GRADE 1 to 12
SchoolCuliat SchoolCuliat High School Teacher Mrs. Mrs. Ruth A. Salazar Teaching Dates and Time !""# % & !""# '
I. OBJE OBJECT CTIV IVES ES
A. Content Content Standard Standard
A. Performanc Performancee Standard Standard
Grade Level
11
Learning Area
Dressmaking (NC II)
Quarter
I or III
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY Objectives Objectives must be met over the we we k and connected to the cu rrrriculum s anda andard rds. s. To mee meett the the obje object ctiv ives es nec necessary procedures must be followed and if needed, additional lessons, exercises, exercises, and remedial remedial activities ties m y b e d on on e f or or d ev eve lo lo pi pi ng ng co nt nt en en t k nowledge and compete competencies. ncies. These are ass asses esse sedd using using Form Format ativ ivee Ass Asses esssment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance significance and joy joy in learning ng the lessons. lessons. Weekly objectives objectives shall be derived from the curriculum guides.
At the end of the course, the learner should be able to demonstrate an understanding The learner demonstrates of... understanding of core concepts Introduction and principles in dressmaking. 1.Basic concepts in Dressmaking 2.Relevance of the course 3.Career opportunities
The learners shall be able to... The learner independently demonstrates common competencies in dressmaking/ ailoring as prescribed in the TESDA Training Regulation. A.Learning Competency/Objectives 1. Explain core concepts in Write the LC code for each. dressmaking 2. Discuss the relevance of the course 3. Explore on opportunities for dressmaking as a career
The learners shall be able to... The learner independently demonstrates common competencies in dressmaking/ ailoring as prescribed in the TESDA Training Regulation. 1. Explain core concepts in dressmaking 2. Discuss the relevance of the course 3. Explore on opportunities for dressmaking as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECS
ENVIRONMENT AND MARKET (EM)
USE OF SEWING TOOLS (UT)
For bridging (some learners learners in The learner demonstrates Grade 11 are beginners while The learner demonstrates understanding of environment and others are already in advance understanding of one’s PECs. market that relates with a career stage) choice in Dressmaking. The learner demonstrates understanding in the use of sewing tools in dressmaking. The learner independently creates The learner independently creates The learner independently uses a plan of action that develops/ a business vicinity map reflective ools in dressmaking. strengthens one’s PECs in of potential Dressmaking market Dressmaking. within the locality.
LO 1. Develop and strengthen PECs needed in Dressmaking.
LO 1. Develop a product/ service LO 1. Identify sewing tools and in Dressmaking equipment and their uses 1.1.Explain what makes a product 1.1. Identify sewing tools and 1. Identify fy areas for improvement, improvement, unique and competitive equipment development and growth 1.2.Identify what is of “Value” to 1.2. Classify sewing machines he customer 1.3. Describe uses of sewing 2. Use Use one s PECs for a 1.3.Apply creativity and Innovative ools business or career choice 3. Create an action plan to ensure echniques to develop marketable TLE_HEDM7/8UT-0a-b-1 success in the business or career product 1.4.Employ a Unique Selling choice Proposition (USP) to the product/ service TLE_PECS9-12-I0-1 !
TLE_EM9-12-I0-1
I.
CONTENT
I. LEARNING RESOURCES A. References 1. Teacher’s Guid e pages
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. Introduction Introduction 1.Assessment of Personal 1.Product development 1.Sewing tools and equipment Competencies and Skills (PECs) 2.Key concepts of developing a 2.Types and uses of sewing 1.Core concepts in dressmaking 1.Core concepts in dressmaking vis-à-vis a practicing entrepreneur product machines 2. Relevance of the course 2. Relevance of the course in the locality. 3.Finding value for the product 3. Career opportunities 3. Career opportunities 1.1. Characteristics 4. Innovation 1.2. Lifestyle 4.1.Unique Selling Proposition 1.3. Skills (USP) 1.4. Traits 2.Analysis of PECs in relation to a practitioner 3.Application of PECs to the chosen business/career
K to 12 Home Economics – Dressmaking Curriculum Guide May 2016
K to 12 Home Economics – Dressmaking Curriculum Guide May 2016
Rondilla, Aida H., Reyes, Elena Rondilla, Aida H., Reyes, Elena C., Abitria, Josephine T. (2017). C., Abitria, Josephine T. (2017). Dressmaking Volume 1. QC: Dressmaking Volume 1. QC: Adriana Publishing Adriana Publishing 1. Addit ional Materials from Dressmaking (Exploratory, Dressmaking (Exploratory, Learning Resource (LR)portal Garments, NC II) Garments, NC II) A. Other Learning Resource Worksheets, Practice tests, Worksheets, Practice tests, Facebook, Quizlet: https:// Facebook, Quizlet: https:// quizlet.com/ruth_a_salazar quizlet.com/ruth_a_salazar Wiki: https:// Wiki: https:// qcshs.wikispaces.com qcshs.wikispaces.com
Rondilla, Aida H., Reyes, Elena C., Abitria, Josephine T. (2017). Dressmaking Volume 1. QC: Adriana Publishing Dressmaking (Exploratory, Garments, NC II) Worksheets, Practice tests, Facebook, Quizlet: https:// quizlet.com/ruth_a_salazar Wiki: https:// qcshs.wikispaces.com
1. Learner’s Materials pages 1. Textbook pages
I.
