DAILY LESSON PLAN

School SIKATUNA NATIONAL HIGH SCHOOL Grade Level Grade 10

Shielded Metal Arc Welding
Teacher JOHN DEXTER S. JALA Learning Area
Teaching Dates and
Quarter 1ST
Time ( 2 hours)

Day 1
TOPIC: Personal Entrepreneurial Characteristics (PECs)
I. Objectives 1. Identify and explain different Personal Entrepreneurial Characteristics (PECs).
2. Assess one's PECs and identify areas for improvement.
3. Appreciate the value of PECs in becoming a successful welder-entrepreneur.
1. Content Standards The learner demonstrates understanding of Personal Entrepreneurial Characteristics (PECs) that are important for
developing and maintaining a welding enterprise.
2. Performance Standards The learner independently assesses his/her PECs and aligns them with those of a successful entrepreneur in the welding
industry.

3. Learning Competencies Analyze personal entrepreneurial competencies and skills needed in welding.
Code: TLE\_IA9-12PEC-Ia-1

II. CONTENT

III. LEARNING RESOURCES

A. References
1.Curriculum Guide pages Refer to pages 4–7 (Core Competencies), and particularly pages under "Personal Entrepreneurial Competencies (PECs)",
usually found near the beginning of the SMAW NC I curriculum (around page 3 or 4 of the module or guide).
2. Learner’s Materials pages
3.Textbook pages SHIELDED METAL ARC WELDING LEARNER’S MATERIAL: MODULE 1- Page 1-2
4.Additional Resources
5.Other Learning materials Whiteboard, Whiteboard Marker, LCD Projector, Self-Assessment Checklist of PECs
IV. PROCEDURES
A. Presenting the new lesson 1. Show a short video or picture of a successful welding business owner.
2. Ask: “What qualities or attitudes do you think made this welder successful?
B. Establishing a purpose for the lesson “Before we handle tools and machines, let us first assess ourselves. Do we have what it takes to be a successful
or presenting new lesson entrepreneur in welding?”
 Emphasize the importance of PECs in running a welding business or working efficiently in the industry.

C. Presenting Examples/instances of the Discuss and define each PEC, giving real-life examples:
new lesson
Hardworking – Finishing welding projects ahead of time
Self-confidence – Taking initiative in solving welding problems
Goal-oriented – Planning to set up a small welding shop in the future
Risk-taker – Investing in new tools or accepting challenging projects
Persistence – Not giving up despite failures or mistakes in projects
Committed – Ensuring client satisfaction in output
Copes with failure– Learns from welding mistakes and finds solutions
Opportunity seeker – Looks for potential welding services in the community
Building Own Strength
Developing confidence and resilience in one's abilities to handle challenges and pursue goals.
Real-Life Example: An athlete who faces losses but keeps training to improve their performance, knowing that
persistence is key to success.
Able to Cope with Uncertainty
The ability to stay calm and make decisions even when faced with unpredictable situations.
Real-Life Example: A restaurant manager handling a sudden rush of customers during a power outage, quickly adapting
and ensuring service continues smoothly.
Setting Own Standards
Establishing personal benchmarks or goals to measure one's own success and performance.
Real-Life Example: A student who sets a goal of scoring at least 90% on every exam, holding themselves accountable to
that personal standard.
Willingness to Listen
Being open and attentive to others' perspectives and feedback.
Real-Life Example: A team leader who listens carefully to team members’ suggestions and concerns before making
decisions, ensuring all voices are heard.
Initiative
Taking proactive steps or action without waiting for instruction.
Real-Life Example: A worker who notices a small issue, like a leaky faucet, and fixes it without being asked, showing
responsibility and foresight.
Open to Feedback
Being receptive to constructive criticism and using it to improve performance.
Real-Life Example: A carpenter receives feedback about the quality of their work and makes the necessary adjustments to
ensure better results in the future.
Future-Oriented
 Focusing on long-term goals and planning for future success rather than just immediate rewards.
Real-Life Example: A college student choosing to study hard for exams instead of partying, knowing that good grades
will open doors for future opportunities.
Profit-Oriented
Understanding the importance of making decisions that contribute to financial or organizational success.
Real-Life Example: An entrepreneur creating a business plan that carefully evaluates cost-cutting strategies and
marketing efforts to increase profits in the first year of operation.

