Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
 Identify materials and tools for a task LE_IACP7/8UT 0a-1
Lesson No.: Unit III, Chapter 10, Lesson 1: Tools and Duration: 1 hour
Materials in Carpentry
Key Understanding Carpenters use different hand tools in doing their job.
to be Developed A hand tool is an implement that is used and operated by hand. These
tools are implemented because power tools, which are faster and require
less effort, may not always be an option due to unavailability of power or
electricity.
Learning Objectives Knowledge Describe tools and materials
used in carpentry
Skills Prepare tools and materials
for a task
Attitude Observe the proper use of
equipment, tools and utensils.
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review

(5 minutes)
Presentation Activity
Let the students describe what they see in the picture
presented to give them an idea of what they are going to
(5 minutes) study about.

1. What materials and tools do you think are necessary

for each task?
2. What would happen if the wrong materials or tools
are used?"

Analysis 1. How does each tool serve a specific function in

the carpentry process, from measuring and
marking to cutting and finishing?
2. What are the primary purposes of both hand and
(15 minute power tools in different stages of a carpentry
s) project?
3. How do different tools contribute to the
efficiency and precision of carpentry work?
Abstraction
 Which tools are more adept at providing
(10 minutes) accuracy and finer details in woodworking
tasks?
 In what ways do certain tools adapt to various
woodworking tasks? Which tools are more
specialized for particular jobs?
 How do carpenters decide when to use hand
tools versus power tools based on the nature of
the project?
 How have technological advancements
influenced the development of carpentry tools?
 In what ways have modern power tools
improved efficiency and precision in
comparison to traditional hand tools?
 How do different types of wood (boards,
plywood) serve different purposes in various
carpentry projects?
 Which materials are more versatile and suitable
for a wide range of carpentry tasks, and how are
they utilized?
 What materials offer superior strength and
durability in carpentry projects?
 How does the choice of materials impact the
longevity and structural integrity of the final
woodwork?

Practice Application Tool Matching Game:

(10 minutes) Prepare a set of flashcards with images or names of

different tools on one side and their corresponding
functions on the other side. Divide the class into pairs
or small groups and distribute the flashcards. Instruct
the students to match the tools with their functions. This
game will challenge their knowledge of tools and their
uses.
Assessment Level of What will I How will I How will I
Assessment assess assess score
Knowledge MULTIPLE Paper and Pen 1 point each
CHOICE Test

Which of the
following is an
(10 minutes) example of a
cutting tool? a)
Hammer b)
Screwdriver c)
Scissors d) Pliers
Answer: c)
Scissors

What category do
nails and screws
belong to? a)
Measuring tools
b) Cutting tools c)
Fastening
materials d)
Electrical
equipment
Answer: c)
Fastening
materials

What is the
purpose of a
measuring tape?
a) To cut
materials b) To
fasten materials c)
To measure
distances d) To
remove screws
Answer: c) To
measure distances

Which of the
following is an
example of a
safety tool? a)
Pencil b) Drill c)
Safety goggles d)
Paintbrush
Answer: c) Safety
goggles

What is the
purpose of a
screwdriver? a)
To measure
distances b) To
cut materials c)
To fasten
materials d) To
remove screws
Answer: d) To
remove screws
Process or What measures Paper and Pen 5 Points
Skills are typically Test
taken to ensure
the safety and
longevity of both
tools and
materials?
Understand- How important is Paper and Pen 10 ITEMS, 1
ings the maintenance Test POINT EACH
of tools and
materials in
ensuring safety
and efficiency in
the carpentry
process?
Products/
Performances
Assignment Reinforcing Which tools and materials complement each other best
in achieving specific woodworking objectives?
Enriching How do the choice of tools and materials interact and
influence each other in the carpentry process?
(5 minutes) Enhancing In what ways do different materials contribute to the
aesthetics and appearance of the final product?

Preparing for How do the cost and availability of materials influence

the new lesson the choice of materials for a specific project?

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal
Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
 Perform basic preventive maintenance TLE_IACP7/8MT 0c-2
Lesson No.: Unit III, Chapter 10, Lesson 2: Preventive Duration: 1 hour
Maintenance of Carpentry Tools and Equipment
Key Understanding Specifications gives detailed description about the equipment such as the
to be Developed materials used in building in and it’s wattage and voltage requirement.
Dimensions refer to the equipment’s height, width or length and depth.
Capacity specifies the measurements or amount the equipment can hold,
contain, and process per unit time
Learning Objectives Knowledge Understand the principles of
how machines work and the
importance of regular
maintenance in preventing
breakdowns
Skills Calculate the costs of
maintenance and determining
the frequency of maintenance
based on usage.
Attitude Develop technical writing
skills to create maintenance
manuals and reports.
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review
(5 minutes)
Presentation Activity
Let the students answer the K-W-L chart below about
the topic “Preventive Maintenance”
(5 minutes)
KNOW WHAT TO LEARNED
KNOW

Analysis How does preventive maintenance contribute to

extending the lifespan of carpentry tools and preserving
their optimal performance?

