• Checklist, etc.
• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner
responses as tentative EUs that they need to explore further.

2. FIRM UP
Lead learners in analyzing the assessment conducted on the environment and market in a certain community.
Assist learners in conducting a community mapping to identify business establishments or industries in the immediate
locality.
Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such
as: interview, survey, community mapping, etc.
Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market
Ask learners to do supplementary reading and other compensatory activities to support the information presented.
3. DEEPEN
3. Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to
seize a business opportunity.
4. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating
business ideas.
5. Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).
4. TRANSFER
Ask learners to generate business ideas as a result of the SWOT analysis of environment and market
Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

Quarter 1 : Visual Drawing Topic: Production of Visual Time Frame: 35 Days

Drawings ( Still Life, Portraiture,
Landscape/Seascape )
Stage 1
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?
Basic structures of solids Apply the theories and principles of the basic structures of
Appropriate drawing materials, instruments and computer solids
software Use appropriate drawing materials, instruments and computer
Types of drawing techniques/methods software in the production of different visual drawings
- tone Apply appropriate drawing techniques/methodologies
- pencil/ink Produce desired colors based on color harmonies
- hatching Produce various kinds of visual drawings
- 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
As of March 23, 2011 10
Production processes Market the product

- manual process and operation Present neat and accurate sales journal
- computer aided operation
Content of a job order
Costing
Product catalogue
Marketing strategy
Journalizing
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Produce quality and marketable The learners should articulate and Assessment of products/services of Visual
products/services in visual drawings manifest the six (6) facets of drawings using the following criteria:
based on existing procedures and understanding: • appropriateness of color scheme used
techniques • quality of output
Explain the processes involved in visual • safety work habits
drawings. • housekeeping and maintenance
Criteria • time management
• clarity of content • work attitude/behavior
• flow of thought
• sequence
• delivery/presentation
Interpret the different techniques/

methodologies used in visual drawings.
Criteria:
• insightfulness
• flow of thought
Demonstrate how visual drawings should

be done using appropriate drawing
materials, drawing instruments and
computer software.
As of March 23, 2011 11
Criteria:
• open-mindedness
• appropriateness
• relevance
Narrate thoughts on the choice of concept

in visual drawing as an artist over
customer’s preference.
Criteria:
• insightfulness
• clarity of content
• flow of thought
Express feelings when a visual artist is

not able to produce/perform product/
service as prescribed in the job order.
Criteria:
• flow of thought
• open-mindedness
Assess strengths and weaknesses in

creating visual drawing activities.
Criteria:
• flow of thought
• open-mindedness
As of March 23, 2011 12

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.
As of March 23, 2011 13

Portraiture Nude Painting Still Life
As of March 23, 2011 14

Landscapes
Process learners understanding on the observation made during the presentation of sample pictures of still life, portraiture
landscape and seascape.
Guide learners in observing in internet café shops in the community producing both manual and computer-aided still life,
portraiture, landscape and seascape.
Lead learners through the checklist to verbalize their understanding of the following concepts:
• Manual process and operation
• Computer aided operation
• Process and delivery
• Product and performance
Guide learners in viewing pictures/video presentations of the different materials, drawing instruments, equipment, computer
software used in the production of still life, portraiture, landscape and seascape.
Assist learners in raising issues and concerns related to the production of quality visual arts products.
• Appropriateness of techniques used
• Choice of materials
• Durability of materials used
• Features of manual and computer aided finished products
Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the
walls for the purpose of revisiting them during the firm up.
2. FIRM UP
Present the different drawing techniques and methodologies in visual drawing. Have learners analyze the relevance or
importance of appropriate color scheme on finished products.
Assist learners in applying drawing techniques and color combination appropriate to the given job order.
Have learners view video presentations on how quality visual arts products are commercially produced. (CONTENT OF
THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation).
Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’
understanding.
Assist learners in interviewing visual artist on the importance of significant factors in coming up with quality visual drawings.
Have learners prepare an interview guide to focus the discussion on the aforementioned factors.
Have learners check their initial understanding of the concepts in manual and computer aided production/printing of visual
drawings by giving formative evaluation.
As of March 23, 2011 15

