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


i
TLE – Home Economics - Grade 9-10
Alternative Delivery Mode
Module 8: Methods and Procedures in Making Basketry Products

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Schools Division Superintendent
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendent
Loida Palay-Adornado Ph D
Felix M. Pamaran

Development Team of the Module

Writers: Mary Catherine I. Bautista, Nicerio Q. Sitchon,
Jullie Ann Y. Bañadera, Severino A. Rodriguez III

Editors: Leah S. Nuñez, Rizzalyn A. Olorga, Davy M. Gonzales

Reviewers: Alfredo D. Labor
Illustrator: Jullie Ann Y. Bañadera, Severino A. Rodriguez III
Layout Artist: Mary Catherine I. Bautista, Nicerio Q. Sitchon

Management Team: Aurelia B. Marquez

Rodgie S. Demalinao
Clemencia G. Paduga
Mary Jane D. Virrey

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region – Schools Division of Palawan
Office Address: PEO
MaryRoad,
JaneBarangay
D. Virrey Bancao-Bancao, Puerto Princesa City
Telephone (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

ii
 9-10
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


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iii
Introductory Message
For the facilitator:

Welcome to the TLE- Home Economics 9-10 Alternative Delivery Mode (ADM) Module 8:
Methods and Procedures in Making Basketry Products
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the TLE– Home Economics 9-10 Alternative Delivery Mode (ADM) Module on:
Module 8: Methods and Procedures in Making Basketry Products

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

iv
 What’s In This is a brief drill or review to help you link
the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.

v
 6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

Teaching TLE plays a very important role in the realization and achieving of the overall
goal of the curriculum which is giving a student the opportunities to acquire knowledge and to
develop the skills required for organization and management of resources, and to strengthen
the student’s daily life experience and stimulate ideas of creativity. Also, TLE is applied in all
aspects of activities that really enhanced the capabilities of the students/human.

This module covers the important concepts of Basketry. This includes the Learning
Competencies that the learners Follow methods and procedures in making Basketry products.
Content Standard

The learner demonstrates an understanding of the concepts and principles in Macramé

and Basketry.

Performance Standard
The learner independently demonstrates core competencies in Macramé and
Basketry.
Module 8. LO6. Follow Methods and Procedures in making Basketry Products.
(TLE_HEHC9-12TM-Ih-6)
After going through this module, you are expected to:

1. Follow procedures and techniques in making basketry products.

Note: This module is good for one (1) week and three (3) days.

vi
 What I Know

PRE-ASSESSMENT

Directions: Read and understand each item carefully. Choose the letter that corresponds to
your choice and write the chosen letter in your activity notebook provided for this
module. Do not forget to indicate the name of the activity. Answer all items, the
result of this test will determine how much you already know about this module.

1. The strands that weave through the spokes and are lighter, thinner, and more flexible
to enable them to be woven in and out.
A. spokes B. weavers C. weaving D. basketry

2. These are the strands that stand upright and form the side supports of the basket and
are much stiffer and stronger than the weavers.
A. weaving B. weavers C. spokes D. technique

3. Weaving a basket has four basic techniques EXCEPT _______________________.

A. coiling C. twining
B. plaiting D. French randing and chasing

4. Which of the following is an example of coiling stitch?

A. open stitch C. spiral stitch
B. over one under one D. four chevron

5. In pictures shown below, which of the following does NOT belong to the steps in stake and
strand?
A. B.

C. D.

1
6. Over one under one, over two under two, over three under three, and over four under
four are examples of _____________________.
A. twining B. plaiting C. coiling D. stake and strand

7. This technique refers to two or more flexible weaving elements or weavers cross each
other as they weave through the stiffer radial spokes.
A. weaver B. spokes C. twining D. randing

8. Your TLE teacher asked you to demonstrate in class the steps in French randing and
chasing. If you really know the correct order of the steps in French randing and chasing
then arrange the steps listed below;
1. Chasing. Two rounds are worked at once. Lower weaver moves four spokes
ahead; upper weaver catches up.
2. Weave the first loop of the materials.
3. Randing. Each round is worked by itself.
4. Weave the second loop.
5. Weave it inside the second, over the third, and so on.