(16 minute What specific maintenance tasks are critical in

s) preventing tool degradation and ensuring longevity?

In what ways does regular maintenance reduce costs by

preventing the need for frequent tool replacements?
Abstraction How does preventive maintenance contribute to
efficient resource management within a carpentry
(10 minutes) workshop or professional setting?

How do regular inspections and cleaning routines help

identify and address issues with carpentry tools before
they escalate into major problems?

What are the specific areas/tools that require frequent

cleaning and inspection for optimal functionality?

How does the proper application of lubricants and

calibration techniques contribute to the smooth
operation and accuracy of carpentry tools?

What specific tools benefit the most from proper

lubrication and calibration, and how frequently should
this be performed?

What techniques and tools are used to maintain the

sharpness of cutting tools (e.g., saw blades, chisels)?
How often should these tools be sharpened, and what
impact does sharpening have on their efficiency and
safety?

How does preventive maintenance play a role in

minimizing safety risks associated with carpentry tools?

Practice Application
Performing Basic Preventive Maintenance
(10 minutes) Materials: Various equipment and tools, maintenance
checklist
Significance: Students will apply their knowledge of
basic preventive maintenance by performing actual
tasks on different equipment and tools.
Instructions:
1) Provide students with various equipment and tools.
2) In pairs or small groups, students will choose one
equipment/tool and perform the necessary maintenance
tasks based on a provided maintenance checklist.
3) Students will document their actions and
observations during the maintenance process.
Assessment Level of What will I How will I How will I
Assessment assess assess score
Knowledge
Process or Identify three Paper and Pen 5 points
Skills common Test
maintenance tasks
and explain their
(10 minutes) significance.
Understand-
ings
Products/
Performances
Assignment Reinforcing Research on Preventive Maintenance Best Practices
Enriching Create a presentation summarizing the preventive
maintenance best practices you found and explain their
importance.
(5 minutes) Enhancing Write a reflection on one maintenance task you
performed and discuss how it contributed to the overall
performance and longevity of the equipment/tool.

Preparing for Fill in the blank:

the new lesson Neglecting preventive maintenance can lead to
____________ problems.

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal
Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
 Select measuring instruments TLE_IACP7/8MC 0d-1
Lesson No.: Unit III, Chapter 10, Lesson 3: Mensuration and Duration: 1 hour
Calculation in Carpentry
Key Understanding Measurement tools are critical to making sure that a project is completed
to be Developed with a high quality

Learning Objectives Knowledge Identify linear measuring

instrument appropriate for a
given task
Skills Demonstrate how to properly
measure given materials
Attitude Convert measurement to their
equivalent unit/system
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review

(5 minutes)
Presentation Activity Conduct a classroom debate discussing the advantages
and disadvantages of different linear measuring
instruments. Students can present their arguments and
(5 minutes) counter-arguments to support their chosen instrument.

Analysis What specific measurements are required for the task at

hand (length, width, depth, etc.)?

How precise do these measurements need to be for the

(17 minute task's successful completion?
s)
How does the measuring range of the instrument align
with the required measurements for the task?
Abstraction What level of accuracy or precision is needed, and does
the instrument offer this accuracy within its measuring
(10 minutes) capabilities?

Why is a particular measuring tool (e.g., tape measure,

ruler, caliper, etc.) selected for the specific task?
How does the chosen instrument's design and features
suit the nature of the task (e.g., indoor vs. outdoor,
large-scale vs. fine detail)?
How user-friendly is the chosen measuring tool for the
task's execution?

Are there ergonomic considerations or ease-of-handling

features that make the tool more suitable for the task at
hand?

How does the environment in which the task is

conducted (e.g., outdoor, industrial, precision
workshop) impact the choice of the measuring
instrument?

Is the chosen tool resilient enough to withstand

environmental factors that could affect its accuracy and
durability?

