Hairdressing Dll

Deped Order No. 42 , s. 2016

G%#DS 1 &o 12 D#$L* LSSON LOG

School Teacher

Tinongan Natonal High School !reca L. "erio

Grade Level Learning #rea

Grade 12 H#$%D%SS$NG

Teaching Da&es and Ti'e

()L* 10+14,201

-!ar&er

$%ST

/onda

T!esda

ednesda

Th!rsda

rida

$. O"(T$3S

Objectves mus be me over he week and conneced o he curriculum sandards. To To mee he objectves, necessary procedures mus be followed and if needed, additonal lessons, exercises and remedial actvites may be done for developing c onen knowledge and compeencies. These are assessed using Formatve ssessmen sraegies. !aluing !aluing objectves suppor he learning of conen and compeencies and enable children o "nd signi"cance and joy in learning he lessons. #eekly objectves shall be derived from he curriculum guide

. $onen %andard

The learner demonstrates an understanding in creative hairstyling.

&. 'erformance %andards

The learner independently demonstrates the core competencies in creative hairstyling.

$. (earning $ompeencies)Objectves #rie he ($ code for each

LO 1. Prepare client for the hairstyling. 1.1 Assess shape of the client’s face and head. And determine proportion, personality, and lifestyle. Recognize the different facial shape and profile 









1.2 Check teture and volume of client’s hair !y touching and visual analysis. 1." #resent creative hairstyle options to the client. 1.$ %etermine desired hairstyle according to client’s profile and preference.

1.& Advise client to remove all personal accessories for safety and comfort. %etermine the safety measures and comforts during draping and shampooing. 

1.' (elect and prepare tools and e)uipment supplies materials, and implements according to style or hair design.

*dentfy he ools and e+uipmen

1.* %rape and shampoo client according to salon procedures. #erform proper draping and shampooing 

supplies maerials for hair draping and shampooing.

$$. ONTNT

$onen is wha he lesson is all abou. * perains o he subjec maer ha he eacher aims o each. *n he $-, he conen can be ackled in a week or wo.

#reparation of client




+ acial shapes and profiles + -air and scalp analysis + Clients’ consultation + %raping and shampooing + Tools, e)uipment, materials and supplies + -airstyle products and implements + ccupational safety and health rules and regulations + (afety procedures and practices

$$$. L#%N$NG %SO)%S




(is he maerials o be used in dieren days. !aried sources of maerials susain children/s ineres in he lesson and in learning. 0nsure ha here is a mix of concree and manipulatve maerials as well as paper1based maerials. 2ands1on learning promoes concep developmen.

. 3eferences 4. Teacher/s -uide pages 5. (earner/s 6aerial pages 7. Texbook pages 8. dditonal 6aerial from (earning 3esource 9(3: 'oral &. Oher (earning 3esources

$3. %OD)%S

These seps should be done across he week. %pread ou he actvites appropriaely so ha sudens will learn well. lways be guided by demonsraton of learning by he sudens which you can infer from formatve assessmen actvites. %usain learning sysematcally by providing sudens wih multple ways o learn new hings, practce heir learning, +ueston heir learning processes, and draw conclusions abou wha hey learned in relaton o heir life experiences and previous knowledge. *ndicae he tme allomen for each sep.

. 3eviewing previous lesson or presentng he new lesson.

#ha are he ways o provide a relaxed and caring environmen for our clien;

#ha are he dieren facial shape and pro"le;

&. 0sablishing a purpose for he lesson

*dentfy he dieren facial shapes shown in he

'resentng lesson objectves

2ow would you analy
#ha are he occupatonal safey and healh rules and regulatons in performing draping and shampooing;

#ha are he occupatonal safey and healh rules and regulatons in performing draping and shampooing;

'resentng lesson objectves

%udens prepare all he ools and e+uipmen

picures.

healh rules and regulatons ha you mus observed during he draping and shampooing; (is down he dieren occupatonal safey and healh rules and regulatons while performing draping and shampooing.

supplies and maerials for hair draping and shampooing.

$. 'resentng examples) insances of he new lesson

Today we will be learning abou he dieren facial shapes and pro"le.

3eading he mechanics for he group actviy.

=. =iscussing new conceps and practcing new skills >4

're1es on he facial shapes and pro"les.

3eportng

3eportng

3eportng

ssessing sudens and giving additonal informaton abou he hair and scalp analysis and wha ype of hairsyle is suiable for he hair analy
ssessing sudens repor

ssessing sudens repor

Oral +uestoning

Oral +uestoning

Oral ?uestoning

naly
*n your own undersanding, why do we need o observe safey healh measures and follow he rules and regulatons in performing proper draping and shampooing.

*dentfy he ools, e+uipmen, supplies and maerials for hair draping and shampooing as shown in he picure.

0. =iscussing new conceps and practcing new skills >5

-roup actviy

F. =eveloping masery 9(eads o Formatve ssessmen 7:

3eportng

-. Finding practcal applicatons of conceps and skills in daily living

2. 6aking generali
*dentfy he facial shape and pro"le of your seamae.

'resenaton of ools, e+uipmen and maerial

Teacher performing draping and shampooing.

3eurned demo

absractons abou he lesson

*. 0valuatng learning

@. dditonal actvites for applicaton or remediaton

*dent"caton of facial shape and pro"les.

*dentfy he facial shape and pro"le shown in he picures. #ha are he ways in analy
naly
#ha are he occupatonal safey healh rules and regulatons in performing hair draping and shampooing.

3ubrics

(is down ways on how o ake good care of your hair and scalp.

#ha are he ools and e+uipmen, supplies maerials for draping and shampooing;

Feedbackings

3. %/#%5S 3$. %LT$ON . Bo. of learners who earned CDE on he formatve assessmen &. Bo. of learners who re+uire additonal actvites for remediaton. $. =id he remedial lessons work; Bo. of learners who have caugh up wih he lesson. =. Bo. of learners who contnue o re+uire remediaton 0. #hich of my eaching sraegies worked well; #hy did hese work; F. #ha dicultes did * encouner which my principal or supervisor can help me solve; -. #ha innovaton or locali
3eAec on your eaching and assess yourself as a eacher. Think abou your sudens/ progress his week. #ha works; #ha else needs o be done o help he sudens learn; *dentfy wha help your insructonal supervisors can provide for you so when you mee hem, you can ask hem relevan +uestons.

maerials did * use)discover which * wish o share wih oher eachers;

Hairdressing Dll

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