TLE 10 DLP 32

Instruconal Planning (The process of systematically systematically planning, de!eloping, e!aluating and managing the instructional process -y using principles of teaching and learning  #./. '0, s. 012)

Detailed Lesson Plan (DLP) Format Format DLP No.:

32

Grade Level:

TLE/DRESSM!I"#

Learning Competency/ies: Competency/ies: (Taken from the Curriculum Guide )

Quarter:

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(ey Concepts / -nderstandings -nderstandings to The lear learner ner demo demonst nstrat rates es unde underst rstand anding ing on on the princi principle pless in desi designi gning ng and and sewin sewingg of l e Developed

Domain

Adapted +ogniti!e +ogniti!e &rocess #imensions (#./. 3o. 4, s. 015)

!no5ledge

Remem6ering

The fact or condion of knowing something with familiarity gained through experience or associaon

7nderstanding

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Expla Explain in the the diff differe erent nt hemm hemming ing stic stiches hes need needed ed in sewing sewing garm garment ent part partss of p

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S8ills The ability and capacity acquired through deliberate, systemac, and sustained eort to smoothly and adapvely carryout complex acvies or the ability, coming from ones knowledge, knowledge, pracce, pracce, aptude, etc!, to do something

:tude *alues

nal.9ing Ealuang reang

Assem-le and sew garment parts with the the appropriate hemming stitches a skirt.

Receiving Receiving Phenomena

Explain the importance importance of hemming stitching in sewing sewing garment parts chee

Responding to Phenomena

Apply the ways ways on how to use hemming stitches stitches in sewing sewing garment parts.

2, ontent

Finishing Touches( Hemming Stitches)

3, Learning Resources

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Stud Studen ents ts prep prepar aree the their ir unf unfin inis ishe hedd ladi ladies es ski skirt rt and and pre prepa pare re the the nec neces essa sary ry mat mater eria ials ls for for h ndi!idual Aci!tiy Aci!tiy.. (Students sew their unfinished skirt applying the right finishing touche How to hemming the hem line* the steps to follow when hemming* %ike the the icing icing on a cake, cake, finishing finishing on a sewing sewing pro"ec pro"ectt is what what truly -rings -rings the the 7wow fact !ideos feature tips and techni8ues on !arious finishing steps like hems, seams, piping, Steps to foll . %ay out the garment on a flat surface. 0. :eas :easur uree an an garment.

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How to hem the hemline in your ladies skirt pro"ect*

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Students continue sewing the hem of their sewing pro"ect accurately. accurately.

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7 Slow hem stitch stitching ing means means setting setting aside time time to find myself myself somewhere somewhere in the thread thread and spre spre fa-ric.7 ?elly :artine@

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Prepared y: Name:

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Instruconal Planning (The process of systematically planning, de!eloping, e!aluating and managing the instructional process -y using principles of teaching and learning  #./. '0, s. 012)

Detailed Lesson Plan (DLP) Format DLP No.:

33

Grade Level:

TLE/DRESSM!I"#

Learning Competency/ies: (ey Concepts / -nderstandings to e Developed

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The learner demonstrates understanding on the principles in cutting fa-rics on sleeping

Domain

Adapted +ogniti!e &rocess #imensions (#./. 3o. 4, s. 015)

!no5ledge

Remem6ering

&'ETI*ES+ dentify the guidelines in cutting the fa-ric.

7nderstanding 11l.ing

nterpret the guidelines in cutting the fa-ric of sleeping garments.

S8ills The ability and capacity acquired through deliberate, systemac, and sustained eort to smoothly and adapvely carryout complex acvies or the ability, coming from ones knowledge, pracce, aptude, etc!, to do something

Duraon:

+ut Fa-rics

(Taken from the Curriculum Guide )


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:tude

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Receiving Phenomena

dentify some of the important reminders when cutting fa-ric.


Tell the importance of following the guidelines in cutting the fa-ric.

2, ontent

uidelines in +utting Fa-ric.


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#irections9 Apply all the important reminders -efore cutting the fa-ric for sleeping garm

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Anlysis of %earnersB &roducts Assess the wok of the students.

ssignment 2

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Enumerate the important steps -efore coming up with cutting the fa-ric.

Here are some important reminders -efore cutting the fa-ric9 (See appendex A). The w fa-ric are9 &insCdressmaking scissors, pattern weightsC chalk penCrotary cutter, patter car-onCtracing wheelCdrssmaking scissors.

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How should your fa-ric -e placed on the work surface* 6here should you stand*6hat fa-rics*

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Ronasses S, 'uenaentura

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Learning Competency/ies:

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%ayout and pin patterns on fa-rics.

(ey Concepts / -nderstandings to e Developed

The learner demonstrates understanding on the principles on laying out and pinning pa garments.

Domain


!no5ledge

Remem6ering


&'ETI*ES+

Dse the guidelines in transferring pattern marks and sym-ols onto the fa-ri


TLE!