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.
4. Interactive/Animated CD
5. Computer software
As of March 23, 2011 16

Quarter 2: Cartooning/Animation Topic: Personal Entrepreneurial Time Frame: __3__ days

Competencies (PECs)
STAGE 1
The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her
Entrepreneurial Competencies (PECs) as Cartoonist/ PECs with the PECs of a successful practitioner/
Animator Entrepreneur as cartoonist/animator

Aligning ones PECs with the PECs of successful How does one ensure success as cartoonist/animator?
practitioner/entrepreneur helps one ensure success in a
chosen career
Characteristics/Traits Characteristics
Skills Skills
* PECs of chosen successful cartoonist/animator * Compare ones PECs with that of the practitioner/
entrepreneur
Stage 2
Activity plan that aligns ones PECs with The learners should be able to Assessment of the activity plan based
the PECs of a practitioner/ demonstrate understanding covering on the following criteria:
entrepreneur the six (6) facets of understanding: • Comprehensiveness of personal
plan on areas of development;
Describe your PECs focusing on appropriateness of strategies in
strengths and developmental areas terms of addressing personal areas
of development based on one’s
As of March 23, 2011 17
Criteria: PECs and improving further one’s

• comprehensiveness (should include areas of strength
• clarity
• conciseness

Criteria:
• objectivity
• details/focus
• conclusiveness
• illustration

Criteria:
Express your thoughts from the

viewpoint of a seasoned entrepreneur
the importance of PECs
Criteria:
• validity
• relevance
• critical
• plausibility
• sensitivity
As of March 23, 2011 18


entrepreneur who finds difficulty in
coping with the PECs of a chosen
career
Criteria:
• openness
• objectivity
• sensitivity

prospective entrepreneur in
cartooning/animation business
Criteria:
• depth
• objectivity
Stage 3
Teaching-Learning sequence:

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies,
he/she may become ready to face the challenges of starting a business.
1. EXPLORE
Guide learners in assessing their PECs on the following:
• Character
As of March 23, 2011 19
• 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 reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
As of March 23, 2011 20

4. TRANSFER
Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful
practitioner/entrepreneur. Appendix D Activity 3-B Activity Plan in Aligning Ones PEC’s
Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
As of March 23, 2011 21

Quarter 2: Cartooning/Animation Topic: Environment and Market Time Frame: ___7__ days
STAGE 1
The learner demonstrates understanding of environment The learner generates a business idea based on the
and market that relates with a career choice in analysis of environment and market
Cartooning/Animation

A successful business venture starts with generating good How does one select an entrepreneurial activity to be
business idea pursued?

industry that relates with a career choice • generate potential business idea based on the result of
customers
Stage 2
Business idea generation based on the The learners should be able to Assessment of the generated business
analysis of the immediate environment demonstrate understanding covering idea based on the following criteria:
and market the six (6) facets of understanding: • profitability/feasibility
• practicality
As of March 23, 2011 22
Explain the importance of the • responsiveness to consumer needs

immediate environment and market in • innovativeness
identifying a business opportunities
Criteria:
• Clarity
• Conciseness

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

analysis
Criteria:
• Appropriateness
• Innovativeness
• Practicality

scanning the environment and market
in generating business ideas.
Criteria:
• Validity
• Relevance
As of March 23, 2011 23
• Insightfulness

.
Criteria:
• Objectivity
• Tactfulness
• Persuasiveness
• Sensitivity
• Open-mindedness
Self-assess their levels of confidence in

Criteria:
• Reflectiveness
• Insightfulness
• Objectivity
Stage 3
Teaching-Learning sequence:

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.
As of March 23, 2011 24

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:
• Checklist, etc.
• SWOT analysis
Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
learner responses as tentative EU’s that they need to explore further.
2. FIRM UP
a. Lead learners in analyzing the assessment conducted on the environment and market in the immediate
town/municipality/city.
b. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality.
c. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such
as: interview, survey, community mapping, etc.,
d. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market
e. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
6. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she
was able to seize a business opportunity.
business ideas.
8. Assess the learners’ level of understanding, refer to the assessment in Stage 2.
4. TRANSFER
As of March 23, 2011 25

Quarter 2 : Cartooning/ Animation Topic: Production of Marketable Time Frame: 35 Days

and Competitive Products/
Services in Cartooning/Animation
Stage 1
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.
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?
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
- Munsell Color System order specifications
safety precautions on the proper handling of materials, use appropriate instruments and materials in the production
instruments and equipments of cartoon caricatures and anime
computer software in cartooning/animation apply safety precautions in handling instruments, tools and
- adobe photo shop materials in cartooning /animation operation
- adobe illustrator access and explore software in cartoon/animation production.
- corel draw assure the production of quality product/services in
- macromedia flash cartooning and animation
production processes compute for the cost of labor and materials
- manual process and operation produce product catalogue
- computer aided operation apply appropriate and effective marketing strategy
content of a job order market the product
costing present neat and accurate sales journal
product catalogue
marketing strategy
journalizing
As of March 23, 2011 26

Stage 2
Producing quality and marketable The learners should articulate and Assessment of products/services in
products/services in cartooning and manifest the six (6) facets of cartooning and animation using the
animation based on existing procedures understanding: following criteria:
and techniques. • appropriateness of color harmonies
Explain cartoon/animation processes used
Criteria • quality of output
• clarity of content • safety work habits
• flow of thought • housekeeping and maintenance
• sequence • time management
• delivery/presentation • work attitude/behavior
Interpret the processes involved in

cartooning and animation using the
process flow:
Criteria:
• insightfulness
• flow of thought
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
As of March 23, 2011 27


in cartooning/animation as an artist over
Criteria:
• insightfulness
• flow of thought
Express feelings when a

cartoonist/animator is not able to
produce/perform product/service as
expected.
Criteria:
• flow of thought
• insightfulness

doing cartooning/animation operation.
Criteria:
• flow of thought
• insightfulness
As of March 23, 2011 28

Stage 3
Cartoonists are artists who communicate ideas through a combination of words and pictures. One important quality of a good
cartoonist is the ability to present an idea in just few words and drawing. Animators draw the moving cartoons that appear on
television, in films and in video games. Animators must be able to put their drawings together with sound tracks, story lines, layouts
and special effects. Most animation for television, motion pictures and video gaming industry are done with computer. Learners
can get experience by drawing cartoon for the school newspaper and designing poster for events. Learners can also submit
cartoons directly to magazine and newspapers.
1. EXPLORE
Guide learners in assessing their prior knowledge in manual and computer aided cartooning/animation production using:
• CP-TLE curriculum framework – Drafting Technology 2
- Assessment at the Level of Understanding using the six (6) Facets of Understanding
- Explaining
- Interpreting
- Applying
- Showing empathy
- Quality of output
- Time management
Guide learners in understanding the concepts and underlying principles of process and delivery in the production of
As of March 23, 2011 29
cartoon/anime.
Assist learners in the design process and show sample pictures cartoon/anime
Samples of Cartoon Caricature and Anime
Guide learners in observing computer aided cartooning and animation in internet café shops in the community.
Lead learners through a checklist in verbalizing their understanding of the following concepts:
As of March 23, 2011 30

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
o Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the
walls for the purpose of revisiting them during firm up.
2. FIRM UP
Have learners present the principles and elements of design. Let them analyze the importance of various features of finished
cartoon/anime products.
Assist learners in applying special features and color application appropriate to the given job order.
Have learners view video presentations on how quality cartoon/anime products are commercially produced. (CONTENT OF
THE VIDEO: The video should detail the step-by-step procedure in manual and computer-aided operation)
understanding.
Assist learners in interviewing a cartoonist/animator on the importance of the following factors in the production of quality
cartoon/anime products:
• Application of special features.
• Appropriateness of color used .
• Proper handling and maintenance of letter tools, instruments and computer software.
• Appropriateness and quality of materials used.
Have learners prepare an interview guide to focus the discussion on the aforementioned factors
Have learners check their initial understanding of the concepts in manual and computer aided cartooning/animation by giving
formative evaluation.
• Question and Answer
• Paper and Pen Test
Check learner’s level of understanding using formative assessment.
As of March 23, 2011 31