How well does the measuring instrument perform in

various conditions, such as low-light areas, wet
environments, or extreme temperatures, if relevant to
the task?
Practice Application Measuring Objects
Materials: Various objects of different sizes and shapes,
(10 minutes) linear measuring instruments
Significance: This activity allows students to practice
using different linear measuring instruments to measure
objects accurately.
Instructions:
1) Provide each student with a different object to
measure.
2) Students will choose the appropriate linear
measuring instrument to measure their given object.
3) They will record their measurements and convert
them to different units/systems if necessary.
4) Students will compare their measurements with their
classmates and discuss any differences.
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Selection of Student consistently Student generally Student occasionally Student consistently
Measuring Tools selects the most selects appropriate struggles to select chooses
appropriate measuring tools appropriate inappropriate
measuring tool(s) considering the measuring tools, measuring tools that
considering the object's often choosing tools do not suit the
object's characteristics and that are not well- object's
characteristics, precision needs, but suited to the object's characteristics or
precision needs, and with occasional characteristics or precision
task requirements. errors in tool choice precision needs. requirements,
Demonstrates an based on the task Limited displaying a lack of
excellent requirements. understanding of understanding in
understanding of matching tools to tool selection.
which tools suit tasks.
specific
measurement tasks.
Accuracy of Student consistently Student generally Student Student consistently
Measurements achieves highly achieves accurate inconsistently produces inaccurate
accurate measurements, but achieves accurate measurements,
measurements using with occasional measurements, with showing significant
the selected minor errors. Shows noticeable errors in errors and imprecise
measuring tools, proficiency in measurements techniques, resulting
with minimal margin measurement affecting overall in unreliable and
of error. techniques but may precision. Lacks misleading
Demonstrates have slight consistency in measurements.
precise techniques inconsistencies in measurement
and attention to accuracy. techniques and
detail, resulting in shows moderate
accurate inaccuracies.
measurements.
Appropriate Student Student generally Student struggles Student consistently
Technique and demonstrates displays good with handling and mishandles the
Handling excellent handling handling and technique using the measuring tools,
and appropriate technique with the measuring tools, leading to inaccurate
technique with the measuring tools, but leading to measurements.
selected measuring occasional errors or inconsistencies and Shows a lack of
tools, ensuring inconsistencies imprecise understanding in
consistent and impact measurements. tool handling
precise measurement Lacks proficiency in techniques.
measurements. accuracy. Shows tool handling
Follows best understanding of techniques.
practices in tool basic techniques but
handling for lacks consistent
accurate results. application.
Task-specific Student effectively Student shows Student Student displays no
Adaptability adapts the use of moderate demonstrates adaptability in using
measuring tools to adaptability, but limited adaptability different tools for
varying task occasionally in using different varied tasks,
requirements, struggles to choose tools for varied consistently
showing a the most suitable tasks. Choices are choosing the wrong
comprehensive tool for different often inappropriate tools for different
understanding of types of for the task at hand. measurement tasks.
how different tools measurement tasks.
suit different types Displays a general
of measurement understanding but
tasks. lacks depth in
adaptability.
Documentation and Student consistently Student generally Student's Student fails to
Record-Keeping and accurately maintains adequate documentation lacks maintain any
documents documentation but consistency and documentation or
measurement may lack details in detail, providing record-keeping
details, including the recording the minimal information related to
instrument used, instrument used or on the tools used or measurements,
measurements specifics regarding the conditions under providing no
recorded, and any measurement which information on the
specific conditions conditions. measurements were tools used or the
affecting the taken. conditions affecting
measurements. measurements.
Demonstrates
meticulous record-
keeping.

Assessment Level of What will I How will I How will I

Assessment assess assess score
Knowledge
Process or
Skills
Understand-
ings
(10 minutes) Products/ Students will Hands on
Performances choose a recipe Activity RUBRIC
from a cookbook
and convert the
measurements to
a different
unit/system. They
will use
appropriate linear
measuring
instruments to
measure the
ingredients
accurately.
Students will
prepare the recipe
using their
converted
measurements
and evaluate the
results. They will
reflect on the
challenges they
encountered
during the
conversion and
cooking process.
Assignment Reinforcing How well does the measuring instrument perform in
various conditions, such as low-light areas, wet
environments, or extreme temperatures, if relevant to
the task
(5 minutes) Enriching How much training or expertise is required to use the
selected measuring tool effectively for the task?
Enhancing How prone is the chosen tool to human error during
measurements?

Preparing for Are there built-in features or characteristics of the tool

the new lesson that minimize the risk of human error in measurement?

