Grades 1 to 12 Daily School SAN CRISTOBAL INTEGRATED HIGH SCHOOL Grade Level GRADE 10

Teacher RACHEL C. GRIPON Learning Area TLE – ICT TECHNICAL DRAFTING

Lesson Log Teaching Dates and Time SEPTEMBER 15-19, 2025, M-F, 9:00 TO 11:45 AM Quarter 2ND QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standard Demonstrate understanding on the role and components of architectural working drawings in construction documentation
B. Performance Standard Organized and accurate architectural working drawings based on given specifications and standards

C. Learning Competencies/ LO2. Draw walls, windows, door, fixtures and fittings TLE_IAAW9-12RW-Iva-1
Objectives (Write the LC code
for each.) 1. Define what a floor plan is and explain its importance in architectural drawings.
2. Identify the basic components of a floor plan (walls, doors, windows, stairs, fixtures, dimensions, symbols).
3. Apply drafting standards (lineweights, scale, symbols, title block) in drawing.

(Performance Task) (Performance Task) (Performance Task) (Performance Task)

PLATE No. 3 PLATE No. 3 PLATE No. 3 PLATE No. 3
II. CONTENT Draft Floor Plan
Drafting a Floor Plan Based Drafting a Floor Plan Based Drafting a Floor Plan Based on Drafting a Floor Plan Based on
on Client Request on Client Request Client Request Client Request
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p.15 p.15 p.15 p.15 p.15
2. Learner’s Material pages Pp 6-16 Pp 6-16 Pp 6-16 Pp 6-16 Pp 6-16
3. Textbook pages Technology and Livelihood Technology and Livelihood Technology and Livelihood Technology and Livelihood Technology and Livelihood
Education – ADM- Module 1 Education – ADM- Module Education – ADM- Module 1 Education – ADM- Module 1 Education – ADM- Module 1
1
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources TESDA Drafting NCII Training TESDA Drafting NCII TESDA Drafting NCII TESDA Drafting NCII Training TESDA Drafting NCII Training
Regulations Training Regulations Training Regulations Regulations Regulations

CBLM- Standard drafting CBLM- Standard drafting CBLM- Standard drafting CBLM- Standard drafting CBLM- Standard drafting
manuals or office drawing manuals or office drawing manuals or office drawing manuals or office drawing manuals or office drawing
standards standards standards standards standards
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson.

I. ACTIVITY Present a short client Provide the students Provide the students Provide the students Provide the students
request scenario: with a written client with a written client with a written client with a written client
request scenario: request scenario: request scenario: request scenario:
“A client wants a simple
one-storey house on a “Mr. & Mrs. Santos “Mr. & Mrs. Santos “Mr. & Mrs. Santos “Mr. & Mrs. Santos
10m x 12m lot with 2 purchased a 10m x purchased a 10m x purchased a 10m x 12m purchased a 10m x 12m
bedrooms, 1 toilet & 12m lot. They want a 12m lot. They want a lot. They want a one- lot. They want a one-
bath, a kitchen, dining, one-storey house with one-storey house with storey house with the storey house with the
and living area. The the following the following following requirements: following requirements:
client also wants a small requirements: 2 requirements: 2 2 bedrooms, 1 toilet & 2 bedrooms, 1 toilet &
porch in front.” bedrooms, 1 toilet & bedrooms, 1 toilet & bath, a kitchen, a dining bath, a kitchen, a dining
bath, a kitchen, a bath, a kitchen, a area connected to the area connected to the
Ask students: “What dining area connected dining area connected living room, and a small living room, and a small
spaces should we to the living room, to the living room, porch. They also prefer porch. They also prefer
include in the floor plan? and a small porch. and a small porch. large windows in the large windows in the
Where should we place They also prefer large They also prefer large living area for natural living area for natural
the main entrance?” windows in the living windows in the living lighting.” lighting.”
area for natural area for natural
lighting.” lighting.”

II. ANALYSIS Guide learners in Analyzing Client Analyzing Client Analyzing Client Needs Analyzing Client Needs
analyzing client needs. Needs (10 minutes) Needs (10 minutes) (10 minutes) (10 minutes)

Discuss the role of a  Students read  Students read  Students read the  Students read the
drafter: “A drafter the client the client client request. client request.
translates the client’s request. request.  Teacher guides  Teacher guides
ideas into a technical  Teacher guides  Teacher guides discussion: What discussion: What
drawing that builders discussion: discussion: rooms are rooms are
can follow.” What rooms are What rooms are needed? What is needed? What is
needed? What needed? What the relationship of the relationship of
is the is the each room? How each room? How
relationship of relationship of big should each big should each
each room? each room? space be? space be?
How big should How big should
each space be? each space be? Students make a quick Students make a quick
 Students make list of requirements and list of requirements and
a quick list of bubble sketch (zoning bubble sketch (zoning
 requirements diagram) diagram)
and bubble Students make a
sketch (zoning quick list of
diagram) requirements and
bubble sketch
(zoning diagram)
III. ABSTRACTION Teacher explains Steps Drafting the Floor Drafting the Floor Drafting the Floor Drafting the Floor
in Drafting a Floor Plan Plan (25–30 Plan (25–30 Plan (25–30 minutes) Plan (25–30 minutes)
Based on Client Request minutes) minutes)
 Students draw the  Students draw the
 Students draw  Students draw outline of the lot. outline of the lot.
the outline of the outline of  Lay out walls and  Lay out walls and
the lot. the lot. partitions based partitions based
 Lay out walls  Lay out walls on the client’s on the client’s
and partitions and partitions request. request.
based on the based on the  Add doors,  Add doors,
client’s request. client’s request. windows, and windows, and
 Add doors,  Add doors, fixtures using fixtures using
windows, and windows, and proper symbols. proper symbols.
fixtures using fixtures using  Label each room  Label each room
proper symbols. proper symbols. clearly. clearly.
 Label each  Label each  Include  Include
room clearly. room clearly. dimensions if dimensions if
 Include  Include already already
dimensions if dimensions if introduced. introduced.
already already
introduced. introduced.

IV. APPLICATION Learners (individually resentation

or in groups) draft a  Selected
floor plan based on the students/groups
sample client request present their
drafted floor plan.
 They explain how
their design meets
the client’s needs
(e.g., why kitchen
near dining, why
large windows in
living room).
G. Making generalizations and
abstractions about the lesson
H. EVALUATE Students
Performance will
be evaluated
using score
Rubrics.
I. EXTEND

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
 D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

RACHEL C. GRIPON DR. EDGAR V. TUICO

SUBJECT TEACHER SCHOOL HEAD