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Grade Level Standard:: Kto12 Basic Education Curriculum Technology and Livelihood Education Home Economics - Needlecraft
Grade Level Standard:: Kto12 Basic Education Curriculum Technology and Livelihood Education Home Economics - Needlecraft
CONTENT STANDARD
The learner demonstrates understanding of the different factors that influence the
business environment.
PERFORMANCE STANDARD
The learner analyzes how factor influence the business environment. The learner
relates experience in generating business ideas or identifying business
opportunities
I. INTRODUCTION
The teacher will help and guide the student to understand and meet the set
objectives of the module.
a. You may begin by motivating the students through sharing trivias and
citing of contributions of needlecraft in our country. You may also
present attractive pictures produce by the needle crafters. Stimulate
the interest of students by asking them if they have needlecraft items
with them and how do they perceive needlecraft articles.
II. OBJECTIVE
III. Identification
1. Lazy daisy chain stitch or Detached chain
stitch
2. Split stitch
3. Back stitch
4. Blanket stitch
5. French knot
6. Slip stitch/single crochet
7. half double crochet
8. Slip stitch/single crochet
9. Double crochet
10. Treble crochet
11. Slip knot
12. Casting on
13. Knit stitch
14. Purl stitch
15. Casting off
16. Shadow quilting
17. Sashiko
18. Corded quilting
19. Padded quilting
20. Trapunto or Stuffed quilting
IV. Essay
The teacher will set criteria in grading the essay
made by the learner. Each essay is equivalent to 5
point. The teacher may devise a set of criteria to
rate the output of each students or use the
following:
Clarity and accuracy of concept 3
points
Grammar Composition 2
points
Total 5
points
V. Needlecraft: An Introduction
This topic is the beginning of discussion and orientation of the students to
Needlecraft in general. The aim is to provide fundamental learning in preparing the
students to a more complex discussion. It covers topics on safety and
precautionary measures in needlecraft; project planning; packaging of finished
products/projects and caring for all needlecraft articles which will be used to the
entire quarter of the module. This will enable the students to value and promote
systematic, clean and safe area while working on their future projects.
PRE-ASSESSMENT
Process and Delivery 1. Guide the students to answer honestly and
individually the pre – assessment found in the
module, Pages 35-36. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
1. C 1. D
2. B 2. A
3. C 3. E
4. A 4. F
5. A 5. B
6. D B. Identification
7. B 1. Holbein Stitch
8. D 2. French Knot
9. B 3. Tent Stitch
Horizontal Vertical
1. Fishbone 6. Satin
2. Chevron 7. Rosette
3. Split 8. Holbein
4. Stem
5. Tent
3. Let the students answer the activity on page
72-73. This will help the students to practice
drafting a project plan which is essential
before they begin their embroidered articles.
This activity will be done before they craft
their project.
4. Let the students answer the activity on page
74. This will be done after their project on
Let’s do it. This will help the students to
understand better how to prepare financial
statement report especially if their future
projects are to be sold. This activity will be
done before they craft their project.
C. Reflect and Understand 1. Let the students answer the activity on page
78. This will help the students to evaluate the
strengths and weaknesses of their finished
product. Guide the students as they turn their
weakness into strength. The teacher may use
the rubrics below or make some
modifications:
POST-TEST
1. Guide the students to answer honestly and individually the post – assessment
found in the module, Pages 81-82. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
A. Multiple Choice B. Matching Type C. Identification
1. C 1. D 1. Holbein Stitch
6. D
2. B 2. A 2. French Knot
7. B
3. C 3. E 3. Tent Stitch
8. D
4. A 4. F 4. Rosette Chain
9. B
5. A 5. B Stitch
10. C
5. Couching
2ND QUARTER: CROCHETING
PRE-ASSESSMENT
Process and Delivery 1. Guide the students to answer honestly and
individually the pre – assessment found in the
module, Pages 84-85. Give them time limit
and ask them to write their answers on their
notebook.
Key to Correction
A. Multiple C. Identification
Choice
1. beginning
1. C 2. cluster
2. A 3. yarn over hook
3. D 4. stitch
4. D 5. repeat
5. B
D. Essay
B. Matching Suggested criteria for rating:
Type
1. A -Clarity and accuracy 3 points
2. C of concept
3. D -Grammar Composition 2 points
4. E Total 5 points
5. F
PROCESS AND DELIVERY
A. Know 1. Crochet – discuss briefly the definition of
Crochet and its origin to motivate students in
appreciating crochet.
2. Tools and materials – present the different
tools and materials and their uses to the
students so that they would be familiar and
able to recognize such tools and materials
used in crochet.
3. Crochet Terms and Abbreviations – discuss
the terms and abbreviations divided into the
type of stitches and crochet instructions. The
teacher can present it through activity so that
learner will be more participative.
4. Holding the yarn and Hook correctly –
demonstrate the proper holding of hook and
yarn both for right and left handed
5. Basic Stitches in Crocheting– discuss the
different crochet stitches. Present the step by
step procedure using pictures. Guide the
students and imply the learning by doing
activity.