D. Discussing new concepts and Questscussion (Question and Discussion) Activity

practicing new skills #1
Ask guiding questions:

1. What PECs do you think you already possess?

2. Which PEC do you find difficult to practice? Why?
3. How do you think PECs help a welder become successful?
4. Can a welder be successful even if he doesn’t have all these PECs?
E. Discussing new concepts and PECs Self-Assessment Checklist. Ask learners to answer honestly and then pair up to share their top 3 and bottom 3 PECs.
practicing new skills #2

F. Developing mastery Each group of students will perform removal of welding defects
G. Finding practical applications of Interview and write
concepts and skills in daily living The students ask to conduct interview to the different welding shop using this question, what is your common technique
use in removing welding defects?
H. Making generalization and abstraction Based on the discussions and activities presented, what safety measures must always be considered in removal of welding
about the lesson defects?
Having a good grasp of these PECs can make you more adaptable, reliable, and efficient in the workplace. They will not
only help you succeed in a professional setting but also enhance your personal growth and self-awareness. Keep working
on developing these skills, and you'll be well-prepared for future challenges, both in school and in your career.

I. Evaluating learning Group Reporting

Group Task:
Divide the class into 4 groups. Assign each group 2 PECs. They must:

 Define each PEC

 Give an example related to welding
 Share a famous welder or entrepreneur with this trait
 Present their output via chart/poster or skit
 Rubric for Reporting:

Clarity of Explanation – 10 points

Relevance to Welding – 10 points
Creativity – 5 points
Teamwork – 5 points
Total: 30 points
J. Additional activities for application Direction: The leaders will facilitate peer teaching for those members of their group unable to mastered the activity
V.REMARKS
VI. REFLECTION
A. No. learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did remedial lesson 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 this work?
F. What difficulties did 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:

JOHN DEXTER S. JALA LEONOR T. APALE

Smaw Teacher School Principal
 DAILY LESSON PLAN SIKATUNA NATIONAL HIGH SCHOOL
School Grade Level Grade 11
Shielded Metal Arc Welding
Teacher JOHN DEXTER S. JALA Learning Area
Teaching Dates and
Quarter 1ST
Time (2 hours)

Day _
TOPIC/S: 6S Lean in Workplace
I. Objectives At the end of the lesson, the learners should be able to:

1. Define the 6S Lean methodology and its importance in the welding workplace.
2. Identify and explain each of the 6S components.
3. Apply 6S principles in organizing and maintaining a safe and efficient welding area.
1. Content Standards The learner demonstrates understanding of the principles of 6S as applied in the welding workplace to promote safety,
cleanliness, and productivity.
2. Performance Standards The learner consistently applies 6S lean workplace principles in maintaining a clean, organized, and hazard-free welding
workspace.
3. Learning Competencies Apply 5S/6S procedures in the workplace.
Code: TLE\_IAWELD11/12-OI-Ia-1
II. CONTENT
III. LEARNING RESOURCES

A. References - SMAW Curriculum Guide (TVL – Grade 11/12)

- TESDA SMAW NC I Training Regulations
1.Curriculum Guide pages TLE Industrial Arts Welding, Grade 11/12, page 5
2. Learner’s Materials pages a. K to 12 SMAW Learner’s Module (NC II)
b. Video clip or poster of 6S implementation in an industrial setting
c. Whiteboard and markers
d. Printed 6S checklist
e. Sample welding shop layout (printed or drawn)
f. LDC projector
3.Textbook pages
4.Additional Resources
5.Other Learning materials SHIELDED METAL ARC WELDING LEARNER’S MATERIAL: MODULE 1
IV. PROCEDURES
A. Presenting the new lesson 1. Show a short video clip or image of a messy vs. organized welding shop.

2. Ask: “Which of the two shops do you think is safer and more productive? Why?”

B. Establishing a purpose for the lesson Say: “In every welding shop, safety and efficiency are a must. Today, we’ll explore how the 6S Lean methodology helps
or presenting new lesson keep our workplace clean, safe, and ready for action.”
Write on the board: 6S = Sort, Set in Order, Shine, Standardize, Sustain, Safety.

