7/8

TECHNOLOGY AND LIVELIHOOD EDUCATION

HANDICRAFT PRODUCTION

QUARTER 2 – WEEK 3
(LESSON 5 & 6)

CapSLET
Capsulized Self - Learning
Empowerment
Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City
 CapSLET
Capsulized Self - Learning Empowerment Toolkit

SUBJECT & TLE 7/8 3 (lesson 5)

QUARTER 2 WEEK
GRADE/LEVEL
TOPIC Color Scheme
LEARNING 2.2. Color Schemes are applied in creating a CODE
COMPETENCY design. TLE_HEHD7/8EA-0c-d-2
a. Classify the colors according to its category;
LEARNING
OBJECTIVES
b. Identify the different colors in the color wheel; and
c. Apply the appropriate colors in the color wheel.
IMPORTANT: Do not write anything on this material. Write your answers on the learner’s activity and assessment
sheets provided separately.

UNDERSTAND

Color
It may be cool, warm, bright or dull. Choosing
the right color will greatly affect the appearance of your
finished project.
Below is a color wheel consisting of twelve colors
which will give you an idea to make successful choice
of color.

There are also definitions (or categories) of colors based on the color wheel. We begin with a 3-
part color wheel.

Primary Colors:
Red, yellow and blue. In traditional color theory (used in paint and pigments), primary colors are the 3
pigment colors that cannot be mixed or formed by any combination of other colors. All other colors are
derived from these 3 hues.

Secondary Colors:
Green, orange and purple. These are the colors formed by mixing the primary colors.

Tertiary Colors: Yellow-orange, red-orange, red-purple, blue-purple, blue-green & yellow-green.

These are the colors formed by mixing a primary and a secondary color. That's why the hue is a two word
name, such as blue-green, red-violet, and yellow-orange.

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 Color scheme

A. Related Colors
1. Monochromatic Harmony One color of different shade

2. Analogous Harmony Three neighbouring colors,

one of which is dominant

B. Contrasting Colors
1. Complementary Colors opposite each other
in the color wheel

2. Double Complementary Two neighbouring colors

and their opposite color

3. Split Complementary Three colors diagonal with

each other

4. Triad The color in between three

spaces in color wheel

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 Let’s Practice!
I. Directions: Classify the following colors, write PC for Primary Color, SC for Secondary Color and TC
for Tertiary Color. (Answer on the Answer Sheet provided for Activity and Assessment).
_____1. Blue ______ 4. Orange _______ 7. Violet ______ 10. Yellow-Green
_____2. Blue-violet ______ 5. Red _______ 8. Yellow
_____3. Green ______6. Red Violet _______ 9.Yellow-Orange

II. Directions: Draw and apply the appropriate color in the color wheel.

1. Primary Colors

2. Secondary Colors

3. Tertiary Colors

SAQ-1: What are the categories of colors based on the three (3) parts color wheel?
SAQ-2: List down the different color schemes of related colors and contrasting colors.

REMEMBER
Key Points

Design- to create, fashion, executes, or construct according to plan.

Color- a quality such as red, blue, green, yellow, etc., that you see when you look at something that
SAQ-2:
used What
to give are to
color the different embroidery stitches?
something.
Color Scheme- a particular combination of colors.
Color Wheel - a circular diagram of the spectrum used to show the relationships between the
colors.

TRY
Let’s see how much have you learned today!
Directions: Read and understand carefully. Choose the best answer by writing only the letter of your
choice. (Answer only on the Learner’s Activity and Assessment Sheets provided).
___1. It is a color that can be found between the three spaces of the color wheel.
A. Triad B. Complementary C. Analogous Harmony D. Split Complementary
___2. A color scheme that has two neighbouring colors and their opposite.
A. Triad B. Complementary C. Monochromatic Harmony D. Double Complementary
___3. A color scheme that has three neighbouring colors which is dominant.
A. Triad B. Complementary C. Analogous Harmony D. Split Complementary
___4.It is a color scheme with opposite each other in the color wheel.
A. Triad B. Complementary C. Analogous Harmony D. Split Complementary
___5. It is a color scheme with one color of different shades.
A. Triad B. Complementary C. Monochromatic Harmony D. Double Complementary
___6. The three pigment colors that cannot be mixed or formed by any combination of other colors.
A. Primary Colors B. Secondary Colors C. Tertiary Colors D. Color Wheel
___7. The colors that can be formed by mixing a primary and secondary colors.
A. Primary Colors B. Secondary Colors C. Tertiary Colors D. Color Scheme
___8. It refers to a particular combination of colors.
A. Primary Colors B. Secondary Colors C. Tertiary Colors D. Color Scheme
___9. It Refers to a circular diagram of the spectrum used to show the relationships between the
colors.
A. Primary Colors B. Secondary Colors C. Tertiary Colors D. Color Wheel
___10. The colors that are formed by mixing the primary colors.
A. Primary Colors B. Secondary Colors C. Tertiary Colors D. Color Wheel

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 (Roque n.d.)
(Definition of Design, Merriam Webster 2020)
(Definition of Color 2020)
REFERENCES
(Definition od Scheme, Merriiam Webster 2020)
(Definition of Color Wheel, Merriam Webster 2020)
This learning resource contains copyrighted materials. The use of which
has not been specifically authorized by the copyright owner. We are
making this learning resource in our efforts to provide printed and e-copy
learning resources available for the learners in reference to the learning
DISCLAIMER continuity plan of this division in this time of pandemic.
This LR is produced and distributed locally without profit and will be used
for educational purposes only. No malicious infringement is intended by the
writer. Credits and respect to the original creator/owner of the materials
found in this learning resource.