3. DEEPEN
Invite successful cartoonist/animator to talk about their best practices. Have learners ask questions about how these artists
Encourage learners to observe/work with successful cartoonist/animator in the municipality/town city.
Have learners create/innovate designs of various caricatures and animation.
Assess learner’s understanding of manual and computer-aided production processes of cartooning and animation using the
assessment at the level of understanding (refer to Stage 2)
4. TRANSFER
Have learners produce quality and marketable cartoons and animation. .
Have learners put up a display/exhibition of various products/services related to cartooning and animation production.
Have learners market their products/services in the community.

Internet – Wikipedia
Interactive/Animated CD
Authoring software
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
Interactive/Animated CD
Computer software
10. Personal Computer
11. Technical pens
As of March 23, 2011 32

Quarter 3: Silk-Screen Printing Topic: Personal Entrepreneurial Time Frame: __3__ days
Competencies (PECs)
STAGE 1
The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her
Entrepreneurial Competencies (PECs) a Silk-screen printer. PECs with the PECs of a successful practitioner/
entrepreneur as silk-screen printer.

Aligning ones PECs with the PECs of successful practitioner/ How does one ensure success as silk-screen printer?
entrepreneur helps one ensure success in a chosen career

Skills Skills
* PECs of chosen successful silk-screen printer • Compare ones PECs with that of the entrepreneur/
practitioner
Stage 2
Activity plan that aligns ones PECs with The learners should be able to Assessment of the activity plan based
the PECs of a practitioner/ demonstrate understanding covering on the following criteria:
entrepreneur the six (6) facets of understanding: • Comprehensiveness of personal
plan on areas of development;
As of March 23, 2011 33

Describe your PECs focusing on appropriateness of strategies in

strengths and developmental areas. terms of addressing personal areas
Criteria: of development based on one’s
• comprehensiveness (should include PECs and improving further one’s
characteristics, attributes, etc.) areas of strength
• clarity • doability
• conciseness

successful practitioner.
Criteria:
• objectivity
• details/focus
• conclusiveness
• illustration

entrepreneurial activity.
Criteria:
Express your thoughts from the

viewpoint of a seasoned entrepreneur
the importance of PECs.
Criteria:
• validity
• relevance
• critical
• plausibility
As of March 23, 2011 34
• sensitivity

entrepreneur who finds difficulty in
coping with the PECs of a chosen
career.
Criteria:
• openness
• objectivity
• sensitivity

prospective entrepreneur in silk-screen
printing.
Criteria:
• depth
• objectivity
Stage 3

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business.
2. EXPLORE
As of March 23, 2011 35
Guide learners in assessing their PECs on the following:

• Character
• Attribute
• Lifestyle
• Skills
• Traits
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 learner’s learning and check it against EU.
Check learner’s understanding against the content standard.
3. DEEPEN
Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
As of March 23, 2011 36
Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).
4. TRANSFER
Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/
entrepreneur.
Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of
Performance).
As of March 23, 2011 37

Quarter 3: Silk-Screen Printing Topic: Environment and Market Time Frame: ___7__ days
STAGE 1
The learner demonstrates understanding of environment The learner generates a business idea based on the
and market that relates with a career choice in silk-screen analysis of environment and market
printing

A successful business venture starts with generating good How does one select an entrepreneurial activity to be
business idea pursued?