A. II, III, I, V, IV B. II,IV,V,III,I C. II,V,I,III,IV D. II,I,IV,III,V

9. This is the earliest basketry technique used and is usually employed for softer
materials such as grasses.
A. coiling B. plaiting C. twining D. wicker

10. This method or technique allows the use of a wide range of materials as long as they
are flexible enough for the waft and rigid enough for the warp.
A. stake and strand B. plaiting C. coiling D. twining

2
 Lesson Methods and Procedures
8 in making Basketry Products

Technology and Livelihood Education in the global community is a subject that helps
student to be trained in daily aspects of life and learn daily works of our daily living. It does not
just help students but also the people who need the knowledge of it. It develops our skills that
will help us in the present time and the near future.

In this lesson, you will learn the procedures and techniques in making basketry
products before making your own basketry products.

3
 What’s In

WORD HUNTING

Direction: Look for 10 different basic macramé knots found in the box. Answers might be
written diagonally, horizontally, or vertically. Write your answers in your activity
notebook.

S A H A B C D E F G H I T J F H K L M T N

Q B A S S E D U V E A O C C L I N G O N E

U A L T E R N A T I N G F L A T K N O T S

A C F K I B S B E K E O D P T A K P J F I

R D K I R E E A D N A A O E K D E I H I N

E E N N O L A A C E R T N R N A T L N N K

K F O G N L E S G W E S E A O N T I A E J

N G T S Y H S E H S A E H K T C L P N S I

O H L E S O B U T T E R F L Y E F F E C T

T I O K A D O U B L E H A L F H I T C H T

B J R A D E V A C V A C I N N E I L L S S

C A V B E E T W O H A L F H I T C H E S B

L K E I N S I D E O U T F L A T K N O T S

1.__________________________________________ 2_________________________________

3.__________________________________________ 4._________________________________

5.__________________________________________ 6._________________________________

7._________________________________________ 8._________________________________

9. __________________________________________ 10. ________________________________

4
 What’s New

READING A POEM
Direction: Read and ponder on the message of the poem.

The Basket Maker

By: Arthur J. Burdick

Woman of the cunning craft,

Mystic weave and weird design,
Art where thought and skill combine,
Tell us of this gift of thine,
Was it heaven-quaffed?

Tell us, is thy work inspired,

That so cunningly is wrought
Fancy fine and tender thought?
Art thou by immortals taught—
Soul by spirits fired?

Who perception gave to thee

Secrets of the field to know:
Where the toughest willows grow,
Where the finest grasses show,
And rare colors be?

How didst chance to catch the glint

Of the wild bird’s painted breast,
That from him thou might’st wrest
Colors on his bosom press’d
Thy rare work to tint?

Wonder-worker, woman, thou;

Weaving songs and poems rare
Dreams and visions passing fair,
Epics of earth, sea and air,
Tales of past and now.

Skill like thine is heaven-taught;

By the magic of thy art
Hopes and fears that throng thy heart
Find a pictured counterpart,
In thy basket wrought.
Questions:

1. What is the poem all about?

2. How is it related to your lesson in this module? Do you have an idea?

5
 What is It

Basketry Weaving Techniques

There are four basic techniques used to weave a basket. These are coiling, plaiting,
stake and strand, and twining. The use of these four techniques creates a variety of different
types of useful articles from small baskets to huge ones.

Definition of Terms

• Weavers. These are the basket strands that weave through the spokes; they are
lighter, thinner, and more flexible than the spokes to enable them to be woven in and
out.
• Spokes. These are the strands that stand upright and form the side supports of the
basket; they are much stiffer than the weavers and are strong.
• Waling is a kind of weaving with three or more weavers and is used at intervals to
strengthen the basket.
• Randing is a kind of weaving with one weaver.

1. COILING
Coiling is believed to be the earliest basketry technique used. This method is
usually employed for softer materials such as grasses. Strands of grass are stitched
together to form a spiral that is forced into a basket shape. The base material is usually
straw, willow, palmetto or yucca, while raffia and horsehair are stitched together using
straw.

Steps in Coiling

1. Knot start with raffia. Double a

piece of raffia and twist it,
leaving a loop at one end. Tie an
overhand knot 20 cm from the
loop.

2. Wrapped start. Lay one end of

wrapper along core. Bind over
core, working toward the end of
the core, getting as close to the
end as possible.

