Indicator 7 SEMI–DETAILED LESSON PLAN IN HAIRDRESSING I

I. Objectives
At the end of the lesson, the student should be able to:

 identify and describe the different types of braid;

 demonstrate the different types of braids; and
 exhibit patience and creativity in the application of braids.
II. Subject Matter:
Topic: Creative Hairstyling: Braids
Indicator 8
Reference/s: www.google.com; www.youtube.com
Materials: PowerPoint presentation, colored cords/string/yarn, hairdressing tools/materials,
clip, rubber bands, push pins
III. Procedure:
A. Preliminaries
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
Indicator 1
5. Review ( Q & A )
Question1: In first aid application, how do we secure an injury using a triangular bandage?
Question2: In transporting victims, what is the difference between carrying them using both arms and with arms held across with
another person? Why?
B. Motivation
Activity 1 ( Picture Word )
Indicator 6
Instruction: Identify the word that can be formed from the pictures shown
( picture of “bread” +” aid “ = answer is “b r a i d” )
C. Lesson Proper
Indicator 2 1. Students will read aloud the different definitions of braid and explain how they understood it.
2. Activity 2 Video Presentation/Demonstration of the different types of braid.
Indicator 4 3. Activity 3 Practice On How to Perform the Types of Braids
Arrange your chairs forming a straight line to fasten your cord at the back of one’s chair.
Indicator 6
4. Activity 4 Performance Output (Differentiated Learning)
Instruction: Students ‘Groups will present the types of braids through a song, dance or interview.
D. Application
Indicator 5 Activity 5 Instruction: Demonstrate the different types of braids correctly.
Indicator 3
( + pts. if the task is completed before the time allotted)
E. Generalization
Complete the open-ended statement below:
Braiding is an art because . . .

IV. Evaluation:
RUBRICS for Activity 5 RUBRICS for Activity 4
Indicator 9 Correctness/Accuracy 50% Relevance 50%
Time-On-Task/Speed 20% Content 20%
Creativity 30%_ Creativity 30%_
TOTAL 100% TOTAL 100%

V. Assignment:
Create an original hairstyle incorporating the different types of braids of your own choice.
Prepared by :

CRISTINA U. MENDOZA
GRADE 11/12
HAIRDRESSING I TEACHER
Indicator 7 SEMI–DETAILED LESSON PLAN IN HAIRDRESSING I
I. Objectives
At the end of the lesson, the student should be able to:
 trace the origin of braids and its significant bearing in every culture;
 differentiate how each country/tribe uses braid as an expression of its identity;
 develop the value of awareness in the application of braids in various fields
II. Subject Matter:
Topic: Creative Hairstyling: Braids (History)
Reference/s: www.google.com; www.youtube.com
Indicator 8
Materials: PowerPoint presentation, colored cords/string/yarn, hairdressing tools/materials
III. Procedure:
A. Preliminaries
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
Indicator 1
6. Review ( Q & A )
Question1: In first aid application, how do we secure an injury using a triangular bandage?
Question2: In transporting victims, what is the difference between carrying them using both arms and with arms held across with
another person? Why?
B. Motivation
Activity 1 ( Picture Word )
Indicator 6
Instruction: Identify the word that can be formed from the pictures shown
( picture of “bread” +” aid “ = answer is “b r a i d” )
C. Lesson Proper
Indicator 2 1. Students will read aloud the different definitions of braid and explain how they understood it.
2. Activity 2 Video Presentation/Demonstration of the different types of braid.
Indicator 4 3. Activity 3 Practice On How to Perform the Types of Braids
Arrange your chairs forming a straight line to fasten your cord at the back of one’s chair.
Indicator 6
4. Activity 4 Performance Output (Differentiated Learning)
Instruction: Students ‘Groups will present the types of braids through a song, dance or interview.
D. Application
Indicator 5
Activity 5 Instruction: Demonstrate the different types of braids correctly.
Indicator 3
( + pts. if the task is completed before the time allotted)
E. Generalization
Complete the open-ended statement below:
Braiding is an art because . . .

