HE Handicrafts I

8/2/2019 HE Handicrafts I

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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways Technology and Livelihood Education

TEACHING GUIDE

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Home Economics Handicrafts I

General Standard: The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs), the environment andmarket, and the process/production and delivery of quality free-style embroidery (basic stitches), appliqu, quilting, smocking,crocheting, tatting, knitting, and macram products.


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Quarter 1 : Free-Style Embroidery Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1

Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in embroidery.

Analysis and interpretation of PECs by achievement, planningand power clusters.

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength infree-style embroidery business.

Essential Understanding(s):Successful entrepreneurs like those engaged in free-styleembroidery business continuously develop and improve theirPECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurialcareer, like free-style embroidery?

Learners will know: Personal competencies

- Characteristics- Attributes- Lifestyles- Skills- Traits

Cluster of PECs- Achievement- Planning- Power

Learners will be able to: Analyze the competencies of PECs Formulate the clusters of PECs such as achievement,

planning and power Prepare a plan of action Improve areas of strength

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Stage 2Product or Performance Task:Plan of action, based on PECs,addressing ones areas of developmentand areas of strength.

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:Explanation: Describe their PECs

focusing on strengths and developmentareas.Criteria:

a. Clearb. Comprehensivec. Concise

Interpretation: Compare their PECs withthose of a successful practitioner.Criteria:

a. Objectiveb. Focusedc. Conclusive

Application: Apply their PECs inpursuing a chosen entrepreneurialactivity.Criteria:

a. Appropriateb. Effectivec. Practical

Perspective: Express their thoughts onthe importance of PECs from theviewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevantc. Plausibled. Sensitive

Evidence at the level of performance

Assessment of the plan of action basedon the following criteria:

Comprehensiveness Appropriateness of strategies in

terms of addressing personal areasof development and improvingones areas of strength

Doability

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Empathy: Express the feelings of anentrepreneur who finds difficulty in coping

with the PECs of a chosen career.Criteria:

a. Open-minded

b. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in free-styleembroidery.Criteria:

a. Reflectiveb. Insightfulc. Objective

Stage 3

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Teaching-Learning Sequence:

1. EXPLORE

Ask learners to name people in the community who are successful in embroidery business

Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs

Guide learners in assessing their PECs on the following:

Character

Attribute

Lifestyle

Skills

Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs.Refer to Appendix B on how to interpret the results of PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeedin their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the

wall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in embroidery succeed. Some suggested activities: interview with successfulentrepreneurs in embroidery, inviting successful entrepreneurs as resource persons in class, video documentaries ofsuccessful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and

differences among successful entrepreneurs engaged in embroidery, using the following aspects: characteristics, traits,attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in embroiderysucceed in their chosen field. Refer students to their answers posted on the wall.

Process learners learning and check it against EU.

Check learners understanding against the content standard.

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3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.

Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed

Textbooks/KAB Modules

Scripts

Graphic organizers

Charts/Pictures/Video/Multimedia

Questionnaires/Checklists/Handouts/Survey Forms, etc.

Profile of entrepreneurs

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Quarter 1 : Free-Style Embroidery Topic: Environment and Market Time Frame: 6 days

Stage 1

Content Standard:The learner demonstrates understanding of the environmentand market for embroidery as an entrepreneurial career.

Key Ideas- Consumer needs and wants- Existing industry related to free-style embroidery- Products/services that satisfy the needs and

wants of target customers Key Processes

- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing

Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market for embroidery

Essential Understanding(s):

The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.

Ones choice of entrepreneurial activity is influenced by theneeds and wants of consumers.

Seeking and responding effectively to a business opportunityare the bases for starting and maintaining a successfulbusiness venture.

Essential Question(s):

How does one determine the needs and wants of the targetmarket and industry in the immediate community?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

Learners will know:

Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of

target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing

Learners will be able to:

Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

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Stage 2Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market.

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities inembroidery.Criteria:

a. Clearb. Comprehensivec. Concised. Coherent

Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in embroidery.Criteria:

a. Reliableb. Accuratec. Objectived. Relevante. Valid

Application: Generate business ideasfrom data analysis of existing industryrelated to embroidery.Criteria:

a. Appropriateb. Innovativec. Practical


Assessment of formulated business ideabased on the following criteria:

Profitable Feasible Practical Responsive to consumer needs and

wants Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas from existingindustries related to embroidery.Criteria:

a. Validb. Relevantc. Insightful

Empathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria:

a. Objectiveb. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to embroidery.Criteria:


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Stage 3Teaching-Learning Sequence:

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate

technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

Guide earners in assessing their prior knowledge on environment and market for free-style embroidery as an entrepreneuriallens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

Have the learner assess his/her immediate environment and market for free-style embroidery to determine the existingindustries, needs and wants of target market with the use of the following:

Survey questionnaire;

Interview guide;

Checklist, etc.

SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related

to embroidery.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market from the existing embroidery businessin the immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to free-styleembroidery in the immediate locality.

Guide learners in making a graphical presentation of the information on free-style embroidery as a result of the data-

gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

embroidery.

Ask the learner to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity relative to free-style embroidery.

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Compare whether the information derived from the interview will complement/harmonize with their skills in formulatingbusiness ideas.

Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER

Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for free-styleembroidery.

Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

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Quarter 1 : Free-Style Embroidery Topic: Basic Embroidery Stitches Time Frame: 35 days

Stage 1

Content Standard:

The learner demonstrates understanding of the basic conceptsand principles underlying the process and delivery in freestyleembroidery.

Introduction/history of embroidery

process flow and related activities on the different basicstitches

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction in embroidery

evaluation of embroidered products

cost of production pricing of products

packaging and marketing of products

Performance Standard:

The learner produces marketable original/new products followingthe basic concepts and principles underlying the process anddelivery in free-style embroidery.

The learner adopts the appropriate strategies in marketingembroidery products.

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in free-style embroidery is essential inproducing marketable embroidered products.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in free-style embroidery?

Learners will know:

History of embroidery Basic embroidery stitches

Principles of design and color

Enlarging/reducing design

Tools and materials used in embroidery

Project plan

4 Ms of production

Application of embroidery stitches


Describe the basic embroidery stitches. Identify the different tools and materials used in free-style

embroidery Make a project plan Produce an embroidery product following the step-by-step

procedure in free-style embroidery using the 4Ms ofproduction

Assess the finished products using rubrics and other tools

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Evaluation of products

Cost of production

Pricing of products

Packaging and Marketing

Strategies

Advertisement

for evaluation Compute for the cost of production and pricing of products Adopt the appropriate marketing strategies Exhibit the finished products

Stage 2

Product or Performance Task:Marketable original/new embroideredproducts following the basic concepts andprinciples underlying the process anddelivery in free-style embroidery

Demonstration of the process in the

preparation of marketable embroideredproducts


Explanation: Explain the basic conceptsand principles underlying the process and

delivery in free-style embroidery.Criteria:

a. Clearb. Comprehensivec. Scientific basis

Interpretation: Show the significance ofthe process and delivery of free-styleembroidery in producing new products.Criteria:

a. Original

b. CreativeApplication: Exhibit marketableembroidered products following theprocess and delivery in embroidery.Criteria:

a. Originalb. Creative


Assessment of embroidered productsbased on marketability (quality,appearance, price) and originality (value-added, uniqueness)

Assessment of performance Compliance with standards (tools,

equipment, materials) Application of procedure Observance of work habits Speed/Time

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c. Cost-beneficial

Perspective: Compare and contrast thedifferent kinds of stitches in embroideredproducts.

Criteria:a. Clearb. Concisec. Appropriate

Empathy: Share their thoughts on how itfeels to have gainful returns in free-styleembroidery.Criteria:

a.Profitableb.Quality

Self-knowledge: Self-assess theirknowledge in producing marketableembroidered products.Criteria:

a. Clearb. Self-confidence

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Stage 3


1. EXPLORE:

Guide learners in assessing their prior knowledge and understanding on free-style embroidery through paper and pencil,

performance test and other diagnostic assessment tools. Help learners in understanding the curriculum framework CP-TLE HE Handicrafts I, learning standards (content and

performance standards), assessment tools and criteria.

Guide learners survey a nearby shop or sub contractors making free-style embroidery. Let learners prepare surveyquestionnaire checklist which will focus on:- types of embroidery produced- designs of embroidery- materials used for a particular item- demands for a particular product

Provide learners pictures/video clips on free-style embroidery.

Process learners understanding of the pictures and video clip presentation by asking probing questions.

Draw learners initial understanding on the basic concepts and principles in free-style embroidery.

2. FIRM UP:

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in free-styleembroidery.