C. Presenting Examples/instances of the Show sample verbal instructions:

new lesson
> "Please set up the welding machine to 120 amps and start tacking the metal plates."

Show sample written notices:

> “Job Order #045: Weld 3F Vertical Fillet, Material: Mild Steel, Electrode: E6011”

Discuss with students how they would respond or act.

Discuss each component of 6S with practical examples:

1. Sort (Seiri)- Remove unused tools or materials from the welding area.
2. Set in Order (Seiton)- Arrange tools and materials properly (e.g., welding rods, gloves, clamps).
3. Shine (Seiso)- Clean the workspace daily – wipe down welding tables, check for debris.
4. Standardize (Seiketsu)- Create a checklist for maintaining cleanliness and order.
5. Sustain (Shitsuke)- Make 6S a habit; check daily if rules are followed.
 6. Safety (Anzen)- Ensure all PPE is available and used; hazards are identified and removed.

D. Discussing new concepts and Show photos or diagrams that demonstrate these practices in real welding shops.
practicing new skills #1

E. Discussing new concepts and Spot the Hazard/s

practicing new skills #2

F. Developing mastery QUESTCUSSION (Question + Discussion)

Ask learners the following and discuss:

1. What might happen in a welding shop that doesn’t practice 6S?

2. Which part of 6S do you think is most challenging? Why?
3. How can 6S help you finish your welding project more efficiently?

G. Finding practical applications of

concepts and skills in daily living

H. Making generalization and abstraction Based on the discussions and activities presented, what safety measures must always be considered in removal of welding
about the lesson defects?

I. Evaluating learning Group Reporting

 Group Task:
Divide the class into 4 groups. Assign each group 2 PECs. They must:

a. Define each PEC

b. Give an example related to welding
c. Share a famous welder or entrepreneur with this trait
d. Present their output via chart/poster or skit

Rubric for Reporting:

Clarity of Explanation – 10 points
Relevance to Welding – 10 points
Creativity – 5 points
Teamwork – 5 points
Total: 30 points
J. Additional activities for application Direction: The leaders will facilitate peer teaching for those members of their group unable to mastered the activity.
V.REMARKS
VI. REFLECTION
A. No. learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did remedial lesson 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 this work?
F. What difficulties did 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:

JOHN DEXTER S. JALA LEONOR T. APALE

Smaw Teacher School Principal
 DAILY LESSON PLAN SIKATUNA NATIONAL HIGH SCHOOL
School Grade Level Grade 9
Shielded Metal Arc Welding
Teacher JOHN DEXTER S. JALA Learning Area
Teaching Dates and
Quarter 1ST
Time (4 hours)

Day _
TOPIC: Personal Protective Equipment (PPE) and Safe Welding Practices
I. Objectives a. Identify and explain different types of Personal Protective Equipment (PPE) used in welding.
b. Apply safe welding practices by properly using PPE.
1. Content Standards The learner demonstrates understanding of the importance of PPE and safe work habits in performing shielded metal arc
welding tasks.
2. Performance Standards The learner independently demonstrates safe welding practices and correctly uses PPE during welding activities in
accordance with safety guidelines and industry standards.

3. Learning Competencies LO 1: Observe safety precautions (TLE_IAWELD9-12OS-Ia-1)

a. Identify hazards and risks.

b. Identify and use appropriate PPE.
c. Practice proper handling and storage of materials.

LO 2: Use appropriate PPE in accordance with job requirements and safety regulations.