industry that relates with a career choice • generate potential business idea based on the results of
customers
Stage 2
Formulating a business idea based on The learners should be able to Assessment of the generated business
the analysis of the immediate demonstrate understanding covering idea based on the following criteria:
environment and market the six (6) facets of understanding: • profitability/feasibility
• practicality
Explain the importance of the • responsiveness to consumer needs
As of March 23, 2011 38
immediate environment and market in • innovativeness

identifying a business opportunities.
Criteria:
• Clarity
• Conciseness

identifying business opportunities.
Criteria:
• Reliability
• Accuracy
• Objectivity
• Relevance
• Validity

analysis.
Criteria:
• Appropriateness
• Innovativeness
• Practicality

scanning the environment and market
in generating business ideas.
Criteria:
• Validity
• Relevance
As of March 23, 2011 39
• Insightfulness

Criteria:
• Objectivity
• Tactfulness
• Persuasiveness
• Sensitivity
• Open-mindedness
Self-assess their levels of confidence in

formulating business ideas.
Criteria:
• Reflectiveness
• Insightfulness
• Objectivity
Stage 3

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
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.
As of March 23, 2011 40
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:
• Checklist, etc.
• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider
learner responses as tentative EU’s that they need to explore further.
2. FIRM UP
Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city.
Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality.
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.
business ideas.
3. Assess the learners’ level of understanding. Refer to the Assessment in Stage 2.
4. TRANSFER
Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market
Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance).
As of March 23, 2011 41

Quarter 3: Silk-Screen Designing/Printing Topic: T-Shirt Printing and Time Frame: 35 Days
Billboard Production
Stage 1
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
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?
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
assessing and exploring software in billboard/streamer use appropriate lettering tools and materials in t-shirt printing.
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
inserting pictures, clip arts, and word art; follow software design procedures.
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
- computer-aided operation compute for the cost of labor and materials
content of a job order produce product catalogue
costing apply appropriate and effective marketing strategy
product catalogue market the product
marketing strategy present neat and accurate sales journal
As of March 23, 2011 42

Stage 2
Producing quality and marketable The learners should articulate and Assessment of products/services in t-shirt
products/services in t-shirt printing and manifest the six (6) facets of printing and billboard printing using the
billboard printing based on existing understanding: following criteria:
procedures and techniques
Explain the basics of t-shirt printing and • appropriateness of letter styles used
billboard printing. • quality of output
Criteria • safety work habits
• comprehensiveness • housekeeping and maintenance
• clarity of content • time management
• sequence • work attitude/behavior
• delivery and presentation • color scheme used
Interpret properly designed printed t-shirt

and billboard sample products.
Criteria:
• flow of thought and
• appropriateness of colors used
• insightfulness
• delivery and presentation
Perform t-shirt printing and computer

aided billboard printing using appropriate
instruments, tools, materials and
computer software.
Criteria:
• appropriateness of instruments, tools,
materials and computer software used.
• time management
As of March 23, 2011 43


in t-shirt printing and billboard printing as
an artist over customer’s preference.
Criteria:
• insight
• flow of thought
• delivery and presentation
Express feelings when a silk-screen

printer film retoucher/layout stripper, is not
able to produce/perform product/services
as expected.
Criteria:
• insight
• flow of thought

doing t-shirt printing and billboard printing.
Criteria:
• insight
• flow of thought
As of March 23, 2011 44

Stage 3
Commercial establishment manufactures signs, commercial posters, and advertisements for the newspapers and magazines and
on billboards. A film retoucher/layout-stripper prepares page layouts and strips negative or positive stencils, while silk-screen
printer prepares stencils out of lacquer-coated paper which is made to adhere to a silk-screen frame for printing purposes.
1. EXPLORE
Guide learners in assessing their prior knowledge in manual and computer aided t-shirt printing and billboard printing using:
* CP-TLE curriculum framework – Drafting Technology 2
- Assessment at the Level of Understanding using the Six (6) Facets of Understanding
- Explaining
- Interpreting
- Applying
- Showing empathy
- Appropriateness of letter styles used
- Quality of output
- Time management
Guide learners in understanding the concepts and underlying principles of process and delivery in t-shirt printing and
billboard printing.
Guide learners in understanding the concepts and underlying principles of process and delivery in the production of printed
t-shirt and printed billboard products.
Assist learners in the design process and show sample pictures of printed t-shirt and billboard products.
As of March 23, 2011 45