Encourage learners to gather essential information related to free-style embroidery. Learners can use any of thefollowing:- interview with a successful handicraftsman- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on free-style embroidery.

Have learners familiarize themselves with the different processes involved in free-style embroidery.

Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,information/learning in free-style embroidery.

Have learners assess themselves on their understanding of the concepts of free-style embroidery. Check against thecontent standard.

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3. DEEPEN:

Have learners translate the project plan into quality embroidered products based on the given standard procedure.

Assist learners in computing for the cost of production and selling price of the product.

Encourage learners to reflect on and revise their project plan.

Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and contentstandard

Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. TRANSFER:

Have learners produce marketable original/new product/s following the basic concepts and principles in free-styleembroidery.

Encourage learners to exhibit their finished product/s through bazaar, fair, etc.

Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)

Resources/Materials/Equipment Needed:

Library books and magazines for embroidery Lectures and demonstration by teachers and / or invited guests

Samples of embroidered products

Samples of embroidery stitches

Embroidery clippings from newspapers and magazines

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Quarter 2 : Smocking, Quilting, andAppliqu

Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in smocking, quilting andappliqu.

Analysis and interpretation of PECs by achievement, planningand power clusters

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength insmocking, quilting and appliqu business.

Essential Understanding(s):Successful entrepreneurs like those engaged in smocking,quilting and appliqu business continuously develop andimprove their PECs

Essential Question(s):How does one ensure success in a chosen entrepreneurialcareer, like smocking, quilting and appliqu?




Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement,


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Stage 2

Product or Performance Task:Plan of action, based on PECs,addressing ones areas of developmentand areas of strength


Explanation: Describe their PECsfocusing on strengths and developmentareas.Criteria:







a. Validb. Relevantc. Plausible





Doability

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d. Sensitive



a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur insmocking, quilting and appliquembroidery.Criteria:

a. Reflective

b. Insightfulc. Objective

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3. DEEPEN





4. TRANSFER





Scripts

Graphic organizers Charts/Pictures/Video/Multimedia



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Topic: Environment and Market Time Frame: 6 days

Stage 1

Content Standard:The learner demonstrates understanding of the environment

and market for embroidery as an entrepreneurial career. Key Ideas

- Consumer needs and wants- Existing industry related to free-style embroidery- Products/services that satisfy the needs and



Performance Standard:The learner formulates a business idea based on the analysis of

the immediate environment and market for target customers insmocking, quilting and appliqu business

Essential Understanding(s):The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.



Essential Question(s):How does one determine the needs and wants of the targetmarket and industry in the immediate community?



Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of

target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing

Learners will be able to: Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

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Stage 2

Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market


Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities insmocking, quilting and appliqu.Criteria:


Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in smocking, quilting andappliqu.Criteria:

a. Reliableb. Accuratec. Objectived. Relevant

e. Valid

Application: Generate business ideasfrom data analysis of industries related tosmocking, quilting and appliqu.Criteria:





wants Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for targetclientele.

Criteria:a. Validb. Relevantc. Insightful


a. Objectiveb. Persuasive

c. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to smocking, quilting andappliqu business.Criteria:


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Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriate


1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for smocking, quilting and appliqu as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess their immediate environment and market for business opportunities to determine the existingindustries, needs and wants of target market with the use of the following:


Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto smocking, quilting and appliqu.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for smocking, quilting and appliquproducts in the immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to smocking,quilting and appliqu in the immediate locality.

Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result ofthe data-gathering activity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity relative to smocking, quilting and appliqu.

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4. TRANSFER

Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for smocking,

quilting and appliqu. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Topic: Production of Articles inSmocking, Quilting, andAppliqu

Time Frame: 35 days

Stage 1

Content Standard:

The learner demonstrates understanding of basic concepts andprinciples underlying the process and delivery in traditionalembroidery

process flow in making appliqu, cut-work, callado,quilting, and smocking embroidery:

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction

evaluation of embroidered products

cost of production

pricing of products


The learner produces marketable original/new products followingthe basic concepts and principles underlying the process anddelivery in traditional embroidery

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in traditional embroidery is essential toproducing marketable embroidered products.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in smocking, quilting andappliqu?