RUBRIC

Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1) Criteria
Selection of Measuring Tools Student consistently selects Student generally selects Student occasionally struggles Student consistently chooses Selection of Measuring Tools
the most appropriate appropriate measuring tools to select appropriate inappropriate measuring tools
measuring tool(s) considering considering the object's measuring tools, often that do not suit the object's
the object's characteristics, characteristics and precision choosing tools that are not characteristics or precision
precision needs, and task needs, but with occasional well-suited to the object's requirements, displaying a lack
requirements. Demonstrates errors in tool choice based on characteristics or precision of understanding in tool
an excellent understanding of the task requirements. needs. Limited understanding selection.
which tools suit specific of matching tools to tasks.
measurement tasks.
Accuracy of Measurements Student consistently achieves Student generally achieves Student inconsistently achieves Student consistently produces Accuracy of Measurements
highly accurate measurements accurate measurements, but accurate measurements, with inaccurate measurements,
using the selected measuring with occasional minor errors. noticeable errors in showing significant errors and
tools, with minimal margin of Shows proficiency in measurements affecting overall imprecise techniques, resulting
error. Demonstrates precise measurement techniques but precision. Lacks consistency in in unreliable and misleading
techniques and attention to may have slight inconsistencies measurement techniques and measurements.
detail, resulting in accurate in accuracy. shows moderate inaccuracies.
measurements.
Appropriate Technique and Student demonstrates Student generally displays Student struggles with handling Student consistently Appropriate Technique and
Handling excellent handling and good handling and technique and technique using the mishandles the measuring Handling
appropriate technique with the with the measuring tools, but measuring tools, leading to tools, leading to inaccurate
selected measuring tools, occasional errors or inconsistencies and imprecise measurements. Shows a lack of
ensuring consistent and precise inconsistencies impact measurements. Lacks understanding in tool handling
measurements. Follows best measurement accuracy. Shows proficiency in tool handling techniques.
practices in tool handling for understanding of basic techniques.
accurate results. techniques but lacks consistent
application.
Task-specific Adaptability Student effectively adapts the Student shows moderate Student demonstrates limited Student displays no Task-specific Adaptability
use of measuring tools to adaptability, but occasionally adaptability in using different adaptability in using different
varying task requirements, struggles to choose the most tools for varied tasks. Choices tools for varied tasks,
showing a comprehensive suitable tool for different types are often inappropriate for the consistently choosing the
understanding of how different of measurement tasks. Displays task at hand. wrong tools for different
tools suit different types of a general understanding but measurement tasks.
measurement tasks. lacks depth in adaptability.
Documentation and Record- Student consistently and Student generally maintains Student's documentation lacks Student fails to maintain any Documentation and Record-
Keeping accurately documents adequate documentation but consistency and detail, documentation or record- Keeping
measurement details, including may lack details in recording providing minimal information keeping related to
the instrument used, the instrument used or on the tools used or the measurements, providing no
measurements recorded, and specifics regarding conditions under which information on the tools used
any specific conditions measurement conditions. measurements were taken. or the conditions affecting
affecting the measurements. measurements.
Demonstrates meticulous
record-keeping.

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal

Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
Analyze signs, symbols and data LE_IACP7/8ID 0f-1
Lesson No.: Unit III, Chapter 11, Lesson 1:Carpentry Duration: 1 hour
Drawing Signs and Symbols
Key Understanding A Technical drawing is an illustration that contains the dimensions and graphical
to be Developed information that a contractor can use as guide in constructing a given work.

Learning Objectives Knowledge Explain the importance of

signs, symbols and data in a
carpentry plan
Skills Draw the signs and symbols
used in a carpentry plan
Attitude Interpret the signs and
symbols in a carpentry plan
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review

(5 minutes)
Presentation Activity

(5 minutes)

Let the students analyze the picture

Guided Questions:
1. Can you identify the different signs and symbols
based on the image?
2. Where do you usually see these signs?
3. What is the importance of knowing these signs
and symbols?
Analysis What are the common signs and symbols used in
carpentry drawings, and what do they represent?

How do carpenters interpret these symbols to

(18 minute understand dimensions, materials, or specific techniques
s) in the drawing?
How standardized are these symbols across different
carpentry plans and drawings?
Abstraction What measures exist to ensure consistency and accuracy
in interpreting these symbols across various carpentry
(10 minutes) projects?

How do these signs and symbols simplify the

communication of technical information in carpentry
plans?

What specific information or instructions do these

symbols convey to carpenters during construction or
woodworking tasks?

How do these symbols contribute to precision and

accuracy in understanding dimensions and requirements
for carpentry projects?

In what ways do they assist in preventing errors or

misinterpretations during the construction phase?

How have modern technological advancements

influenced the use and adaptation of signs and symbols
in carpentry drawings?
Are there emerging trends or tools affecting the usage
of traditional symbols in carpentry plans?

Are there variances or differences in symbols used in

carpentry drawings across different regions or
countries?

How do these regional differences impact interpretation

or understanding of technical drawings in international
carpentry projects?
Application Design Your Own Carpentry Plan

