2010 Secondary Education Curriculum

Drafting Technology I

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.

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Drafting Technology I

Quarter 1: Lettering Topic: Manual production of Time Frame: 30 days

signage,
product labels/tags
STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner:
Entrepreneurial Competencies (PECs)and environment • prepares a plan of action that addresses his/her
and market that relates with career choice 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
The learner demonstrates understanding of the process • applies/follows the 4 Ms of production in determining
and delivery in lettering the resources needed to produce/ render a
marketable product in lettering

Essential Understanding: Essential Question/s:

Successful entrepreneurs continuously develop and How does one ensure success in a chosen career?
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.
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?

An efficient application of the 4 Ms of production helps

one create/produce a saleable service. When can one say that 4 Ms of production are efficiently

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A good marketing strategy helps position a used?

product/service in the market and to differentiate them How does one come up with a marketable product or
from competitors. service?

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.
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?

Adherence to the correct process flow helps maintain

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

Learners will know: Learners will be able to:

• Personal Entrepreneurial Competencies (PECs) • Assess their PECs vis-à-vis:
 Characteristics  Characteristics
 Attributes  Attributes
 Lifestyles  Lifestyles
 Skills  Skills
 Traits  Traits
• PECs interpretation by cluster: • Compare their PECs with practitioners
 Achievement • Analyze and interpret PECs by cluster
 Planning  Achievement
 Power  Planning
 Power
• Environment and Market
 Consumer’s needs and wants • Conduct SWOT analysis
 Industry that relates with a career choice • Seek and seize business opportunity
 Product/service that satisfies the needs and wants
of customers

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• 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
Product or Performance Task
Plan of action that addresses
personal --
 areas of development based on
his/her PECs, and
 strengths needing further
improvement
2010 Secondary Education Curriculum
Drafting Technology I
• 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
Evidence at the level of
Understanding Performance
The learners should be able to Assessment of the plan of action
demonstrate understanding covering based on the following criteria:
the six (6) facets of understanding • Comprehensiveness of personal
by: plan on areas of development;
appropriateness of strategies in
Describing your PECs focusing on terms of addressing personal areas
strengths and developmental areas of development based on one’s
Criteria: PECs and improving further one’s
• Comprehensiveness (Should areas of strength
include Characteristics, Attributes, doability
etc)
Clarity
Conciseness
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Comparing your PECs with those of

a 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 • Openness

on the analysis of the immediate
environment and market
Report on the SWOT Analysis
reflective of the product or service to • Depth
offer and/or an entrepreneurial
undertaking to be pursued
• Objectivity
• Sensitivity
Assessing, based on the results of
PECs, their level of confidence as a
prospective letter artist.
Criteria:
• Reflective/Insightful
• Objectivity
Explaining the importance of the
immediate environment and market
in identifying a business
opportunities
Criteria:
• Comprehensiveness
Clarity
Conciseness
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

Interpreting the data gathered

from the immediate environment
and market in identifying business
opportunities
Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity

Generating a business idea from

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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

Production plan that adheres to the confidence in formulating business
“4 Ms of production” required to ideas
render a service Criteria:
Reflective Assessment for the production plan
Insightful shall be based on the following
Objective criteria:
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• Adherence to the principles of 4

Explaining the importance of Ms of production
adhering to the 4 M’s of production • Completeness/thoroughness of the
Criteria: analysis
• Comprehensiveness • Practicality and profitability of the
Clarity product/service
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
Criteria:
Relevance
• Critical
• Sensitivity

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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?
 Explain to students the importance of assessing their PECs
 Guide students in assessing their PECs on the following:
• Character
• Attribute
• Lifestyle

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• 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 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
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 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 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

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 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.

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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Drafting Technology I

Quarter 1: Lettering Topic: Manual production of Time Frame: 30 Days

signage, product
labels/
tags
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of concepts The learner produces quality and marketable
and underlying principles of process and delivery in products/services based on existing procedures and
manual lettering. techniques in manual lettering.
Essential Understanding(s): Essential Question(s):
Assuring the quality of manually lettered Why does one need to assure the quality, marketability
products/services guarantees marketability and and profitability of products/services in manual lettering?
profitability.
Learner will know: Learner will be able to:
 evolution of lettering  trace the evolution of lettering
 order of letter strokes  estimate the size, proportion and spacing of
 size, proportion and spacing of letters letters based on the size of materials and number of
 letter styles, their uses and importance letters that can be accommodated
 safety precautions on the proper handling of  layout basic letter styles using appropriate
instruments, tools and materials in lettering lettering pens
 production processes  use appropriate lettering tools and materials in
the production of signages
 practice safety precautions in handling lettering
instruments, tools and materials in manual lettering
 assure quality in the production of signages for:
- school (offices, classroom, library, canteen, etc.)
- community

Stage 2
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Product or Performance Task:
The learners produce quality and
marketable products/services in
manual lettering based on existing
procedures and techniques.
2010 Secondary Education Curriculum
Drafting Technology I
Evidence at the level of Evidence at the level of
understanding performance:
The learners should articulate and
manifest the six (6) facets of Assessment of products/services in
understanding manual lettering using the following
Explaining the evolution of lettering criteria:
Criteria: • appropriateness of letter styles
• clarity of content used
• flow of thought • quality of output
• sequence • safety work habits
• delivery/presentation • housekeeping and maintenance
• time management
Analyzing the processes involved in • work attitude/behavior
manual lettering using the process
flow:
Criteria:
• insight
• flow of thought
• delivery/presentation
Performing lettering techniques
using appropriate instruments, tools
and materials.
Criteria:
• appropriateness of letter styles
used
• quality of output
• safety work habits
• housekeeping and maintenance
• time management
• work attitude/behavior
Narrating thoughts on the choice of
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concept in manual lettering as an

artist over customer’s preference.
Criteria:
• insight
• clarity of content
• flow of thought
• delivery/presentation

Expressing feelings when a letter

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

Assessing strengths and

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

Stage 3
Teaching/Learning Sequence:

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

Resources (Web sites, Software, etc.)

Internet – Wikipedia
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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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