Learners will know:Smocking

History of smocking Kinds of smocking Tools and materials in smocking Project plan 4 Ms of production Evaluation of products Cost of production Packaging and marketing


Describe the kinds of smocking, quilting and appliqu Identify the different tools and materials used in smocking,

quilting and appliqu Make a project plan Produce smocking, quilting and appliqu products following

the step-by-step procedure in smocking/ quilting/ appliquusing the 4Ms of production


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- strategies- advertisement

Quilting History of quilting Tools and materials Project plan

4 Ms of production Evaluation of products Packaging and marketing


Applique History of appliqu Tools and materials Project plan 4 Ms of production Evaluation of products

Cost of production Packaging and marketing



Stage 2Product or Performance Task:Marketable original/new embroideredproducts using the appropriate method

Demonstration of the process in thepreparation of marketable embroideredproducts


Explanation:Explain the basic concepts and principlesunderlying the process and delivery insmocking, quilting and appliquembroidery.Criteria:

Clear

Evidence at the level of performanceAssessment of embroidered productsbased on marketability (quality,appearance, price) and originality (value-

added, uniqueness)

Assessment of performance

Compliance with standards (tools,equipment, materials)

Application of procedure

Observance of work habits

Speed/Time

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Comprehensive

Interpretation:Show the significance of the process anddelivery of smocking, quilting andappliqu embroidery in producing new

products.Criteria

Original

Creative

Application:Adopt marketable embroidered productsfollowing the process and delivery inembroidery.Criteria

Original

Creative

Cost-beneficialPerspective:Compare and contrast the process anddelivery of the different embroideredproductsCriteria:

Clear

Concise

Appropriate

Empathy:Share their thoughts on how it feels tohave gainful returns in smocking, quiltingand appliqu embroidery.Criteria:

Profitable

Quality

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Self-Knowledge:Self-assess their knowledge in producingmarketable embroidered products.

Clear

Self - confidence

Stage 3


1. EXPLORE:

Guide learners in assessing their prior knowledge and understanding on smocking, quilting and appliqu embroiderythrough paper and pencil, performance test and other diagnostic assessment tools.

Help learners in understanding the learning standards (content and performance standards), assessment tools andcriteria.

Introduce learners to opportunities of viewing embroidered products in commercial display for home furnishings indepartment stores.- smock cushions and throw pillows- quilted bed spreads and bed covers- appliqu embroidery in cushions and throw pillows- smocking in negligees and childrens clothes- appliqu in blouses and childrens clothes

Provide learners pictures/video clips on smocking, quilting and appliqu embroidery. Process learners understanding of the pictures and video clip presentation by asking probing questions.

Draw learners initial understanding of the basic concepts and principles in smocking, quilting and appliqu embroidery.

2. FIRM UP:

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in smocking,quilting and appliqu embroidery.

Encourage learners to gather essential information related to smocking, quilting and appliqu embroidery. Learners can

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use any of the following:- interview with a successful handicraftsman- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on smocking, quilting and appliqu embroidery.

Have learners familiarize themselves with the different processes involved in smocking, quilting and appliqu embroidery.

Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,information/learning in smocking, quilting and appliqu embroidery.

Have learners assess themselves on their understanding of the concepts of smocking, quil ting and appliqu embroidery.Check this against the content standard.

3. DEEPEN:


Assist learners in computing for the cost of production and selling price of the product.

Encourage learners to reflect on and revise their project plan.

Guide learners in expressing their understanding and check against the Essential Understanding (EU) and content

standard Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. TRANSFER:

Have learners produce marketable original/new product/s following the basic concepts and principles in smocking,quilting and appliqu embroidery.




Library books and magazines for embroidery

Lectures and demonstration by teachers and / or invited guests




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Quarter 3 : Crocheting and Tatting Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1

Content Standard:

The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in crocheting and tatting



The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength incrocheting and tatting business.

Essential Understanding(s):Successful entrepreneurs like those engaged in free-styleembroidery business continuously develop and improve theirPECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurialcareer, like crocheting and tatting embroidery?



Cluster of PECs- Achievement- Planning

- Power



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Stage 2

Product or Performance Task:Plan of action, based on PECs,addressing ones areas of developmentand areas of strength.


Explanation: Describe their PECsfocusing on strengths and developmentareas.Criteria:







a. Validb. Relevantc. Plausible





Doability

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d. Sensitive



a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur incrocheting and tatting embroidery.Criteria:

a. Reflectiveb. Insightful

c. Objective

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1. EXPLORE

Ask learners to name people in the community who are successful in crocheting and tatting business

Why are they successful?