6
 3. Thread one loose end of raffia in
needle; hold the knot, the loop,
and the other loose; and stitch
through the knot’s center for the
back.

4. Bind in the opposite direction,

completely covering the core
material. When enough core is
covered, bend it into a tight circle.

5. Stitch anti-clockwise around knot,

putting needle through center from
front to back. Keep knot flat. Mark
starts with colored thread.

6. Thread needle with wrapper. Hold

bound core in a tight circle. Make
the first few stitches around the
core and through the center.

7. For the second round, the raffia,

including loop becomes the core.
Stitch core to the top of the preview
row, twisting the core before each
stitch.

8. Working anti-clockwise, stitch the

working row to the circle through
the center hole for one full round.
Mark starting point with a thread.

7
General directions: Self-check activities are provided after each presentation of the basketry
methods and procedures. Write all your answers in your activity
notebook. Do not forget to indicate the activity number. Good luck!

Self-Check 1.1

Matching Type: Direction: Match column A to its corresponding illustration in column

B. Choose the letter of your answer.

COLUMN A COLUMN B
1. Stitch anti-clockwise around knot, A.
putting needle through center
from front to back. Keep knot flat.
Mark starts with colored thread.

2. Thread one loose end of raffia in B.

needle; hold the knot, the loop,
and the other loose; and stitch
through the knot’s center for the
back.

3. Knot start with raffia. Double a C.

piece of raffia and twist it, leaving
a loop at one end. Tie an
overhand knot 20 cm from the
loop.

4. Bind in the opposite direction, D.

completely covering the core
material. When enough core is
covered, bend it into a tight circle.

5. Wrapped start. Lay one end of E.

wrapper along core. Bind over
core, working toward the end of
the core, getting as close to the
end as possible.

8
 Sample Coiling Stitches

Lazy-square stitch variation Open stitch Lazy-square stitch variation

1 2

Lace stitch Lazy-square stitch variation 3 Figure-eight stitch

Self-Check 1.2

Identification:

Direction: Name the following coiling stitches. Write your answer on the second column.

1.

2.

9
 3.

4.

5.

2. PLAITING
This technique is similar to textile weaving where the materials is plaited or
woven to produce a wide variety of items like bags, basket, purse, fan, etc.

Steps in Plaiting Weave

Be familiar with under-

and- over weaving, a simple Over one under one
over-one-under-one weaves.
The plain weave can be varied
by the addition of color in one
direction.

The pieces are woven Over two under two Over three under three
over two under two, over three
under three, or over four under
four.

10
 Over four under four Four Chevron

Self-Check 1.3
Enumeration:
Directions: Enumerate the steps in plaiting weave. Your answers might be written in any
order.
1._________________
2._________________
3._________________
4._________________
5._________________
3. STAKE AND STRAND

Stake and strand weaving involves two elements, namely, the rigid stakes that
form the ribs or warp and a more pliable material that is used to weave in and out of
the ribs to create the sides of the basket or the waft. This method allows the use of a
wide range of materials as long as they are flexible enough for the waft and rigid
enough for the warp.
Steps in Stake and Strand

Waling Step
1. Beginning at the initial stake,
place three weavers behind three
consecutive stakes. Pick up weaver A,
bring it in front of two stakes, over the
other two weavers, and behind the next
stake, and then to the front.

2. Repeat these motions with

weaver

11
 3. Repeat these motions with weaver C.

Self-Check 1.4

Multiple Choice:

Direction: Read and analyse each item carefully. Choose the letter that corresponds to
your choice and write the chosen letter in your activity notebook.

1. This method allows the use of a wide range of materials as long as they are flexible
enough for the waft and rigid enough for the warp.
A. coiling C. twinning
B. B. plaiting D. stake and strand

2. It is a kind of weaving with three or more weavers and is used at intervals to strengthen
the basket.
A. waling B. chasing C. randing D. plaiting

3. Which of the following illustration is the first step in stake and strand?

A. B.

C. D.

12
4. In pictures shown below, which of the following is the second step in stake strand?

A. B.

C. .

5. From the illustrations below, which of the following is the third or last step in stake and
strand?

A. B.

C. D.

13
 4. TWINING
Twining Basketry uses materials from roots and tree bark. Twining actually refers to a
weaving technique where two or more flexible weaving elements or weavers cross
each other as they weave through the stiffer radial spokes.