(10 minutes) Students will design their own carpentry plan for a
small project such as a wooden box or shelf. They will
incorporate signs, symbols, and data in their plan and
present it to the class.
RUBRIC:
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Plan Clarity and Student The plan is well- The plan lacks The plan is
Detail demonstrates detailed, some necessary significantly
exceptional providing details and clarity lacking in detail,
clarity and detail adequate in measurements precision, and
in the carpentry measurements or instructions, clarity, making it
plan, including and instructions; causing challenging to
precise however, minor ambiguity or comprehend or
measurements, inconsistencies requiring implement
clear or lack of clarity additional effectively.
instructions, and in annotations interpretation for
comprehensive may be present. successful
annotations, execution.
allowing for
precise
execution.
Creativity and Student The plan There are limited The plan lacks
Innovation showcases demonstrates creative creativity and
exceptional creativity and elements or innovation,
creativity, some innovation innovative design featuring largely
innovative in design, but concepts within conventional,
design, or unique ideas may lack the plan, with mundane, or
solutions within consistency or conventional or copied design
the carpentry originality across less imaginative elements.
plan, displaying the entire plan. ideas
original and predominating.
inventive
concepts.
Practicality and The plan displays The plan is There are some The plan lacks
Feasibility exceptional generally impractical practicality and
practicality, practical and elements in the feasibility, with
demonstrating a feasible but may plan, showing unrealistic or
highly feasible overlook certain limited impractical
design that real-world consideration for design elements
accounts for constraints or material that hinder
material require availability or successful
availability, adjustments for construction implementation.
construction practical constraints,
methods, and execution. needing
realistic significant
implementation. revisions for
implementation.
Accuracy of The plan includes The plan provides The plan contains The plan
Measurements highly accurate mostly accurate noticeable errors consistently
and precise measurements, in includes
measurements, but occasional measurements, inaccurate
ensuring minimal inconsistencies affecting measurements,
margin of error in or minor errors in precision and significantly
dimensions, dimensions potentially impacting
angles, and might be present, causing precision and
structural details. impacting inaccuracies hindering
precision. during execution. successful
implementation.
Documentation Student The plan includes There is limited The plan lacks
and Explanation thoroughly adequate documentation essential
documents and documentation and explanation, documentation
explains each and explanations with insufficient and explanations,
aspect of the but may lack details or clarity providing
plan, providing details or clarity in annotations, minimal guidance
clear, concise, in certain areas, making or details,
and requiring comprehension leading to
comprehensive additional and execution confusion in
annotations that interpretation for challenging. execution.
facilitate execution.
understanding
and execution.

Assessment Level of What will I How will I How will I

Assessment assess assess score
Knowledge Explain the Paper and Pen 5 points
importance of Test
signs and symbols
in a carpentry
plan.
(10 minutes) Process or Give an example Paper and Pen 1 point each
Skills of how Test
misinterpreting a
sign or symbol
can lead to errors
in a carpentry
plan.
Understand- How can you Paper and Pen 5 points
ings distinguish Test
between different
signs and symbols
used in a
carpentry plan??
Products/ Students will visit Hands on
Performances a local carpentry Activity RUBRIC
workshop to
observe how
signs, symbols,
and data are used
in actual
carpentry
projects. They
will document
their observations
and share their
insights with the
class.
Assignment Reinforcing How do these signs and symbols facilitate better
communication and collaboration among carpenters,
architects, and other professionals involved in
construction projects?
(5 minutes) Enriching In what ways do they aid in effective transfer of
information between different stakeholders in the
construction process?
Enhancing How did the signs, symbols, and data used in the
famous carpentry projects contribute to their success
and functionality?

Preparing for Research on Famous Carpentry Projects

the new lesson

RUBRIC:
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Plan Clarity and Student demonstrates exceptional clarity and detail in the The plan is well-detailed, providing adequate The plan lacks some necessary details and The plan is significantly lacking in detail, precision,
Detail carpentry plan, including precise measurements, clear measurements and instructions; however, minor clarity in measurements or instructions, and clarity, making it challenging to comprehend or
instructions, and comprehensive annotations, allowing for inconsistencies or lack of clarity in annotations may causing ambiguity or requiring additional implement effectively.
precise execution. be present. interpretation for successful execution.
Creativity and Student showcases exceptional creativity, innovative design, or The plan demonstrates creativity and some There are limited creative elements or The plan lacks creativity and innovation, featuring
Innovation unique solutions within the carpentry plan, displaying original innovation in design, but ideas may lack consistency innovative design concepts within the plan, largely conventional, mundane, or copied design
and inventive concepts. or originality across the entire plan. with conventional or less imaginative ideas elements.
predominating.
Practicality and The plan displays exceptional practicality, demonstrating a The plan is generally practical and feasible but may There are some impractical elements in the The plan lacks practicality and feasibility, with
Feasibility highly feasible design that accounts for material availability, overlook certain real-world constraints or require plan, showing limited consideration for unrealistic or impractical design elements that
construction methods, and realistic implementation. adjustments for practical execution. material availability or construction hinder successful implementation.
constraints, needing significant revisions for
implementation.
Accuracy of The plan includes highly accurate and precise measurements, The plan provides mostly accurate measurements, The plan contains noticeable errors in The plan consistently includes inaccurate
Measurements ensuring minimal margin of error in dimensions, angles, and but occasional inconsistencies or minor errors in measurements, affecting precision and measurements, significantly impacting precision
structural details. dimensions might be present, impacting precision. potentially causing inaccuracies during and hindering successful implementation.
execution.
Documentation and Student thoroughly documents and explains each aspect of the The plan includes adequate documentation and There is limited documentation and The plan lacks essential documentation and
Explanation plan, providing clear, concise, and comprehensive annotations explanations but may lack details or clarity in explanation, with insufficient details or clarity explanations, providing minimal guidance or details,
that facilitate understanding and execution. certain areas, requiring additional interpretation for in annotations, making comprehension and leading to confusion in execution.
execution. execution challenging.