Written by:

THARHATA H. HALID
Teacher I
Arena Blanco National High School
Mampang Annex

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 CapSLET
Capsulized Self - Learning Empowerment Toolkit
SUBJECT &
TLE 7/8 QUARTER 2 WEEK 3 (lesson 6)
GRADE/LEVEL

TOPIC Transferring Design

LO 2. Create Embroidered Article CODE
LEARNING
COMPETENCY
2.3 Design is transferred following the given
steps. TLE_HEHD7/8EA-0c-d-2
a. Explain a certain method of transferring design;
LEARNING b. Familiarize the different transferring designs; and
OBJECTIVES
c. Perform the two methods of transferring design by following the given correct
steps.
IMPORTANT: Do not write anything on this material. Write your answers on the learner’s activity and
assessment sheets provided separately.

UNDERSTAND
SEVERAL WAYS OF TRANSFERRING DESIGNS ON FABRIC
1. HOT-IRON DESIGN
- The easiest among the three methods. To use a hot-iron transfer, first remove excess paper around
the design, place the design on the fabric, then pin at the corners. Make sure your flatiron is at low
setting before pressing it over an area of the design for a few seconds.

2. TRACING METHOD
- Designs may also be transferred using a tracing wheel and preferably
dressmaker’s carbon paper. However, when no carbon paper of this type is
available, ordinary carbon paper may be used.
The steps in this method are as follows:
1. Place your design right side up on your fabric then pin at the corners. Slowly
insert the carbon paper or dressmaker’s carbon, carbon side down, between
the design and fabric.
2. Using a tracing wheel, go over the lines of the design.
3. STAMPING
- In transferring designs by stamping, you will need soft absorbent cloth, indigo,
kerosene or petroleum, sheets of newspaper, your perforated design, and the
fabric on which you want to stamp your design.
The steps in this method are as follows:
1. Form the soft absorbent cloth into ball
2. Mix 1part indigo and 1 ½ parts kerosene or petroleum to make a smooth thin
paste. This will be your blueing mixture
3. Spread sheet of newspaper on a flat surface. Lay the fabric on the newspapers.
Be sure the warp and woof threads of the fabric are aligned.
4. Lay the perforated pattern smooth side up on the part of the fabric where the
design is to be placed. Pin the corners of the design.

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5. Dip the ball of cloth in blueing mixture. Rub the ball of cloth over the design in
one stroke or direction only.
6. To check if the design had been correctly transferred, lift one corner of the pattern
carefully.
7. When the design has been fully transferred, remove the perforated pattern.
Using a small amount of kerosene, clear the design of unwanted imprints. Air dries
your finished work.

SAQ-1: Why is it important to familiarize the different transferring

designs?
SAQ-2: How will you apply this in your daily lives?

Let’s Practice!

(Answer on the Answer Sheet provided for Activity and Assessment).

Activity 1
Instructions: Write TRUE if the statement is true. Change the underline word if the statement is
FALSE to make the statement correct. Write your answer on the space provided for before the
number.
________________1. Tracing method is one of the transferring designs that used a tracing wheel
and preferably dressmaker’s carbon paper.
________________2. In transferring designs by hot- iron, you will need soft absorbent cloth, indigo,
kerosene or petroleum, sheets of newspaper, your perforated design, and the fabric on which you
want to stamp your design.
________________3. The first step in stamping is to form the soft absorbent cloth into ball.
________________4. There are 5 steps in tracing method.
________________5. The second step in tracing method is to place your design right side up on your
fabric then pin at the corners.
________________6. When the design has been fully transferred, remove the perforated paper.
________________7. Dip the box of cloth in bluing mixture. Rub the ball of cloth over the design in
one stroke or direction only.
________________8. You may also use a pencil or any sharp or pointed instrument to trace the
design.
________________9. Using a mark up pen, go over the lines of the design.
________________10. Hot-iron design is the easiest among the three methods.
Activity 2
Instructions: Answer the following question by writing essay. Answers should be at least in 30-50
words. Each item will be given 5 points each.
1. What type of method do you like most and why?
2. What method is difficult for you? Support your answer.

REMEMBER
Key Points

 The embroidery design you choose reflects who you are or the purpose for which your project
is being done. For a more individual touch, you may create. If this is not possible you may
copy a design from commercially available books on embroidery. Whichever make sure that

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 the design you choose will not only suit your purpose but will also enhance the beauty of your
fabric.
 Stamping – to use a specific device to put a design, word, etc. on something
 Embroidery – an extra detail that are added to make a design more interesting.