B. Process 1. Let the students answer the activity on page
99. This will help the students learn to assess
quality work.
2. Let the students answer the activity on page
72-73. This will help the students to practice
drafting a project plan which is essential
before they begin their embroidered articles.
C. Reflect and 1. Guide the students as they answer page 105.
Understand Through this activity, teacher will recognize
whether the student appreciate doing
embroidered articles.
F. Transfer The learners are expected to accomplish the
tasks given on page 102 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.
1. Crocheted Wristband/Bracelet with project plan
and package
2. Crocheted hat with project plan and package
3. Learner will make their own crochet product
with project plan and package
POST-TEST
1. Guide the students to answer honestly and individually the post – assessment
found in the module, Pages 106-107. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
I. PRE-ASSESSMENT
Process and Delivery 1. Guide the students to answer honestly and
individually the pre – assessment found in the
module, Pages 109-110. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
I. Multiple II. Identification III. Matching
Choice 1. k Type
1. C 2. sl 1. E
2. A 3. tog 2. A
3. B 4. Inc 3. D
4. A 5. bet 4. B
5. A 6. st 5. C
7. “
8. *
9. alt
10. yo
POST-TEST
1. Guide the students to answer honestly and individually the post – assessment
found in the module, Pages 136-137. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
I. PRE-ASSESSMENT
Process and Delivery 1. Guide the students to answer honestly and
individually the pre – assessment found in the
module, Pages 139-140. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
B. Enumeration
1. Tailor’s chalk
2. Thimble
3. Fabrics
A. Multiple Choice 4. Needle
1. A 5. Compass
2. A (Refer to page 142 for
3. D other answer)
4. C
5. C 6. Make sure that needles
6. A are in pin cushions
7. C before and after using it.
8. B 7. Never meddle with the
9. C work of others or tamper
10.C their tools
(Refer to page 27 for other
answers)
- Concept 30%
- Group coordination and unity 30%
- Originality and creativity 20%
- Audience impact 10%
TOTAL 100%
F. Reflect and Understand 1. Let the students answer the activity on page
157. This will help the students to evaluate
the strengths and weaknesses of their
finished product. Guide the students as they
turn their weakness into strength. Allow
selected students to share it to the class.
2. Instruct the students to answer page 158.
Encourage them to write freely their
experience in making quilted articles through
poem making.
3. Facilitate the learner as they perform their
activity on page 159. After the activity, choose
at least 3 students to share how do they feel
after having the activity as well as the positive
values/habits they have developed.
G. Transfer The learners are expected to accomplish the
tasks given on page 155 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.
1. Quilted Throw Pillow Cover with project plan
and package
2. Learner will make their own quilted product
with project plan and package
POST-TEST
1. Guide the students to answer honestly and individually the post – assessment
found in the module, Pages 160-161. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
SUMMATIVE
Key to Correction
I. Matching Type
1. E
2. B
3. C
4. D
5. F
II. Multiple Choice
1. D
2. E
3. G
4. C
5. F
6. B
7. H
8. A
9. I
10. J
III. Identification
1. Lazy daisy chain stitch or Detached chain stitch
2. Split stitch
3. Back stitch
4. Blanket stitch
5. French knot
6. Slip stitch/single crochet
7. half double crochet
8. Slip stitch/single crochet
9. Double crochet
10. Treble crochet
11. Slip knot
12. Casting on
13. Knit stitch
14. Purl stitch
15. Casting off
16. Shadow quilting
17. Sashiko
18. Corded quilting
19. Padded quilting
20. Trapunto or Stuffed quilting
IV. Essay
The teacher will set criteria in grading the essay made by the learner. Each essay is
equivalent to 5 point. The teacher may devise a set of criteria to rate the output of
each students or use the following:
Clarity and accuracy of concept 3 points
Grammar Composition 2 points
Total 5 points
SUMMARY
Needlecraft products are ubiquitous items in the Philippine market. They are applied
or used in novelty items or in functional ones from the most simple wristband or
cellular phone holders to items such as bags and clothes. They are available for
sale in simple kiosks in bazaars, in stalls at renowned shopping areas like Divisoria
and Quiapo, and even in upscale malls and boutiques. Philippine-made articles from
needlecrafts even enjoy international reputation as evidenced by a steady-stream of
demand for exported products. Indeed, the demand for needlecraft products makes
the skills for neddlecraft techniques an empowering competency to have.
GLOSSARY
Batting Cotton, wool, or synthetic fiber wadded into rolls or sheets, used
for stuffing furniture mattresses and for lining quilts.
Entrepreneur A person who organizes, operates and assumes the risk for a
business venture.
Indigo A blue dye, obtained from various plants, especially of the genus
Indigofera, or manufactured synthetically. Its color is ranging
from deep violet blue to dark grayish blue.
Kerosene A thin oil distilled from petroleum or shale oil, used as a fuel for
heating and cooking and in lamps.
Pleats A fold in cloth made by doubling the material upon itself and
then pressing or stitching it into place.
Yarn Over Used either to increase stitch count or add a decorative opening
in the fabric - or both; the action of putting the yarn over the
needle.
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