IV. Evaluation:
RUBRICS for Activity 5 RUBRICS for Activity 4
Indicator 9 Correctness/Accuracy 50% Relevance 50%
Time-On-Task/Speed 20% Content 20%
Creativity 30%_ Creativity 30%_
TOTAL 100% TOTAL 100%

V. Assignment:
Create an original hairstyle incorporating the different types of braids of your own choice.
Prepared by :

CRISTINA U. MENDOZA
GRADE 11/12
HAIRDRESSING I TEACHER
Indicator 7 SEMI–DETAILED LESSON PLAN IN HAIRDRESSING I
I. Objectives
At the end of the lesson, the student should be able to:
 identify the appropriate makeup tools, supplies and equipment used in giving makeup service;
 apply basic make up according to established standard makeup procedure; and
 display the proper work attitudes needed in giving makeup service
II. SUBJECT MATTER
A. TOPIC : Application of Makeup
Subtopic : Perform Advance Makeup
Reference/s : Hairdressing pp.89-95,
B. MATERIALS :
PPE ( Personal Protective Equipment ), Make-Up Tools, Supplies & Materials

III. LEARNING PROCEDURE

A. Preparatory Activities
1. Routine ( Prayer, Greetings, Checking of Attendance & Room Cleanliness )
2. Review - Cabbage Pass ( Identify the given words in each cabbage leaf as Tool, Equipment or Material )
3. Motivation – Match Me ( In which part of the face should each makeup material/tool be used ? )
B. Presentation
1. Unlocking of Difficulties
 Foundation – the initial makeup material applied to the face using brush or sponge
 Blending – the process of distributing makeup evenly
 Nose line – makeup shading at the sides of nose to enhance or correct its shape
 Contour – using dark shades to create desired effect
 Highlight – using light shades to enhance shape
2. Activity 1 ( Perform the procedure in applying makeup )
note: Face Templates can be used for practice
C. Application
Presentation of Outputs
D. Generalization
Complete the open-ended statement below :
In applying makeup, it is important to …

IV. EVALUATION
Rubrics in Rating Work Output
CRITERIA PERCENTAGE
 Evenness of make-up application and proper distribution 30 %
( lightness and darkness of make-up)
 Appropriateness of make-up with the occasion 20 %
 Symmetry and balance of eyebrow arc and shape, and
blush-on 20 %
 Face and lips contouring is achieved 30 %
TOTAL 100 %

V. ASSIGNMENT
1. What is the difference between basic makeup and application of prosthetics in terms of their purpose,
process and materials used?

Prepared by :
 CRISTINA U. MENDOZA
GRADE 11/12
HAIRDRESSING I TEACHER

Indicator 7 SEMI–DETAILED LESSON PLAN IN HAIRDRESSING I

I. Objectives
At the end of the lesson, the student should be able to:

 identify and describe the different types of braid;

 demonstrate the different types of braids; and
 exhibit patience and creativity in the application of braids.
II. Subject Matter:
Topic: Creative Hairstyling: Braids
Indicator 8
Reference/s: www.google.com; www.youtube.com
Materials: PowerPoint presentation, colored cords/string/yarn, hairdressing tools/materials,
clip, rubber bands, push pins
III. Procedure:
A. Preliminaries
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
Indicator 1
5. Review ( Q & A )
Question1: In first aid application, how do we secure an injury using a triangular bandage?
Question2: In transporting victims, what is the difference between carrying them using both arms and with arms held across with
another person? Why?
B. Motivation
Activity 1 ( Picture Word )
Indicator 6
Instruction: Identify the word that can be formed from the pictures shown
( picture of “bread” +” aid “ = answer is “b r a i d” )
C. Lesson Proper
Indicator 2 1. Students will read aloud the different definitions of braid and explain how they understood it.
2. Activity 2 Video Presentation/Demonstration of the different types of braid.
Indicator 4 3. Activity 3 Practice On How to Perform the Types of Braids
Arrange your chairs forming a straight line to fasten your cord at the back of one’s chair.
Indicator 6
4. Activity 4 Performance Output (Differentiated Learning)
Instruction: Students ‘Groups will present the types of braids through a song, dance or interview.
D. Application
Indicator 5 Activity 5 Instruction: Demonstrate the different types of braids correctly.
Indicator 3
( + pts. if the task is completed before the time allotted)
A. Generalization
Complete the open-ended statement below:
I learned that braids play an important role in promoting culture because . . .
Braid is an important form of craft that promotes culture identity so that . . .

IV. Evaluation:
RUBRICS for Activity 5 RUBRICS for Activity 4
Indicator 9 Correctness/Accuracy 50% Relevance 50%
Time-On-Task/Speed 20% Content 20%
Creativity 30%_ Creativity 30%_
TOTAL 100% TOTAL 100%

V. Assignment:
Create an original hairstyle incorporating the different types of braids of your own choice.
Prepared by :

CRISTINA U. MENDOZA
GRADE 11/12
HAIRDRESSING I TEACHER