Do you wish to be like them? Explain to learners the importance of assessing their PECs


Character

Attribute

Lifestyle

Skills


Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed

in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on thewall and revisited during the FIRMING-UP.

4. FIRM-UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in crocheting and tatting succeed. Some suggested activities: interview withsuccessful entrepreneurs in crocheting and tatting, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs engaged in crocheting and tatting, using the following aspects: characteristics,traits, attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in crocheting andtatting succeed in their chosen field. Refer students to their answers posted on the wall.



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3. DEEPEN





4. TRANSFER





Scripts

Graphic organizers Charts/Pictures/Video/Multimedia



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Quarter 3 : Crocheting and Tatting Topic: Environment and Market Time Frame: 6 days

Stage 1

Content Standard:The learner demonstrates understanding of the environment

and market for crocheting and tatting embroidery as anentrepreneurial career.

Key Ideas- Consumer needs and wants- Existing industry related to free-style embroidery- Products/services that satisfy the needs and



Performance Standard:The learner formulates a business idea based on the analysis of

the immediate environment and market for crocheting and tatting








target consumers SWOT analysis Formulation of business idea


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Opportunity seeking and seizingStage 2

Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market.


Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities incrocheting and tatting.Criteria:


Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in crocheting and tatting.Criteria:


Application: Generate business ideasfrom data analysis of industries related tocrocheting and tatting.Criteria:





wants Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for industriesrelated to crocheting and tatting.

Criteria:a. Validb. Relevantc. Insightful


a. Objectiveb. Persuasive

c. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to crocheting and tattingproducts.Criteria:


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Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriate


1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for crocheting and tatting as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess his/her immediate environment and market for crocheting and tatting to determine the existingindustries, needs and wants of target market with the use of the following:


Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto crocheting and tatting

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for crocheting and tatting products inthe immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to crochetingand tatting in the immediate locality.

Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of

the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for

crocheting and tatting.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner

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he/she was able to seize a business opportunity relative to crocheting and tatting.



4. TRANSFER

Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for crochetingand tatting.

Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Quarter 3 : Crocheting and Tatting Topic: Production of HandicraftsProducts by Crochetingand Tatting

Time Frame: 35 days

Stage 1

Content Standard:The learner demonstrates understanding of basic concepts andprinciples underlying the process and delivery in tatting andcrocheting

process flow in tatting and crocheting

project plan

four (4) Ms (manpower, materials, machine, methods)of production

evaluation of products

cost of production

pricing of products


Performance Standard:The learner produces marketable original/new products followingthe basic concepts and principles underlying the process anddelivery in tatting and crocheting

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in tatting and crocheting is essential toproducing marketable embroidered products.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in tatting and crocheting?

Learners will know:Crocheting

History of crocheting Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products


Describe the kinds of crocheting and tatting Enumerate the different tools and materials used in

crocheting and tatting Make a project plan Produce crocheting and tatting products following the step-

by-step procedure in crocheting and tatting using the 4Msof production


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Packaging and marketing- strategies- advertisement

Tatting History of crocheting Basic stitches

Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products Packaging and marketing



Stage 2

Product or Performance Task:Marketable original/new embroideredproducts using the appropriate method



Explanation:Explain the basic concepts and principlesunderlying the process and delivery intatting and crochetingCriteria:

Clear

Comprehensive

Scientific basis

Interpretation:Show the significance of the process anddelivery of tatting and crocheting inproducing new products.

Evidence at the level of performanceAssessment of embroidered productsbased on marketability (quality,appearance, price) and originality (value-added, uniqueness)




Observance of work habits Speed/Time

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Criteria:

Original

Creative

Application:Adopt marketable products following the

process and delivery in tatting andcrocheting.Criteria

Original

Creative

Cost-beneficial

Perspective:Compare and contrast the process anddelivery of the different tatting andcrocheting.Criteria:

Clear

Concise

Appropriate

Empathy:Share their thoughts on how it feels tohave gainful returns in tatting andcrocheting.Criteria:

Profitable Quality

Self-Knowledge:Self-assess their knowledge in producingmarketable embroidered products.

Clear

Self-Confidence

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Stage 3


Crocheting and tatting are among the oldest handicrafts used for decorating clothes and home furnishings. Theiruniqueness lies in the use of very simple tools which can even be fabricated. With the use of such simple tools, crocheting and

tatting activities can be done anywhere light is favorable. These two needle crafts have also the added feature of requiring/needingvery few construction techniques. Above all the products can be very dainty or coarse depending on the design concept of the endproduct.