Steps in Twining

1. Begin with a weave done with two

elements woven concurrently around
the spokes. The weaving elements
cross between the spokes for a half
turn.

2. With the weave woven around the

spokes, cross the spokes for a full
turn as shown in the illustration.

Self-Check 1.5

Drawing: Direction: Out of two steps in twinning, choose one and draw the illustration
of your chosen step. (5 points)

5. RANDING AND CHASING

Steps in French Randing and Chasing

1. Weave the first loop of the

materials as shown in the right.

2. Weave the second loop of the

materials over the first loop.

3. Weave it inside the second, over the

third, and so on.

14
 4. Randing. Each round is worked by
itself. Diagram on top (right) shows
the direction of the weaver’s motion.

5. Chasing. Two rounds are worked at

once. Lower weaver moves four
spokes ahead; upper weaver catches
up.

Self-Check 1.6

Arranging:

Direction: Listed below are the illustrations of steps in French randing and chasing. Arrange
them accordingly from first up to last step. Choose the letter that corresponds to
your choice.

A. B. C.

D. F.

15
 What’s More

Direction: There are a lot of coconut trees in our country. Out of the Basketry Weaving
Techniques you have learned in this module, make a small mat made from
coconut leaves. Follow the procedures given below. Your work will be graded
according to the rubric given.

WEAVING A SMALL MAT MADE OF COCONUT LEAVES

Materials: coconut leaves, knife, cutter

Procedure:

1. Harvest Coconut Leaves

You can collect the coconut leaves
known as fronds from a large branch from
the tree. We need about 10 to 12 pieces
of these fronds.
• Pull away the fronds from the
branch.
• Trim the frond edges which are
used to attach with the branch.
• Using a craft knife, remove the
stick running at middle of the
fronds.
• Now you have 2 leaflets from one
frond.

2. Start Weaving

16
• * Place required number of leaflets side by
side on the floor (9, 10 or 11 to the required
size).
• * Take another leaflet and weave through
leaflets on the floor in an above and below
pattern.
• *Continue adding leaflets till the numbers
on both sides are equal.
• *You can also add more leaflets on both
sides to make it larger.

3. Folding Extra Length

• If you look at the partly woven mat
at this stage, you will find the extra
length of leaves in an above and
below position.
• First take the leaflets at one side
which are below and fold them
over the end leaf.
• Insert the folded portion through
other leaflets in perpendicular in
the same pattern as above and
below.
• Trim end of leaflets protruding
through. Do this for all four sides.
The last picture shows the
finished mat at this stage.

4. Repeat Folding on Other Side

• Now turn over the mat and repeat
same we did on the other side,
take folding extra length and
inserting ends through the leaflets
in perpendicular.
• Trim all extra length of leaflets and
our mat is finished.
This mat is 10”X10” in size and can be
used as a table mat. It lasts for a long
time even after drying.

17
 RUBRIC IN WEAVING A MAT

1 2 3 4
The work lacks The work shows The work reflects The work shows a
understanding of some understanding of mastery of skills
concepts, materials and understanding of concepts and and reflects a deep
TECHNIQUES/
skills. concepts, materials, as well understanding of
CONCEPTS
materials and as use of skills concepts and
skills. discussed in materials.
class.
Student passively The student The student The student
attempts to fulfil developed explores multiple consistently
assignment without exploration of solutions and displays
much thought or possible solutions innovative willingness to try
exploration of and innovative thinking develops multiple solutions
possibilities. Student thinking. Student and expands and ask thought
HABITS OF refuses to explore more has more than one during project. provoking
MIND than one idea. idea but does not questions, leading
pursue. to deeper, more
distinctive results;
the student fully
explores multiple
ideas and
iterations.
The student shows little The student The student The work reflects a
awareness of their demonstrates shows self- deep
process. The work does some self- awareness. Work understanding of
not demonstrate awareness. Work demonstrates the complexities of
REFLECTION &
understanding of shows some understanding of the content. Every
UNDERSTANDI
concept. understanding of content and most decision is
NG
content, but decisions are purposeful and
student cannot conscious and thoughtful.
justify all of their justified.
decisions.
The work is messy and The work is The work is neat The work is
craftsmanship detracts somewhat messy and craftsmanship impeccable and
from overall and craftsmanship is solid. shows extreme
CRAFTMANSHI
presentation. detracts care and
P
somewhat from thoughtfulness in
overall it’s craftsmanship.
presentation.
The work is not The work is The work is The work is
completed in a complete but it completed in an completed with
satisfactory manner. lacks finishing above average excellence and
Student shows minimal touches or can be manner, yet more exceeded teacher
effort. Student does not improved with a could have been expectations.
EFFORT
use class time little effort. done. Student Student exhibited
effectively. Student does not needs to go one exemplary
do enough to meet step further to commitment to the
requirements. achieve project.
excellence.