Silk-Screened Sample Printed Products
Guide learners in observing in a billboard printing shops in the community producing both manual and computer aided
products.
As of March 23, 2011 46


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
* Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the
walls for the purpose of revisiting them during the firm up.
2. FIRM UP
Present the different tools, materials and appropriate software. Let learners analyze the importance of the different tools,
instruments materials and appropriate software in coming up of quality finished products.
Assist learners in applying appropriate designs and color application appropriate to the given job order.
Have learners view video presentations on how quality signage, billboard/streamer products are commercially produced.
(CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation)
understanding.
Assist learners in interviewing a commercial artist on the importance of the following factors in the production of quality silk-
screen printed products:
• Design techniques
• Appropriate color harmonies used.
• Size proportion and spacing of letters.
• Proper handling and maintenance of lettering instruments, tools, materials and computer software
• Appropriateness and quality of materials used
Have learners prepare an interview guide focusing on the aforementioned factors in the production of quality silk-screen
printed products.
Have learners check their initial understanding of the concepts in manual and computer aided sign painting and
billboard/streamer printing by giving formative evaluation:
As of March 23, 2011 47

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

• Internet – Wikipedia
• Interactive/Animated CD
• Graphics Software
• Pre-post assessment questionnaire in Q-3of Drafting Technology 2
• Computer software: e.g. Adobe Photoshop etc.
• Manual of specifications and procedures
• Personal computer
• Sets of brushes
• NT cutters
• Silk screen
• Squeegee
As of March 23, 2011 48

Quarter 4: Mechanical Drawing Topic: Personal Entrepreneurial Time Frame: __3__ days
Competencies (PECs)
STAGE 1
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

Aligning one’s PECs with the PECs of successful How does one ensure success as Mechanical draftsman?
practitioner/entrepreneur helps ensure success in a chosen
career.

Skills Skills
• Compare ones PECs with that of the entrepreneur/
• PECs of chosen successful draftsman practitioner
Stage 2
Activity plan that aligns one’s PECs with Learners should be able to Assessment of the activity plan based on
the PECs of a practitioner/entrepreneur demonstrate understanding covering the the following criteria:
six (6) facets of understanding: • Comprehensiveness of personal plan
on areas of development;
Describe your PECs focusing on appropriateness of strategies in terms
strengths and developmental areas of addressing personal areas of
development based on one’s PECs and
As of March 23, 2011 49
Criteria: improving further one’s areas of

• comprehensiveness (should include strength
• clarity
• conciseness

Criteria:
• objectivity
• details/focus
• conclusiveness
• illustration

Criteria:
Express your thoughts on the importance

of PECs from the viewpoint of a seasoned
entrepreneur
Criteria:
• validity
• relevance
• critical
• plausibility
• sensitivity
As of March 23, 2011 50


entrepreneur who finds difficulty in coping
with the PECs of a chosen career
Criteria:
• openness
• objectivity
• sensitivity

prospective entrepreneur in mechanical
drawing
Criteria:
• depth
• objectivity
Stage 3

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
Guide learners in assessing their PECs based on the following:
• Character
• Attribute
As of March 23, 2011 51
• Lifestyle
• Skills
• Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class).
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 reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
4. TRANSFER
Have learners prepare an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur.
Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
As of March 23, 2011 52

Quarter 4: Mechanical Drawing Topic: Environment and Market Time Frame: ___7__ days
STAGE 1
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

A successful business venture starts with generating good How does one select an entrepreneurial activity to be pursued?
business idea.