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal
Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
 Interpret technical drawings and plans TLE_IACP7/8ID 0f-2
Lesson No.: Unit III, Chapter 11, Lesson 2: Interpreting Duration: 1 hour
Technical Drawings and Plans in Carpentry
Key Understanding Drawing is one of the most basic visual communication types. It is used
to be Developed to capture easily recognizable objects and actions from everyday life.

Learning Objectives Knowledge Explain freehand sketching

Skills Draw a carpentry plan cased
on a specific job
Attitude Recognize different carpentry
symbols and signs in carpentry
plan.
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review

(5 minutes)
Presentation Activity
Perform the following
(5 minutes)
activity:
Identify which among
the following PECs
do you think you have
(which, therefore, can
be
considered as your
strengths). List them
down in the left
column. Then identify
which among
the following PECs
you do not have or
must still improve or
develop. List them
down in the
right column.
open-minded
innovator committed
risk taker
goal setter problem
solver income
oriented hard worker
planner creative
disciplined
collaborator sociabl
SCAVENGER HUNT
Let the students do the game, SCAVENGER HUNT.

Analysis -
How proficient are carpenters in identifying and
understanding the symbols and conventions used in
technical drawings related to carpentry?
(10 minutes) What methods or resources are available to aid in
interpreting less common symbols or conventions?

How standardized and consistent are these symbols

across different carpentry plans and drawings?
Abstraction
What measures exist to ensure uniformity and accuracy
(10 minute in interpreting these symbols across various carpentry
s) projects?

How well do carpenters interpret and convert

measurements, dimensions, and scales indicated in
technical drawings into accurate physical carpentry
structures?

What practices or tools aid in ensuring precise

translations from drawings to real-world construction?

How do carpenters account for tolerances and precision

requirements indicated in technical drawings during the
construction phase?

In what ways are errors in measurements or

dimensional interpretations minimized to ensure
accurate construction?

How effectively do carpenters comprehend complex or

detailed technical drawings, understanding the design
intent and specifications?

Are there particular challenges or strategies in

interpreting drawings involving intricate or
unconventional designs?

Practice Application Freehand Sketching of a Carpentry Plan

Materials: Pencils, erasers, rulers, paper

(15 minutes) Significance: This activity allows students to practice freehand
sketching and apply their knowledge of carpentry symbols and
signs.
Instructions:
1) Provide students with a specific job or project, such as building
a bookshelf or bench.
2) Instruct students to create a carpentry plan for the given job,
including accurate measurements and appropriate symbols and
signs.
3) Encourage students to use freehand sketching techniques and to
consult their notes or references on carpentry symbols and signs.

RUBRIC:
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Accuracy and Student The sketch is The sketch shows The sketch lacks
Precision demonstrates generally basic accuracy accuracy and
exceptional accurate and but contains precision, with
accuracy and precise, but noticeable errors significant errors
precision in the minor in proportions in proportions
freehand sketch, inconsistencies and dimensions, and dimensions,
capturing details, or slight errors in impacting the making it
dimensions, and proportions and clarity and challenging to
proportions dimensions may interpretation of interpret or
accurately, be present. the plan. execute the plan.
allowing for clear
interpretation
and execution.
Clarity and Detail The sketch The sketch The sketch lacks The sketch lacks
exhibits generally some essential overall clarity
exceptional provides details and clarity and detail, with
clarity and detail, adequate clarity in annotations, minimal or no
including and detail, but causing annotations,
comprehensive certain confusion in hindering
annotations, annotations or understanding comprehension
labels, and clear labels may lack specific elements of the plan.
demarcation of clarity, leading to within the plan.
different minor confusion
elements, in interpretation.
ensuring ease of
understanding.
Creativity and Student displays The sketch There are limited The sketch lacks
Innovation exceptional demonstrates creative creativity and
creativity and creativity and elements or innovation,
innovation in the some innovation innovative design featuring largely
sketch, but may lack concepts within conventional,
showcasing consistency or the sketch, with mundane, or
original and originality across conventional or copied design
inventive design the entire plan or less imaginative elements.
elements, layout, in specific design ideas
or solutions elements. predominating.
within the
carpentry plan.
Practicality and The sketch The sketch is There are some The sketch lacks
Feasibility displays generally impractical practicality and
exceptional practical and elements in the feasibility, with
practicality, feasible but may sketch, showing unrealistic or
showcasing a overlook certain limited impractical
highly feasible real-world consideration for design elements
design that constraints or material that hinder
accounts for require availability or successful
material adjustments for construction execution.
availability, practical constraints,
construction execution. needing
methods, and significant
realistic revisions for
implementation. implementation.
Documentation Student The sketch There is limited The sketch lacks
and Explanation thoroughly includes documentation essential
documents and adequate and explanation, documentation
explains each documentation with insufficient and explanations,
aspect of the and explanations details or clarity providing
sketch, providing but may lack in annotations, minimal guidance
clear, concise, details or clarity making or details,
and in certain areas, comprehension leading to
comprehensive requiring and execution confusion in
annotations that additional challenging. execution.
facilitate interpretation for
understanding execution.
and execution.