Rubric was retrieved from https://www.christinedebeer.ca on August 1, 2020.

18
 What I Have Learned

Communicating

Instruction: Reflect on the activities you have done in this module by completing the following
statements. Write your answers in your activity notebook.

o I learned that making basketry is ____________________________.

o I was surprised that basketry is ____________________________.
o I noticed that the steps in making basketry is_________________________.
o I discovered that in making basketry, I _______________________________.
o I was pleased that making basketry is _______________________________.

What I Can Do

PRESENTATION:
Direction: Using your activity notebook, choose one basketry techniques below and draw
the illustration of it.

a. Coiling
b. Plaiting
c. Stake and strand
d. Twinning

19
 Assessment
A. Identification: Given the pictures below, identify the following coiling stitches. Choose
your answer from the box given. Write your answer in your activity notebook.

1. 2. 3.

4. 5.

Lazy-square stitch variation 1 Lazy-square stitch variation 2 Lace stich

Lazy-square stitch variation 3 Open-stitch Figure-eight stitch

1. ___________________________ 4.___________________________

2.___________________________ 5. ___________________________

3.___________________________

B. Enumeration: Direction: Enumerate the Basketry Weaving Technique discussed in

this module. Your answers might be written in any order.

1._________________ 4._________________

2._________________ 5._________________

3._________________

20
 Additional Activities

MAKING NEWSPAPER BASKET:

Direction: Out of the basketry weaving techniques you have learned in this module, make
your own basketry using newspaper. Follow the procedure given below. Your work
will be graded according to the rubric given.
Materials Needed: newspaper, scissor, knife, pine skewer/ stick, cardboard, double sided-
tape, bulldog clip, glue/rugby
Procedure:
1. Making the Newspaper Tubes for Weaving
a. Cut long strips of newspaper to about 10cm
wide. Fold the newspaper horizontally in half
and then half again, and use a sharp knife to
cut into sections. Use pine skewer or stick for
rolling the tubes.
b. Tuck under the corner edge and then roll with
your fingers. Start off rolling your fingers and
then carefully lift the tube, holding the end of
the skewer in the right hand and rolling the
paper around with your left hand.
c. When you reach the end, smear on a small
amount of glue to secure in place.

2. Make the Base

a. For the base of the basket, cut two rectangular
pieces of cardboard. These can be any size
depending on how small or large you want the
basket to be.
b. On side, place two rows of double-sided tape
around the edges.
c. Press down and secure the paper tubes in
position. There are 13 tubes on the long side
and 7 tubes on the short side.
d. Use double-sided tape to cover the top of the
remaining piece of cardboard. Apply
glue/rugby to the back and press this down
over the cardboard with tubes. Place a heavy
book on top and leave to dry for an hour.

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3. Finished Base
Here is the base for a square or rectangular basket.
You can cover the top layer of cardboard in any
fabric you choose.

4. Start Weaving the Basket

a. To start weaving, join two tubes together
as shown in the image just below. Bend in
half and thread around the first upright.
The process is one tube in front- one tube
behind and twist around every single
upright.
b. As you weave and twist, make sure to pull
the uprights up and keep the tubes nice
tight.
c. If you need to take a break, use a bulldog
clip or peg to hold everything in place.
d. At the corners, do an extra twist before
you go around the corner and repeat the
weave twist.

5. How to Make Long Tubes

As you reach the end of a tube, take a new tube
and insert the narrower end into the narrower end
of the tube you are using. Give it a twist so that it
fits nice and snug inside.