II. CONTENT
a. Types of Personal Protective Equipment (PPE) for SMAW
b. Safe work practices in the welding area
c. Common hazards in SMAW and how to avoid them
d. Safety signage and first-aid awareness

III. LEARNING RESOURCES

A. References
1.Curriculum Guide pages TLE K to 12 Curriculum Guide Grade 11 (SMAW NC II), pages 11–15
2. Learner’s Materials pages TESDA SMAW NC II Training Regulations
3.Textbook pages
4.Additional Resources  reddit.com+15henlex.com+15weldtalksaustralia.wordpress.com+15weldwins.com.
 henlex.com+1gz-supplies.com+1.
 en.wikipedia.org+2en.wikipedia.org+2en.wikipedia.org+2
 en.wikipedia.org+2en.wikipedia.org+2en.wikipedia.org+2
 en.wikipedia.org+1en.wikipedia.org+1
 stepsto.com.au+2en.wikipedia.org+2seton.co.uk+2
 weldwins.com+2stepsto.com.au+2elhs.co.uk+2

5.Other Learning materials SHIELDED METAL ARC WELDING LEARNER’S MATERIAL: NC II

IV. PROCEDURES
A. Presenting the new lesson Begin with a short video or presentation showing different types of welding-related accidents and how they could have
been prevented using PPE.

Question to prompt discussion:

“What do you think could have prevented these accidents?”
B. Establishing a purpose for the lesson
or presenting new lesson Explain that welding is one of the most hazardous skilled trades and that wearing the right PPE is not optional but a life-
saving requirement. Relate it to safety at home and in the community.

C. Presenting Examples/instances of the Show actual examples or pictures of welding PPE (e.g., welding helmet, gloves, apron, safety boots, goggles, ear
new lesson protection, respirator).

Discuss:

a. Purpose of each item

b. When and how each should be used
c. Proper maintenance of PPE
d. Workplace safety rules and hazard signs

D. Discussing new concepts and 👁️Eye & Face Protection

practicing new skills #1 Welding Helmet
Purpose: Shields eyes, face, and neck from intense UV/IR light (arc eye), sparks, heat, and debris
When & How: Always during arc welding (SMAW, MIG, TIG). Use auto-darkening for convenience or passive lenses
with proper shade for fixed-shade helmets .

Safety Glasses / Goggles

Purpose: Protect against flying particles, grinding debris, or arcs when helmet lifted .
 When & How: Worn under the helmet at all times—even when not welding .

👂 Head & Hearing Protection

Welding Cap / Skull Cap
Purpose: Guards scalp and hair from sparks, spatter, and UV .
When & How: Always under helmet, especially for overhead welding .

Earplugs / Earmuffs
Purpose: Reduces risk of hearing damage (>85 dB noise, sparks) .
When & How: Use in noisy environments or overhead welding—opt for fire-resistant types .

🧤 Hand & Arm Protection

Welding Gloves
Purpose: Protects hands/wrists from heat, sparks, cuts, and mild electrical shock .
When & How: Always while welding; select by process (e.g., heavy-duty for MIG/stick, dexterous for TIG) .

👕 Body Protection
Flame-Resistant Clothing
Purpose: Shields skin/clothes from burns, UV radiation, and molten spatter .
When & How: Use heavy cotton, wool, or leather jackets/aprons. Wear long sleeves, no synthetics, button cuffs, and keep
clothes clean .

🦵 Leg & Foot Protection

Boots, Spats, Leg Guards
Purpose: Protect feet, ankles, shins from sparks, heavy objects, and molten metal .
When & How: Wear ASTM-rated steel-toe leather boots, high-top style. Add leather spats or leg guards for extra coverage
.

😷 Respiratory Protection
Respirators / Masks
Purpose: Guards lungs against hazardous welding fumes, metal oxides, ozone, chromium, etc. .
When & How: Ensure good ventilation. Use N95/N100 for light use, P100/half-mask or PAPR for toxic fumes. Must have
proper fit .

Additional Gear
Face Shield: Extra impact protection when grinding

Welding Blanket: Use to protect surrounding surfaces from sparks/spatter .