Assessment Level of What will I assess How will I How will I

Assessment assess score
Knowledge What is the purpose Paper and Pen 5 points
of freehand sketching Test
in carpentry?

How can recognizing

(10 minutes) different carpentry
symbols and signs
contribute to the
success of a
construction project?
Process or
Skills
Understand-
ings
Products/
Performances FUH Conte
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HVRI izatiC
RITE
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HQWH
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be used
for the
upcomi
ng
program
on
stage.
Each
member
of the
class
will be
required
to
make an
instructi
onal
video
presenta
tion
about
the
various
farm
tools
you
have
learned
so far.
You are
to
choose
three
tools
only.
Then in
your
video,
you
must do
the
followin
g:
•
Identify
the
name of
each
tool.
•
Describ
e the
use and
physical
appeara
nce of
each
tool.
•
Demons
trate
how
each
tool is
used
measure
the farm
surface
of a
land to
be
planted
with
coconut
intercro
pped
with
other
perennia
l crops.
The
compan
y you
are
working
for
would
like an
estimate
of the
number
of
coconut
s and
perennia
l crops
to
purchas
e. You
are to
create
a plan
and
calculat
e the
distance
s
between
the
coconut
s from
each
other
and
from the
perennia
l
crops.
You are
also to
calculat
e the
estimate
d the
number
of plants
needed
to
occupy
the farm
Assignment Reinforcing What are some challenges you encountered while
creating your carpentry plan?
Enriching How does freehand sketching differ from using drafting
tools?
(5 minutes)

Enhancing
research the steps in
converting from the
metric system to the
English system
and vice versa. Write
all your answers on a
clean sheet of pad
paper. Each group
member will be
required to cooperate
and have individual
output
Why is it important to include accurate measurements in
a carpentry plan?
Preparing for Research and write a short essay on the history and
the new lesson evolution of carpentry symbols and signs.

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal
Name of Teacher: Jhay Rensal Grade Level: 8

Learning Area: TLE-8 Quarter: 4

Learning Competency:
 Identify hazards and risks TLE_IACP7/8ID 0i-1
Lesson No.: Unit III, Chapter 12, Lesson 1: Hazards and Duration: 1 hour
Risks
Key Understanding Hazards are workplace dangers from a variety of sources and examples
to be Developed are any object, method, or behavior that can potentially hurt or cause an
adverse health effect on a person or damage property.
Learning Objectives Knowledge Identify hazards and risks
Skills Control hazards and risks
Attitude Promote safety regulations in
the workplace
Resources Needed TLE for Lifelong Learning, Book 4, Laptop, Projector, Visual Aids
Preparation Introductory  Prayer
Activity  Checking of Attendance
 Review

(5 minutes)
Presentation Activity
Perform the following
(5 minutes)
activity:
Identify which among
the following PECs
do you think you have
(which, therefore, can
be
considered as your
strengths). List them
down in the left
column. Then identify
which among
the following PECs
you do not have or
must still improve or
develop. List them
down in the
right column.
open-minded
innovator committed
risk taker
goal setter problem
solver income
oriented hard worker
planner creative
disciplined
collaborator sociabl
Let the students watch the video and answer the guided
questions
https://www.youtube.com/watch?v=FBxU9A6W6Vw

1. How are safety regulations communicated to

employees? Are there specific training
programs, workshops, or orientations conducted
to ensure awareness?
2. What strategies are in place to ensure that
employees are familiar with and understand
these safety regulations?

Analysis -
How is compliance with safety regulations monitored
within the workplace?

(10 minutes) Are there regular audits, inspections, or assessments

conducted to ensure adherence to these regulations?

How effective are safety training programs in ensuring

that employees comprehend and implement safety
regulations in their work routines?
Abstraction
Are there feedback mechanisms or assessments used to
(11 minute evaluate the effectiveness of these training programs?
s)
How are employees updated about changes or updates
in safety regulations?

Is there a mechanism for ongoing education to keep

employees informed and updated on new safety
protocols or regulations?

How ingrained is a culture of safety within the

workplace?

Are safety practices integrated into daily operations and

discussions, and are employees actively encouraged to
voice safety concerns?

To what extent are employees involved in the creation

or improvement of safety regulations?

Is there a feedback loop allowing employees to

contribute suggestions or concerns regarding safety
measures?
How clear and accessible are the safety regulations to
all employees?
Are these regulations written in a manner easily
comprehensible to all levels of the workforce?