:tude

*alues

Receiving Phenomena

Tranfer pattern marks and sym-ols onto fa-ric.


State the significance of transferring pattern marks and sym-ols in construc

2, ontent

Transferring pattern marks and sym-ols onto fa-ric.


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Secure fa-rics with the following width, ;1 inches, '5 inches and 21 inches. Followin principles learned in this topic, Transfer the pattern marks and sym-ols the fa-ric on ta-le How to Transfer pattern marks anf sym-ols onto the fa-ric.

minutes

#irections9 Transfer all pattern marks using the appropraite marking tools. Dse the pre!

minutes

Anlysis of %earnersB &roducts Assess the wok of the students.

ssignment 2

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minutes

ssessment 0

&reliminary Acti!ities9

Transferring &attern :arking and Sym-ols on the Fa-ric Transferring pattern markings to the cloth must -e done accurately so that the finishe look peculiar. ou are now familiar with the tools used in transferring pattern marking remem-er these pointers for accurate markings on your fa-ric.

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(ey Concepts / -nderstandings to The learner demonstrates understanding on the principles on laying out and pinning pa e Developed garments.

Domain


!no5ledge

Remem6ering


7nderstanding

nterpret the principles of pinning out patterns on fa-ric.

11l.ing

Execute how to pin patterns on Fa-ric.


&'ETI*ES+


:tude *alues

Receiving Phenomena

&inning patterns on fa-ric for sleeping garments.


State the significance of pinning out patterns -efore sewing.

2, ontent

&rinciples of pinning out the fa-ric.


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+heck thedistance from each grainline arrow end to the sel!age has the same measur the fold edge of the pattern pieces align with the fa-ric fold. &in each of the arrow end around the pattern pieces.

minutes

ssignment 2

minutes


6hat are the principles underlying there into pinning out fa-ric pattern* 6hat are the pinning into fa-ric*

minutes

ssessment 0

%ine up the grain on the pattern and the grain line on the fa-ric, parrallel to the sel!age.

$efore pinning the pattern pieces to fa-ric, fold the fa-ric in half lengthwise with right unless the cutting layout shows otherwise. Each pattern piece has a straight grainlin arrow for an edge placed on the fold. Straight grain line arrow must -e parallel to the &in the pieces to the fa-ric.

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The students will -e grouped into 5. Each group will -e gi!en one piece of fa-ric and e tasks to fold the fa-ric the way they like it and in a uni8ue way.

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Anlysis of %earnersB &roducts ui@ &reparing for the new lesson 6hat are the principles in pinning patterns on fa-ric. 7ts -etter to ha!e stitched and ripped out, than ne!er to ha!e sewn at al.7 Sa!ed -y9 Fa-ric :art=www.pinterest.com=pin=05;14412;0;41







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The learner demonstrates understanding on the principles on laying out and pinning pa garments.

Domain


!no5ledge

Remem6ering


7nderstanding

&'ETI*ES+

nterpret the principles of laying out patterns on fa-ric.

11l.ing

Execute how to layout patterns on Fa-ric.


TLE!


:tude *alues

Receiving Phenomena

%ayout patterns on fa-ric for sleeping garments.


State the significance of laying out patterns -efore sewing.

2, ontent

&rinciples of laying out the fa-ric.


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The students will -e grouped into 5. Each group will -e gi!en one piece of fa-ric and e fold the fa-ric the way they like it and in a uni8ue way. $ased on the -ody measurements o-tained in :+ draft pattern, layout the fa-ric for s 6hat are the principles underlying there into laying out fa-ric pattern* 6hat are the pr into fa-ric* How to use these tools and materials* #eneral #uidelines to La.ing &ut a PaBern Laying out your pa0ern on te 4aric in preparaon 4or cu5ng is an importa done care4ully and accurately 4or great$loo6ing results. PaBern 1reliminaries 7e sure you ave all te necessary pa0ern pieces. "o seets8 list pieces y le0er or numer ne9t to te layout diagrams.

&erform the layout for fa-ric with nap or one way design. Anlysis of %earnersB &roducts ui@ &reparing for the new lesson 6hat are the principles in pinning patterns on fa-ric. 7The way to get started is to 8uit talking and -egin doing7 6alt #isney











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&repare materials for sleeping garments.


(ey Concepts / -nderstandings The learner demonstrates understanding on the principles preparing sleeping garment to e Developed Adapted +ogniti!e &rocess #imensions (#./. 3o. 4, s. 015)

Domain !no5ledge The fact or condion of knowing something with familiarity gained through experience or associaon

Remem6ering

&'ETI*ES+ dentify marking tools used in sleeping garment construction.



:tude *alues

nal.9ing

#istinguish the proper uses of these marking tools used in sleeping garmen

Ealuang reang Valuing

Appreciate the uses of these marking tools.