PR OCEDU RES
K to 12 Home Economics – Dressmaking Curriculum Guide May 2016
K to 12 Home Economics – Dressmaking Curriculum Guide May 2016
K to 12 Home Economics – Dressmaking Curriculum Guide May 2016
Rondilla, Aida H., Reyes, Elena Rondilla, Aida H., Reyes, Elena C., Abitria, Josephine T. (2017). C., Abitria, Josephine T. (2017). Dressmaking Volume 1. QC: Dressmaking Volume 1. QC: Adriana Publishing Adriana Publishing Dressmaking (Exploratory, Dressmaking (Exploratory, Garments, NC II) Garments, NC II) Worksheets, Practice tests, Worksheets, Practice tests, Facebook, Quizlet: https:// Facebook, Quizlet: https:// quizlet.com/ruth_a_salazar quizlet.com/ruth_a_salazar Wiki: https://qcshs.wikispaces.com Wiki: https:// qcshs.wikispaces.com Visual Aids, Whiteboard Markers/ Visual Aids, Whiteboard Markers/ Visual Aids, Whiteboard Markers/ Visual Aids, Whiteboard Markers/ Eraser, Pen and Paper,Computer/ Visual Aids, Whiteboard Markers/ Eraser, Pen and Paper, Eraser, Pen and Paper, Eraser, Pen and Paper,Computer/ Internet/LCD Projector/TV Eraser, Pen and Paper,Computer/ Computer/Internet/LCD Projector/ Computer/Internet/LCD Projector/ Internet/LCD Projector/TV projector Internet/LCD Projector/TV TV projector TV projector projector projector hese steps should be done across he week. Spread out the activities a propriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learnin systematically by providing students with multiple ways to le arn new things, practice their learning, question heir learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the ti e allotment for each step.
A. Reviewing previous lesson or presenting the new lesson
A.
A. A.
A.
A.
5 mins
5 mins
5 mins
5 mins
5 mins
Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; Teacher: Greetings / Introduction; prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange chairs prepare classroom, arrange chairs Establishing a purpose for the Get to know one another C ontinue with the seat work Presen t the ob jectives Pre sen t the ob jectives Present the objectives lesson Present the objectives, the outline LO 1. Develop a product/ service of the course in Dressmaking 1.1.Explain what makes a product unique and competitive 1.2.Identify what is of “Value” to he customer 1.3.Apply creativity and Innovative echniques to develop marketable product 1.4.Employ a Unique Selling Proposition (USP) to the product/ service Presenting examples/Instances of Visual Aids/Video showing/ Visual Aids/Video showing/ Visual Aids/Video showing/ Visual Aids/Video showing/ Visual Aids/Video showing/ the new lesson PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation Discussing new concepts and Pretest/Seatwork Individual or Group Activity; Individual or Group Activity; Individual or Group Activity; Individual or Group Activity: practicing new skills # 1 Seatwork Seatwork Seatwork Group students with advance and beginner skills to do similar projects (doll size dresses) Discussing new concepts and Practice sewing using Singer practicing new skills # 2 Fashion Mate and Juki High Speed Sewing Machine Developing mastery Present face towels (15 pcs) and (leads to Formative Assessment 3) ask students to sew different stitch designs for each piece (one piece per student)
A. Finding practical application of concepts and skills in daily living
Look into your household, can you Search for articles or updates see items that you still need or in about the clothing industry and a state of being repaired? What he careers that one can go into are they? having a skill in dressmaking. Ask the members of your household who knows how to sew and repair clothing materials?
Look in the local market and survey how much is the current rates/prices in sewing or altering clothes. A. Making generalizations and What have you learned? Write abstractions about the lesson your answers in your notebook. A. Evaluating learning Rubrics A. Additional activities for application Continue working on the or remediation assingment I. REMARKS I.
R EFLECTION
What have you learned? Write your answers in your notebook. Rubrics Continue working with the assignment
Search for information on how to develop pilot or practice dress shop or clothing alteration shop to practice their entrepreneurial skills.
Search for information on how to Prepare fabric for their trousers develop pilot or practice dress project shop or clothing alteration shop to practice their entrepreneurial skills.
Search for information about school based cooperatives and student-school business partnerships
Search for information about school based cooperatives and student-school business partnerships
What have you learned? Write your answers in your notebook. Rubrics Continue working on the project/ assignment
What have you learned? Write your answers in your notebook. Rubrics Continue working on the project/ assignment
What have you learned? Write your answers in your notebook. Rubrics Continue working with the project; can be continued at home.
Reflect on your teaching and assess yourself as a teacher. Thin about your students’ progress his week. What works? What el e needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when yo meet them, you can ask them elevant questions.
A. No. of learners who earned 80% in the evaluation A. No. of learners who require additional activities for remediation who scored below 80% A. Did the remedial lessons work? No. of learners who have caught up with the lesson A. No. of learners who continue to require remediation A. Which of my teaching strategies Group activities aside from individual activities to encourage students to participate worked well? Why did these work? A. What difficulties did I encounter which my principal or supervisor can help me solve? A. What innovation or localized Blended online learning (use of wiki, quizlet, facebook, e-mail) materials did I use/d iscover which I wish to share with other teachers?