6. Finish Weaving Your Newspaper Basket

a. As you weave and twist each row it’s
easy to extend the length of the
newspaper tubes as you work.
b. Continue to add rows until you reach the
desired height.
c. Finish off the top row and ended up just
by bending them over and push them
down through the weave on the side.
d. To finish off, spray on two coats of any
paint or you can also use varnish. This
provides protection for the newspaper
and also stiffens up nicely.

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 RUBRIC IN MAKING NEWSPAPER BASKET

1 2 3 4
The work lacks The work The work reflects The work shows a
understanding of shows some understanding of mastery of skills and
concepts, materials and understanding concepts and reflects a deep
TECHNIQUES/
skills. of concepts, materials, as well understanding of
CONCEPTS materials and as use of skills concepts and
skills. discussed in materials.
class.
Student passively The student The student The student
attempts to fulfil developed explores multiple consistently displays
assignment without exploration of solutions and willingness to try
much thought or possible innovative multiple solutions and
exploration of solutions and thinking develops ask thought provoking
HABITS OF
possibilities. Student innovative and expands questions, leading to
MIND refuses to explore more thinking. during project. deeper, more
than one idea. Student has distinctive results; the
more than one student fully explores
idea but does multiple ideas and
not pursue. iterations.
The student shows little The student The student The work reflects a
awareness of their demonstrates shows self- deep understanding of
process. The work does some self- awareness. Work the complexities of the
REFLECTION not demonstrate awareness. demonstrates content. Every
understanding of Work shows understanding of decision is purposeful
&
concept. some content and most and thoughtful.
UNDERSTAND understanding decisions are
ING of content, but conscious and
student cannot justified.
justify all of
their decisions.
The work is messy and The work is The work is neat The work is
craftsmanship detracts somewhat and impeccable and
from overall messy and craftsmanship is shows extreme care
CRAFTMANSH presentation. craftsmanship solid. and thoughtfulness in
IP detracts it’s craftsmanship.
somewhat from
overall
presentation.
The work is not The work is The work is The work is completed
completed in a complete but it completed in an with excellence and
satisfactory manner. lacks finishing above average exceeded teacher
Student shows minimal touches or can manner, yet more expectations. Student
effort. Student does not be improved could have been exhibited exemplary
EFFORT use class time with a little done. Student commitment to the
effectively. effort. Student needs to go one project.
does not do step further to
enough to meet achieve
requirements. excellence.
Rubric was retrieved from https://www.christinedebeer.ca on August 1, 2020

Congratulations! You did a great job!

Good luck as you move on to the next
lesson.

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 24
Self-Check 1.3 Self-Check 1.4 Assessment
1. Over one under A. d 1. Figure-eight
one B. a stitch
2. Over two under C. a 2. Lazy-stitch
two D. b variation 2
3. Over three under E. d 3. Lazy-stitch
three variation 3
4. Over four under 4. Lace stitch
four Self-Check 1.6 5. Lazy-stitch
5. Four chevron variation 1
A. c
B. a
C. b 6-10 In any order
D. e
E. d 6. Coiling
7. Plaiting
8. Stake and
strand
9. Twinning
10. Randing and
chasing
What I Know What's In Self-Check 1.1
1. c
1. Half knot
1. B 2. e
2. Square knot 3. a
2. C 3. Double half hitch 4. b
3. D 4. Two half hitches 5. d
4. A 5. Overhand knot Self-Check 1.2
5. A 6. Larks head knot
6. B A. lazy-square stitch
7. Flat knot variation 1
7. C 8. Alternating flat B. lazy-square stitch
8. B knot variation 2
9. A C. lazy-square stitch
9. Inside out flat knot variation 3
10. A
10.Butterfly effect D. lace stich
E. figure-eight stitch
Answer Key
References
-Basbas, L.,Urbiztondo, L. (2016). HANDICRAFT Macrame and Basketry.Rex Book
Store ,Inc. Manila.

https://www.yarnspirations.com
https://www.instructables.com
https://www.pinterest.com
https://www.persialou.com
https://www.fi.pinterest.com
https://www.decorhint.com
https://www.sprucecrafts.com
https://www.mymodernmet.com
https://www.poemhunter.com

25
For inquiries or feedback, please write or call:
Department of Education – SDO Palawan
Curriculum Implementation Division Office
2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone np. (048) 434-0099

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