industry that relates with a career choice • generate potential business idea based on the result of
customers
Stage 2
Business idea generation based on the Learners should be able to demonstrate Assessment of the generated business
analysis of the immediate environment understanding covering the six (6) facets idea based on the following criteria:
and market 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:
• Clarity
As of March 23, 2011 53
• Conciseness
Criteria:
• Reliability
• Accuracy
• Objectivity
• Relevance
• Validity

analysis
Criteria:
• Appropriateness
• Innovativeness
• Practicality

scanning the environment and market in
generating business ideas.
Criteria:
• Validity
• Relevance
• Insightfulness

Criteria:
• Objectivity
• Tactfulness
As of March 23, 2011 54

• Persuasiveness
• Sensitivity
• Open-mindedness
Self-assess their level of confidence in

Criteria:
• Reflectiveness
• Insightfulness
• Objectivity
Stage 3

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:
• Checklist, etc.
• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner
responses as tentative EUs that they need to explore further.
As of March 23, 2011 55

2. FIRM UP
Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city.
Assist learners in conducting a community mapping to identify business establishments or industries in the immediate
locality.
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
As of March 23, 2011 56

Quarter 4: Mechanical Drawing Topic: Development/Preparation Time Frame: 35 Days

of Working Drawings
Stage 1
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
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?
appropriate drawing instruments, equipments and materials perform manipulation of drawing instruments, equipment,
safety precautions in handling of drawing instruments, materials, and computer software
equipments and materials practice safety precaution in handling drawing instruments,
alphabet of lines equipment, materials, and computer software
types of orthographic projections: use the different drawing instruments, equipment and
- First-Angle projection (ISO) computer software properly
- Third-Angle projection (ANSI) apply the different alphabet of lines appropriately
procedures in: access and explore appropriate software/program
- dimensioning follow software/program design procedures
- sectioning manipulate drawing toolbars properly
types of pictorial drawing assure the production of quality, functional and workable
appropriate computer software working drawings
features of a presentation program software; compute for the cost of labor and materials
function of tool bars produce product (sample working drawings) catalogue
create an ideal slide presentation; apply appropriate and effective marketing strategy
format different views in a slide; market the product
manage/view slides in a presentation; present neat and accurate sales journal
add effects and slide transitions;
print a slide presentation
content of a job order
costing
As of March 23, 2011 57
product catalogue
marketing strategy
journalizing
Stage 2
Producing quality and marketable The learners should articulate and Assessment of products/services in
products/services in mechanical drawings manifest the six (6) facets of mechanical drawings using the following
based on existing rules and procedures understanding: criteria:
Explain the basics of working drawing. • accuracy

Criteria • quality of output
• clarity of content • safety work habits
• flow of thought • housekeeping and maintenance
• sequence • time management of concept
• delivery/presentation • work attitude/behavior
Analyze the process involved in

preparing working drawing using the
process flow.
Criteria:
• insightfulness
• flow of thought
Perform visualization on how working

drawings should be done mechanically.
Criteria:
• accurateness
• layout
As of March 23, 2011 58


• time management

in mechanical drawing as draftsman over
Criteria:
• insight
• flow of thought
Express feelings when a draftsman was

not able to produce/perform
product/services as expected.
Criteria:
• flow of thought

preparing working drawings
• flow of thought
As of March 23, 2011 59

Stage 3
Teaching/Learning Sequence:
A new machine structure or machine or system exist in the mind of the engineer or designer, the original concept or idea is usually
placed on paper by way of graphic language. Learners must understand how to read and write in the graphic language and be
able to prepare working drawings. The learner who become proficient in graphic communication can be gainfully employed as
draftsman will succeed and add value to the employers who hires them.
1. EXPLORE
Guide learners in assessing their prior knowledge in manual and computer aided mechanical drawings using:
* CP-TLE curriculum framework – Drafting Technology 2
- Assessment at the Level of Understanding using the Six (6) Facets of Understanding
- Explaining
- Interpreting
- Applying
- Showing empathy
- Quality of output
- Time management
Guide learners in understanding the concepts and underlying principles of process and delivery in mechanical drawing.
As of March 23, 2011 60