What communication channels are available for

employees to address safety concerns or report
incidents related to non-compliance?
How efficient and responsive are these channels?

What measurable impact have safety regulations had on

reducing incidents or accidents in the workplace?

Is there data available on incident reduction or safety

improvements post-implementation of these
regulations?

Practice Application
Role-Playing
(15 minutes)
Instructional Materials:
Role-play scenarios, props

Divide the students into groups and assign each group a

different workplace scenario. They will act out the
scenario, identifying hazards and risks, and discussing
ways to control and promote safety.

RUBRIC:
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Identification of Student The identification of The identification is The identification is
Hazards and Risks demonstrates hazards and risks is basic and includes limited, covering
exceptional ability to generally most common only the most
identify and comprehensive, hazards and risks but obvious hazards and
enumerate various encompassing a lacks depth or may risks while missing
hazards and risks wide range of miss several significant potential
within a given potential threats but important or less threats.
environment or might overlook a few common risks.
scenario, covering a less common risks.
comprehensive
range of potential
threats. Includes rare
or overlooked risks.
Analysis of Risks Student thoroughly The analysis of risks The analysis is basic, The analysis is
analyzes the is generally well- touching upon limited, with
identified hazards done, considering likelihood and superficial
and risks, evaluating likelihood and severity, but lacks consideration of
their likelihood, severity, but might depth in evaluating likelihood and
potential severity, lack some depth in the potential impact severity, lacking
and their impact on the evaluation of of risks on the substantial insights
the workplace or specific risks' environment or into the risks'
environment. Offers impacts on the workplace. impacts.
nuanced insights workplace.
into risk levels.
Strategies for Risk Student presents a The strategies for The strategies for The strategies for
Control wide array of risk control are risk control are basic risk control are
comprehensive generally effective, and encompass limited, offering
strategies to control including preventive common preventive basic, common
identified risks, measures and measures and preventive measures
including preventive controls, but may controls, lacking without
measures, controls, lack some innovative innovative or comprehensive or
and mitigation or less conventional comprehensive effective solutions.
strategies, solutions. solutions.
demonstrating
innovative and
effective solutions.
Safety Promotion Student displays The safety The safety The safety
Strategies exceptional promotion strategies promotion strategies promotion strategies
understanding and are generally are basic, covering are limited, with
creativity in effective, common superficial discussion
discussing safety encompassing communication and and lacking
promotion communication, training methods, comprehensive
strategies, training, and culture but missing some communication and
integrating a variety enhancement essential or training methods.
of communication methods, but may innovative
methods, training, lack depth in some approaches.
and workplace areas.
culture
enhancements.

Assessment Level of What will I assess How will I How will I

Assessment assess score
Knowledge
Process or
Skills
Understand- Give an example of a Paper and Pen 5 points
ings safety regulation and Test
(10 minutes) explain how it
promotes workplace
safety.
Products/
Performances FUH Conte
DWH nt &
VDPSO Organ
HVRI izatiC
RITE
DF RIA
HQWH
USLHF
HÀR
UDO
DUUD
QJHPH
QW
WR
be used
for the
upcomi
ng
program
on
stage.
Each
member
of the
class
will be
required
to
make an
instructi
onal
video
presenta
tion
about
the
various
farm
tools
you
have
learned
so far.
You are
to
choose
three
tools
only.
Then in
your
video,
you
must do
the
followin
g:
•
Identify
the
name of
each
tool.
•
Describ
e the
use and
physical
appeara
nce of
each
tool.
•
Demons
trate
how
each
tool is
used
measure
the farm
surface
of a
land to
be
planted
with
coconut
intercro
pped
with
other
perennia
l crops.
The
compan
y you
are
working
for
would
like an
estimate
of the
number
of
coconut
s and
perennia
l crops
to
purchas
e. You
are to
create
a plan
and
calculat
e the
distance
s
between
the
coconut
s from
each
other
and
from the
perennia
l
crops.
You are
also to
calculat
e the
estimate
d the
number
of plants
needed
to
occupy
the farm
Assignment Reinforcing Students will conduct a hazard analysis of their own
home or a chosen workplace, identifying potential
hazards and risks, and proposing control measures.
They will submit a report detailing their findings and
(5 minutes) recommendations.
Enriching Identify three hazards and risks in your chosen
workplace or home and propose control measures for
each.

Enhancing
research the steps in
converting from the
metric system to the
English system
and vice versa. Write
all your answers on a
clean sheet of pad
paper. Each group
member will be
required to cooperate
and have individual
output
Students will create a proposal for a safety campaign in
their school or community, focusing on a specific hazard
or risk. They will outline the objectives, activities, and
materials needed for the campaign.
Preparing for Describe the hazard or risk you chose for your safety
the new lesson campaign proposal and explain how your campaign will
promote safety regulations to address it.

Prepared by: Jhay Rensal

Teacher

Noted by: Mrs. Rebecca R. Duran

JHS Principal