Subject Area: TLE – Mechanical Drafting

Grade Level: 8
Unit Standard Learning Goals Learning Competencies Learning Targets Assessment Strategies
Quarter: 1st
Unit Topic: Preparing Drafting Materials and Tools/Drawing Instruments (Lesson 1)
CONTENT ACQUISITION The learners should be able
to…
The learner demonstrates
understanding of types Gallery Walk
and uses of drafting 1. Identify materials and I can name the different types of “What am I?”
materials and tools/drawing instruments materials and tools/drawing Formative Test
tools/drawing applicable to a specific instruments.
instruments; and job. (K) “I SHOW you, you TELL
understanding the I can state the specific function of me”
description of drafting each tools/drawing instruments.
materials tools and - Recitation (show
instruments. pictures of various
drafting instruments)

The learner demonstrate 2.Request, Receive, Inspect I can report the instruments being Problem-Based Learning
understanding on and Store drafting checked, requested, received, “ISTORYA”
different requisition materials and tools. (P) inspected and stored if there are (students participation)
forms and procedures; damages and manufacturing defects. Problem-based Learning
understanding the proper
handling of tools and I can state other proper ways on how “Info-Graphic”
materials and procedures to clean, store and care for drafting Formative Test
in receiving tools and instruments in an efficient and
materials. effective way.
MAKE MEANING

Essential Understanding:
Students will understand that… I can reflect the ways on how to Video Presentation with
prevent drawing instruments handled “My Reflection” Guide Questions
The awareness by which people appropriate. (answer Guide Questions)
like professionals (Engineer,
Architect and Draftsman) clean, I can specify parallel ideas/situations “Other Notes”
store and care their own drawing that support my claim/reflection in (Graphic Organizer)
instruments, affects a lot in order to come up with a general idea
producing, constructing and on how should I care for my drawing
designing in attaining a well- instruments.
structured projects and be able to
use drawing instruments I can prove that all of my drawing
effectively in a long run. instruments were all well-stored and

Essential Question:
How does clean, undamaged and
well-stored drawing instruments
affects the effectivity for a job?
PERFORMANCE TRANSFER GOAL
Students on their own and in the
The learner shall be able long run will be able to…
to:
Portray drawing instruments
1. Demonstrate the being identified and classified
knowledge on drawing and on how drawing instruments
instruments are handled appropriate to create
2. Improve the proper a “creative clip-art” that would
handling of tools and showcase the learners concern
materials and responsibility for their own
drawing instruments.
handled appropriate. “Checklist-Challenge” Peer-Work
(Peer Evaluation)
Scaffold
I can create a creative visualization “Doodle-Making”
of drawing instruments being (Individual designing in
combined. which all drawing
materials must be
incorporated in doodle)
I can portray in a comic the proper “Situation for Real
handling of tools and materials for in a Comic”
the better use in future. (Individual creation of
problem “for” and
solution must be
cleaning/storing/proper
handling of drawing
instruments)
I can improvised the performed
scaffold and make it a “Foldable “Foldable Incorporated”
Incorporated.” (presented with rubric)
(Group into 5 and both
Doodle Making and
Situation for Real in a
Comic will be
incorporated.
 Unit Standard Learning Goals Learning Competencies Learning Targets Assessment Strategies

CONTENT ACQUISITION The learners should be

able to…
The learner demonstrates
understanding on Review
different measuring 1.Select and use drawing I can identify the specific drawing “Instru-Up”
instruments and their instruments. (P) instruments, as well as its (game: students
application. function/use. participation)

Demonstration Method
I can operate manually the proper “ONE-minute Challenge”
use of each drawing instruments.
“Can You?” Laboratory
Plate no. 1
(presented with rubric)

The learner demonstrate 2.Convert English to I can read graduations of ruler. Lecture - Discussion
understanding on Metric measurement “Locate Me”
conversion of linear system and vice versa Formative Test
measurement units. (P)
I can identify the differences “Ruler Game”
between English and Metric (Group Evaluation)
Measurement.

I can compute by converting from “Convert It”

English to Metric Measurement and
vice versa.

I can apply the converted English or Demonstration Method

Metric measurement in a specific
drawing. “ONE-minute Challenge”

Laboratory
“Apply It”
Plate no. 2
(presented with rubric)
 MAKE MEANING

Essential Understanding:
Students will understand that… I can explain further the “how to use “Peer-Sharing”
properly the drawing instruments” to (teach those who are in
The essence of proper application of some of my classmates who are in need of supervisions)
drawing instruments helps a lot to need of.
attain and produce an understandable
plan with an accurate measurement
in delivering and communicating on I can formulate my own
how such drawing should be built in measurement and apply the drawing Demonstration Method
actual. instrument in order to draw the “ONE-minute Challenge”
accurate measurement of an object in
a drawing. “I, Object.”
Essential Question: Laboratory
Plate no. 3
How does a proper application of (presented with rubric)
drawing instruments can help an
aspiring Engineer, Architect and/or
Draftsman?
PERFORMANCE TRANSFER GOAL Scaffold