E. Discussing new concepts and

practicing new skills #2
🧰 c. Proper Maintenance of PPE
 1. Regular Inspection
 Check helmets, goggles, gloves, jackets, respirators, and boots before and after use for cracks,
tears, wear, lens scratches, loose straps, and respirator seal issues. Damaged PPE should be
replaced immediately
 Inspect auto-darkening helmets—ensure batteries are working and lenses function correctly
2. Cleaning & Care
 Wipe helmets, goggles, and face shields clean with mild detergent and a soft cloth; avoid harsh
solvents
 Wash flame-resistant clothing per manufacturer instructions; exclude bleach or fabric softeners
 Gently clean gloves; leather should be hand-washed and air-dried away from heat
 For respirators/PAPR: remove filters, sanitize the facepiece, and replace components per
schedule
 Replace sweatbands and outer helmet lenses based on wear—typically weekly to monthly
3. Storage
 Store PPE in a dry, shaded area away from direct sunlight and chemicals. Don’t stack helmets or
crease gloves
4. Scheduled Maintenance
 Maintain a log/calendar: inspect, clean, replace worn parts and filters regularly .
 Adhere strictly to manufacturer guidelines for replacement intervals
5. Training & Education
 Conduct training so all welders know how to inspect, care for, and discard PPE properly

🛑 d. Workplace Safety Rules & Hazard Signs

🔧 Safety Rules

 Always wear full PPE (helmet, gloves, FR clothing, safety glasses, respirators, hearing protection) .
 Ensure proper ventilation to avoid inhaling toxic fumes
 Inspect equipment daily (cables, torch, gas lines, clamps, cylinders) before use
 Maintain a clean workspace: remove flammable materials, organize cables, use welding
curtains/screens
 Know your surroundings: be alert to others, identify exits, and watch for hazards
 Test/refine welding technique, secure material safely, and use correct processes to reduce spatter .
 Fire safety: keep extinguishers nearby, conduct fire watches (c. 30 min or up to 4 h depending on risk) .
  Training: all staff must be trained in equipment, emergency procedures, and PPE use .

🚧 Hazard Signage & Standards

 Safety signs guide behaviour: warnings, mandatory PPE, prohibitions, fire equipment, safe exits
 ISO 7010 defines icon-based safety signs (e.g., “Wear eye protection”, “Wear welding mask”)
 ISO 3864 standardizes colors/shapes: triangles = warning (yellow), circles = mandatory (blue), squares =
safe/fire gear (green/red)
 In North America, ANSI Z535 and older Z35.1 define formats: signal words (DANGER, WARNING,
CAUTION), colors, message clarity
 Install durable signs in welding zones: “Wear welding mask”, “HOT WORK”, “Fire extinguisher here”,
and mark exits clearly
 Clear signage helps prevent unauthorized entry, enforces PPE use, and guides emergency response.

✅ Summary

 Maintain to protect: Inspect, clean, store, and document—replace PPE at the first sign of wear.
 Rigorous safety rules: PPE always on; ensure clean, ventilated, fire-safe environments; know your
surroundings and emergency procedures.
 Effective signage: Use ISO/ANSI-compliant visual markers to enforce rules and alert to hazards.

F. Developing mastery Activity 1: PPE Matching Game

Match images of PPE with their names and descriptions.

Activity 2: Role-Playing

In groups, perform a skit demonstrating proper PPE usage and safe welding practices during a simulated welding task.
G. Finding practical applications of Activity: Home Safety Checklist
concepts and skills in daily living
 Students create a “Welding Safety Checklist” that they can use at home or in a shop, identifying safety hazards and
recommending PPE.
H. Making generalization and abstraction Welding safety hinges on a layered defense strategy: start by eliminating or engineering out hazards through
about the lesson methods like substituting low-fume processes and adding ventilation; enforce safe practices via training,
 signage, and housekeeping; and rely on PPE helmets, gloves, respirators, boots only as the final barrier when
risks remain. Proper fit, maintenance, and consistent use of PPE ensure its effectiveness, but it's inherently less
reliable than upstream controls. Embedding these elements controls, training, signage, and care into routine
workflows transforms PPE from mere equipment into a sustainable, systemic shield against welding hazards.

I. Evaluating learning Short Quiz (10 items):

 Identify PPE from pictures

 Multiple-choice questions on safe practices
 True or False: Statements about welding hazards
J. Additional activities for application
V.REMARKS
VI. REFLECTION
A. No. learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did remedial lesson 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 this work?
F. What difficulties did 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:

JOHN DEXTER S. JALA LEONOR T. APALE

Smaw Teacher School Principal