1. EXPLORE

Guide learners in assessing their prior knowledge and understanding on crocheting and tatting embroidery throughpaper and pencil, performance test and other diagnostic assessment tools.


Provide learners the opportunity to view works in crocheting and tatting as applied to clothing decorations and homefurnishings i.e. some vintage crocheting and tatting products

Provide learners pictures/video clips on crocheting and tatting embroidery.


Draw learners initial understanding of the basic concepts and principles in crocheting and tatting embroidery.

2. FIRM UP

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in crochetingand tatting embroidery.

Encourage learners to gather essential information related to crocheting and tatting embroidery. Learners can use any ofthe following:- interview with a successful handicraftsman

- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on crocheting and tatting embroidery.

Have learners familiarize themselves with the different processes involved in crocheting and tatting embroidery.

Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,information/learning in crocheting and tatting embroidery.

Have learners assess themselves on their understanding of the concepts of crocheting and tatting embroidery. Checkthis against the content standard.

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Career Pathways Technology and Livelihood Education

Quarter 4 : Knitting and Macram Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1

Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in knitting and macram


Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength inknitting and macram.

Essential Understanding(s):Successful entrepreneurs like those engaged in knitting andmacram embroidery business continuously develop and

improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurialcareer, like knitting and macram embroidery?






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Stage 2

Product or Performance Task:Plan of action, based on PECs,addressing ones areas of development

and areas of strength.

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)

facets of understanding:Explanation: Describe their PECsfocusing on strengths and developmentareas.Criteria:


Interpretation: Compare their PECs withthose of a successful practitioner.

Criteria:a. Objectiveb. Focusedc. Conclusive


a. Appropriateb. Effective

c. Practical


a. Validb. Relevant


Assessment of the plan of action based

on the following criteria:



Doability

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c. Plausibled. Sensitive


with the PECs of a chosen career.

Criteria:a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in knittingand macram embroidery.Criteria:

a. Reflective

b. Insightfulc. Objective

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Stage 3


1. EXPLORE

Ask learners to name people in the community who are successful in knitting and macram business

Why are they successful? Do you wish to be like them?

Explain to learners the importance of assessing their PECs


Character

Attribute

Lifestyle

Skills


Assist learners in analyzing and interpreting the results of the assessment of their PECs.Refer to Appendix B on how to interpret the results of PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeedin their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the

wall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in knitting and macram succeed. Some suggested activities: interview withsuccessful entrepreneurs in knitting and macram, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs engaged in knitting and macram, using the following aspects: characteristics,traits, attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in knitting andmacram succeed in their chosen field. Refer students to their answers posted on the wall.



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3. DEEPEN





4. TRANSFER





Scripts Graphic organizers

Charts/Pictures/Video/Multimedia



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Quarter 4 : Knitting and Macram Topic: Environment and Market Time Frame: 6 days

Stage 1

Content Standard:

The learner demonstrates understanding of the environmentand market for embroidery as an entrepreneurial career. Key Ideas

- Consumer needs and wants- Existing industry related to knitting and macram

embroidery- Products/services that satisfy the needs and


- SWOT analysis- Formulation of business ideas

- Opportunity seeking and seizing


The learner formulates a business idea based on the analysis ofthe immediate environment and market for knitting and macramproducts



Seeking and responding effectively to a business opportunityare the bases for starting and maintaining a successful

business venture.





target consumers SWOT analysis


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Formulation of business idea Opportunity seeking and seizing

Stage 2Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environment

and market.

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)

facets of understanding:

Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities inknitting and macram.Criteria:


Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in knitting and macram.Criteria:


Application: Generate business ideasfrom data analysis of existing knitting andmacram industries.Criteria:



Assessment of formulated business idea

based on the following criteria:


wants Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for knitting

and macram products.Criteria:a. Validb. Relevantc. Insightful


a. Objective

b. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to knitting and macram.Criteria:


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Stage 3


Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as

business opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriatetechnology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for knitting and macram products as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess his/her immediate environment and market for knitting and macram products to determine theexisting industries, needs and wants of target market with the use of the following:


Interview guide;

Checklist, etc. SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto knitting and macram.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for knitting and macram products inthe immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to knitting andmacram in the immediate locality.