Assist learners in drawing mechanical working drawings and show sample pictures.
Sample Mechanical Drawings
Guide learners in observing an architectural firms in the community producing both manual and computer aided mechanical
working drawings.
• Working drawing done manually
• Mechanical working drawing
• Computer-aided working drawing
Guide learners in viewing pictures/video presentations of the different lettering/drawing instruments, equipments and
computer software used in the production of manually, mechanical and computer-aided working drawings.
Assist learners in raising issues and concerns related to the production of quality, functional and workable mechanical
drawings:
• Appropriateness of lettering used
• Accurateness of required data
As of March 23, 2011 61
• Appropriateness of lines used

• Time management
• Quality of output
• Safety work habits
* Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the
walls for the purpose of revisiting them during the firming up.
2. FIRM UP
Show different working drawings having done manually, mechanically and computer-aided. Have learners analyze the
importance of the alphabet of lines, letterings and layout in mechanical drawing .
Have learners apply accuracy and precision to the given job order.
Have learners view video presentations on how quality, functional and workable mechanical drawing produced. (CONTENT
OF THE VIDEO: The video should detail the step-by-step procedure in manual, mechanical and computer-aided working
drawings)
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.
3. DEEPEN
Invite successful graphic artists to talk about their best practices. Have learners ask questions about how these artists
Encourage learners to observe/work with successful graphic artists in the community.
Have learners mastered various mechanical drawing.
As of March 23, 2011 62
Assess learners understanding of manual and computer-aided mechanical drawings using the assessment at the level of
understanding (refer to Stage 2)
4. TRANSFER
Have learners produce quality, functional and workable working drawings.
Have learners put up a display/exhibition of various mechanical drawing outputs/services.

• Internet – Wikipedia
• Interactive/Animated CD
• 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
As of March 23, 2011 63

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2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and Livelihood Education

Career Pathways – Technology and Livelihood Education

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

As of March 23, 2011 1

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

Criteria: improving further one’s areas of

Compare your PECs with those of a

Apply one’s PECs in pursuing a chosen

Express your thoughts on the importance

As of March 23, 2011 3

Express your feelings if you are an

Assess, based on the results of your

Personal Entrepreneurial Competencies (PECs)

As of March 23, 2011 5

Essential Understanding: Essential Question/s:

Generate a business idea from data

Express from the point of view of a

Express their feelings when

As of March 23, 2011 7

Self-assess their level of confidence in

Environment and Market

As of March 23, 2011 8

As of March 23, 2011 9

Quarter 1 : Visual Drawing Topic: Production of Visual Time Frame: 35 Days

Production processes Market the product

Interpret the different techniques/

Demonstrate how visual drawings should

Narrate thoughts on the choice of concept

Express feelings when a visual artist is

Assess strengths and weaknesses in

As of March 23, 2011 12

As of March 23, 2011 13

Portraiture Nude Painting Still Life

As of March 23, 2011 14

As of March 23, 2011 15

Resources (Web sites, Software, etc.)

As of March 23, 2011 16

Quarter 2: Cartooning/Animation Topic: Personal Entrepreneurial Time Frame: __3__ days

Essential Understanding: Essential Question/s:

Criteria: PECs and improving further one’s

Compare your PECs with those of a

Apply one’s PECs in pursuing a chosen

Express your thoughts from the

As of March 23, 2011 18

Express your feelings if you are an

Assess, based on the results of your

Personal Entrepreneurial Competencies (PECs)

As of March 23, 2011 20

As of March 23, 2011 21

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

Explain the importance of the • responsiveness to consumer needs

Interpret the data gathered from the

Generate business idea from data

Express from the point of view of a

Express their feelings when

Self-assess their levels of confidence in

Environment and Market

As of March 23, 2011 24

As of March 23, 2011 25

Quarter 2 : Cartooning/ Animation Topic: Production of Marketable Time Frame: 35 Days

Quarter 2: Cartooning/Animation Topic: Personal Entrepreneurial Time Frame: 3 days