The learner shall be able Students on their own and in the I can convert the given measurement “Compute First”
to: long run will be able to . . . for the application on the next (Individual
exercise. computation/conversion of
1. Apply the different Apply the conversion measurements the given measurement of
measuring instruments and the accurateness in measurement an object)
and their application for the construction of pencil/ruler
model that would boost their critical I can show the accurate measurement “Second, Box it!”
2. Demonstrate the proper thinking ability and would give them of a drawing using drawing (Individual construction of
procedure in conversion an image on how does a proper instruments. an object and applying the
of units of linear application of drawing instrument converted measurement)
measurement and sample and accurate measurements affects
problems be solved. their design and model. I can create a Pencil Model or Ruler “Pencil/Ruler Making”
Model from the converted (presented with rubric)
measurement and be able to (Group into 5 and both
construct a well-formed model. Convert First and Second,
Box it! Activity must be
applied but in a higher
Subject Area: TLE – Mechanical Drafting standard)
Grade Level: 8
Quarter: 1st
Unit Topic: Performing Basic Mensuration and Calculation (Lesson 2)
Subject Area: TLE – Mechanical Drafting
Grade Level: 8
Quarter: 1st
Unit Topic: Interpreting Working Plans and Sketches (Lesson 3)
Unit Standard Learning Goals Learning Learning Targets Assessment Strategies
Competencies
CONTENT ACQUISITION The learners should be
able to…
The learner demonstrates
understanding of theories Lecture and Demonstration
and principles of 1.Identify assembly and I can identify basic process of “Sequencing”
orthographic and detailed drawing. (K) dimensioning. Formative Test
pictorial drawing. Demonstration Method
I can locate the accurate dimension “ONE-minute Challenge”
of a drawing.
Laboratory
“Try It”
Plate no. 4
(presented with rubric)
I can name the various types of Lecture and Demonstration
alphabet of lines. “Bingo Game”
Formative Test

I can differentiate the characteristics “Answer Self-Check 1.1”

and uses of alphabet of lines.
(on Learning Module
pp. 76 )
I can state essential theories and Lecture and Demonstration
principles about isometric drawing. “I PICK you, you TELL
me”
I can enumerate the six views of an
object. - Recitation (tell essential
theories and principles
about Isometric
Drawing) Demonstration Method
I can operate the concepts and
principles in constructing isometric
drawing. “ONE-minute Challenge”
Laboratory
“Construct It”
Plate no. 5
(presented with rubric)
I can name the three principal views
of an object.
I can locate the three space
dimension of an object.
I can operate the proper method and
principles in constructing
Orthographic Drawing.
I can point out the three plane of
projections by constructing it in a
specific drawing.
I can operate the principles to be
followed in constructing
Orthographic Projection.
I can state the characteristics of the
three drawings; Isometric,
Orthographic Drawing and
Orthographic Projection using my
own words.
I can locate my unfinished Plate and
finalize it for Compilation.
Lecture and Demonstration
“Creative- Mnemonic
Game”
(Create a mnemonic or
simple acronym in
connection with
isometric drawing that
would remind the student
the three principal views
and space dimension)
Demonstration Method
“ONE-minute Challenge”
Laboratory
“Ortho: Do It”
Plate no. 6
(presented with rubric)
Lecture and Demonstration
“ONE-minute Challenge”
“ONE-minute Challenge”
Laboratory
“Project It”
Plate no. 7
(presented with rubric)
Review
“Information Organizer”
Formative Test
Finalizing of Challenges,
Plates and Exercises for
Compilation
(for those learners who were
unable to pass on time)
 MAKE MEANING

Essential Understanding:
Students will understand that… I can generalize the essential facts I
have learned in interpreting plans. “Info-Organizer”
The ways by which a well-
constructed Plan serves as an
indirect communication between
you, the contractor and the I can analyse the given plan and be Demonstration Method
construction worker in which in able to build/construct a 3D Object.
return the awareness of reading, “ONE-minute Challenge”
understanding and interpreting
blueprints and design specifications Laboratory
“Build an Object”
helps reach out the goal in Plate no. 8
persuading on how much the (presented with rubric)
designed project contain the
materials needed and other
important details must be
incorporated and applied for the
efficient and accurate construction
of a building-project.

Essential Question:
How does interpreting details helps
read and understand a simple
blueprint and design specification in
a plan?

PERFORMANCE TRANSFER GOAL Scaffold

The learner shall be able Students on their own and in the
to: long run will be able to . . .
1. Apply the different Independently reads and interprets
measuring instruments simple blueprint design and
and their application constructs a 3D model as a
representation of their project
2. Demonstrate the proposal plan that would hone their
proper procedure in ability for the basic knowledge and
I can design a simple isometric “Do Designing”
object. (Individual designing of own
isometric drawing/object)
“Plan for it!”
I can plan the designed simple (Individual application of
isometric object. (Orthographic Orthographic Drawing as a
Drawing application) “plan” of the object)
conversion of units of skills in leading them for choosing “Put a detail”
linear measurement and the line of Engineer, Architect or I can interpret the plan by (Indicating of detailed
sample problems be Draftsman in the near future. specifying basic details of a specification on the Object)
solved. drawing. “3D Object –
with a Plan”
(presented with rubric)
I can create a project for the first (Group into 5 or 6 and must
quarter applying the three scaffolds be applied the three scaffolds
or mini-tasks. and/or mini tasks.)

G – To attain the basic

knowledge and skills in
mechanical drafting.
R – To acquire the importance
of proper handling of such
tools, applying the accurate
measurements not only for the
accomplishment of the subject
matter instead applying it to
their everyday leaving.
A – Creating the First Grading
Project as their requirement
would give a great satisfaction
if the learners could defend
their own work and design to
the selected Teachers, and if
possible to the Principal.
S – Upon Finalizing your own
design, meeting with your
Heads is essential to present
your work and be open for the
collaboration and giving
suggestions in satisfying the
needs of the contractor.
P – As an
Engineer/Architect/Draftsman,
how are you going to persuade
and stand in defending your
own design and creation as
well as in accepting the fact
that all of you and your Heads
has a Goal and Objective in
giving service to your
contractors.
S – The Output such as; the
Plan, and the 3D Model and
the way on how the learners
persuade their own designs
based from the standard of
their learning and skills gained
for the whole quarter. These
are the sections on which the
learners would be evaluated
based from the rubric.