Guide learners in making a graphical presentation of the information on needs and wants of target consumers as a result ofthe data-gathering activity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market forknitting and macram.

Ask learners to do supplementary reading and other compensatory activities to support the information presented.

3. DEEPEN

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Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity relative to knitting and macramderiv.



4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for knitting and

macram.

Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Quarter 4 : Knitting and Macram Topic: Production of HandicraftsProducts in Knitting andMacram

Time Frame: 35 days

Stage 1

Content Standard:The learner demonstrates understanding of the basic conceptsand principles underlying the process and delivery in knittingand macram

process flow in knitting and macram

project plan

four (4) Ms (manpower, materials, machine, methods)of production

evaluation of products

cost of production

pricing of products


Performance Standard:The learner produces marketable original/new products followingthe basic concepts and principles underlying the process anddelivery in knitting and macram

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in knitting and macram is essential toproducing marketable embroidered products.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in knitting and macram?

How do materials influence the finished products in knitting andtatting?

Learners will know:Knitting

History of knitting Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products


Describe the kinds of knitting/macram Identify the different tools and materials used in

knitting/macram Make a project plan Produce knitting and macram products following the step-

by-step procedure in knitting and macram using the 4Ms

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Cost of production Pricing of products Packaging and marketing


Macram History of macram Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products Packaging and marketing


of production Assess the finished products using rubrics and other tools


Stage 2

Product or Performance Task:Marketable original/new embroideredproducts using the appropriate method


Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:Explanation:Explain the basic concepts and principlesunderlying the process and delivery inknitting and macramCriteria:

Clear Comprehensive

Interpretation:Show the significance of the process anddelivery of knitting and macram inproducing new products.

Evidence at the level of performanceAssessment of embroidered productsbased on marketability (quality,appearance, price) and originality (value-added, uniqueness)




Observance of work habits

Speed/Time

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Criteria:

Original

Creative

Application:Adapt marketable products following the

process and delivery in knitting andmacram embroidery.Criteria:

Original

Creative

Cost-beneficial

Perspective:Compare and contrast the process anddelivery of the different knitting andmacram products.

Criteria: Clear

Concise

Appropriate

Empathy:Share their thoughts on how it feels tohave gainful returns in knitting andmacram embroidery.Criteria:

Profitable Quality

Self-Knowledge:Self-assess their knowledge in producingmarketable embroidered (knitting andmacram) products.

Clear

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Self-Confidence

Stage 3

Teaching-Learning Sequence:Knitting and macram are both fabric forming handicrafts technique. The fabrics produced however are unstable and very

stretchable especially along the width or horizontal grain of the fabric. As compared with fabric, the woven knits are easier and

cheaper to produce. The nature of fabric construction of knits makes the products resistant to wrinkles because the yarns formingthe fabrics form loops running horizontally from side to side. Both needlecrafts are interesting to learn. Like crocheting and tatting,the tools are simple and can easily be fabricated. Also, on going projects can be easily carried around and work out where light isfavorable.

1. EXPLORE

Guide learners in assessing their prior knowledge and understanding on knitting and macram embroidery throughpaper and pencil, performance test and other diagnostic assessment tools.


Provide learners the opportunity to view works on knitting and macram as applied to clothing decorations and home

furnishings i.e. some vintage knitting and macram products Provide learners pictures/video clips on knitting and macram embroidery.


Draw learners initial understanding of the basic concepts and principles in knitting and macram embroidery.

2. FIRM UP

Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in knitting andmacram embroidery.

Encourage learners to gather essential information related to knitting and macram embroidery. Learners can use any ofthe following:

- interview with a successful handicraftsman- web-based resources- reading materials (books, bulletins and others)

Guide learners in preparing a project plan on knitting and macram embroidery.

Have learners familiarize themselves with the different processes involved in knitting and macram embroidery.

Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,information/learning in knitting and macram embroidery.

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Have learners assess themselves on their understanding of the concepts of knitting and macram embroidery. Checkthis against the content standard.

3. DEEPEN


Assist learners in computing for the cost of production and selling price of the product. Encourage learners to reflect on and revise their project plan.

Guide learners in expressing their understanding. Check against the Essential Understanding (EU) and content standard

Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. TRANSFER

Have learners produce marketable original/new product/s following the basic concepts and principles in knitting andmacram embroidery.




Library books and magazines for embroidery

Lectures and demonstration by teachers and / or invited guests




Documents

HE Handicrafts I