Internalizing values

6ork will -e much easier if proper usage of marking tools will -e applied.

2, ontent

:arking Tools


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/ral &articipation.

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The tools used in sewing are taper measure, ls8uare, cur!e rule, french cur!e, dress weights, pins, tracing wheel, pencil and complete sewing kit. :aterials used are pattern paper, thread, tailorBs chalk, cloth, fasteners, interfacing materials. The e8uipment are s ironing -oard and cuting ta-le.

ssessment 0

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6hat are the tools and materials used in sewing* 6hat is the e8uipment used in sewin these tools and materials* 6hy is it important to know its proper use*

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The learner demonstrates understanding on the principles preparing sleeping garment

Domain


!no5ledge

Remem6ering


Quarter:

7nderstanding

&'ETI*ES+

+lassify some fa-ric suited for sleeping garments.

11l.ing


nal.9ing Ealuang

E!aluate some fa-ric suited for sleeping garments.

reang

:tude

*alues

Organizaon

/rgani@e some fa-rics and its characteristics.


Appreciate the characteristics of fa-rics.

2, ontent

Selection of Fa-rics suited for sleeping garment design.


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$rainstorming a-out the pictures. #istinguish the difference and similarities of each pict appearance. 6hat is the other name of sleeping garments and what are the different type of sleepin

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selected to e visually appealing or eroc in addion to teir 4unconal pur a0acments

%et the select a fa-ric suited for sleeping garment and explain why they choose it. Anlysis of %earnersB &roducts ui@

ssignment 2

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minutes

ssessment 0

Ium-led letters of the different types of fa-rics for sleeping garments design.

, also called , , or is clothing design to -e worn while sleeping. The style of nightwear worn may !ary with the seasons, warmer styles -eing worn in colder conditions and !ice !ersa . Some styles or materi

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(ey Concepts / -nderstandings to The learner demonstrates understanding on the principles preparing sleeping garment e Developed

Domain


!no5ledge

Remem6ering


&'ETI*ES+ dentify characteristics of fa-rics used for sleeping garments.



nal.9ing

#istinguish some of the characteristics of fa-rics.

Ealuang reang

:tude

*alues

Organizaon

/rgani@e some fa-rics and its characteristics.


Appreciate the characteristics of fa-rics.

2, ontent

+haracterictics of Fa-rics


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:atch column A (#esciptions=+haracteristics) and column $ (Fa-ric). (See attached ap

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6hat are some of the types of fa-rics and how to care these certain type.

minutes

ssignment 2

$rainstorming a-out the pictures. #istinguish the difference and similarities of each pict appearance.

minutes

ssessment 0

&icture Analysis9 &resentation of pictures of fa-rics and defferentiate them.

Sleeping garments must pro!ide us the comfort while sleeping. They should possess th (See attached appendix)

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(ey Concepts / -nderstandings to The learner demonstrates understanding on the principles preparing sleeping garment e Developed

Domain


!no5ledge

Remem6ering


&'ETI*ES+ dentify materials to -e prepared and cared for sleeping garments.



nal.9ing Ealuang

Appraise some of the fa-rics to -e prepared for sleeping garments.

reang :tude *alues

Valuing

dentify some fa-ric and know how to take care of them.


nternali@ing the ways on how to care and prepare fa-rics.

2, ontent

Fa-ric +are


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minutes

+otton special for dura-le press, may-e machine laundered -ut a!oid risk of mildew. %inen iron at high temperature, a!oid pressing in sharp creases an dry cleaning is preferred, may-e hand wash in mild suds, a!oid exposure to light and c 6ool dry cleaning is preferred, will shirnk and felt in the precence of moisture and hea dry cleaning, tends to shirnk and stretch unless proper chemical finish is applied.

ssessment 0

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6hat are some of the types of fa-rics and how to care these certain type.

11licaon 2%

minutes


:ake an al-um and collect some fa-rics and classify their type and the ways on how t

minutes

6stracon

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minutes

nal.sis

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minutes

6ord ame9 Students will -e grouped into 5. Each group will pick a picture of a garme They are tasked to match the picture to the kind of fa-ric using the hint gi!en -y the tea will -e declared as the winner.

minutes

Dsing a Genn #iagram, identify fa-rics with common fa-ric care. Anlysis of %earnersB &roducts Assessing the !enn diagram made -y the students. &reparing for the new lesson %ist some fa-ric with common properties. 7Those who care a-out you can hear you e!en when youBre 8uite.7 Ste!e :ara-oli









'cool:

Posion/ Designaon: Teac
Division:

Contact Numer:

Email address:

>$2$$4


Date:

ul. 2%A 2%$

Code: ED"#'G)g$i$& .

ts posted -y the teacher. cher. The first group to form

care the spesific fa-rics.

d a!oid risk of mildew. Silk n -e attacked -y insects. .

TLE 10 DLP 32

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