TRY
Let’s see how much have you learned today!
(Answer on the Learner’s Activity and Assessment sheets).
PERFORMANCE TEST
I. OBJECTIVE:
To performed the different methods in transferring designs.
II. MATERIALS NEEDED:
Paper, carbon paper, pencil, soft absorbent cloth, indigo, kerosene or petroleum, and sheet of
newspaper.
III. PROCEDURES/STEPS
Activity 1
TRACING METHOD
Instructions: Transfer a design by following the correct procedures in Tracing Methods; you will be
given 10 minutes to do the activity and be evaluated based on the scoring rubrics.
SCORING RUBRICS
Criteria 5 4 3 2
Mastery Follow Follow Follow 1 Did not
LEGEND:
All the 2 steps step follow
15-14points – Outstanding
steps correctly correctly steps
13-10 points – Very Satisfactory
correctly correctly
9- 7 points – Satisfactory
Cleanliness Output Output Output is Output
6- 5 points – Needs improvement
is very is clean moderate is dirty
6- 5 points – Needs improvement
clean clean
4- 0 point – Failure
Time Finish Finish Finish the Finish
6- 5 points – Needs improvement
Allotment the the activity 4- the
4- 0 point – Failure
activity activity 5 minutes activity
on time 1-3 late 6-10
minutes minutes
late late
Activity 2
STAMPING
Instructions: Transfer a design by following the correct procedures in Stamping; you will be given 10
minutes to do the activity and be evaluated based on the scoring rubrics.
(Refer SCORING RUBRICS and LEGEND in Activity 1)

(Roque, K to 12 Basic Education Curriculum Technology and Livelihood

REFERENCE/S Education Learning Module in Handicraft Production Exploratory Course Grade 7
and Grade 8 Learning, pp. 33-35 n.d.)
(Merriam Webster Dictionary n.d.)
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making this learning
resource in our efforts to provide printed and e-copy learning resources available
for the learners in reference to the learning continuity plan of this division in this
DISCLAIMER time of pandemic.
This LR is produced and distributed locally without profit and will be used for
educational purposes only. No malicious infringement is intended by the writer.
Credits and respect to the original creator/owner of the materials found in this
learning resource.
Written by:
MARIEL L. TRONO
Teacher I
Landang Gua National High School (ABNHS ANNEX)-314803
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 CapSLET
Learner’s Activity and Assessment Sheets for Lesson 5

SUBJECT TLE 7/8

NAME
YEAR AND SECTION
TEACHER’S NAME

SAQ 1: What are the categories of colors based on the three (3) parts color wheel?

__________________________________________________________________________________________________
What is Digestion?
SAQ 2: List down the different color schemes of related colors and contrasting colors.

__________________________________________________________________________________________________
__________________________________________________________________________________________________
What is Digestion?
Let’s Practice!

I. Directions: Classify the following colors, write PC for Primary Color, SC for Secondary Color and
TC for Tertiary Color.
1. _________ 3. ___________ 5. _________ 7. _________ 9. ___________
2._________ 4.___________ 6. _________ 8. _________ 10. __________
II. Directions: Draw and apply the appropriate color in the color wheel.

1. Primary Colors

2. Secondary Colors

3. Tertiary Colors

TRY
Let’s see how much have you learned today!
Directions: Read and understand carefully. Choose the best answer from the possible option A,B,C,D
by writing only the letter of your choice.
1. _________ 3. ___________ 5. _________ 7. _________ 9. ___________
2._________ 4.___________ 6. _________ 8. _________ 10. __________

Learner’s Activity and Assessment Sheets for Lesson 6

SAQ 1: Why is it important to familiarize the different transferring designs?

__________________________________________________________________________________________________
What is Digestion?
__________________________________________________________________________________________________
SAQ 2: How will you apply this in your daily lives?

__________________________________________________________________________________________________
What is Digestion?
__________________________________________________________________________________________________

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 Let’s Practice!

Activity 1
Instructions: Write TRUE if the statement is true and change the underline word if the statement is
false to make the statement correct. Write your answer on the space provided for before the number.
________________1. _______________6.
________________2. _______________7.
________________3. _______________8.
________________4. _______________9.
________________5. _______________10.
Activity 2
Instructions: Answer the following question by writing essay. Each item will be given 5points each.
1._______________________________________________________________________________
________________________________________________________________________________
2._______________________________________________________________________________
________________________________________________________________________________

TRY
PERFORMANCE TEST
I. OBJECTIVE:
To performed the different methods in transferring designs.
II. MATERIALS NEEDED:
Paper, carbon paper, pencil, soft absorbent cloth, indigo, kerosene or petroleum, and sheet of
newspaper.
III. PROCEDURES/STEPS
Activity 1
TRACING METHOD
Instructions: Transfer a design by following the correct procedures in Tracing Methods; you will be
given 10 minutes to do the activity and be evaluated based on the scoring rubrics.
SCORING RUBRICS
Criteria 5 4 3 2
Mastery Follow Follow Follow 1 step Did not follow
All the steps 2 steps correctly. steps
correctly. correctly. correctly
Cleanliness Output is Output is Output is
very clean clean moderate Output is
clean dirty
Time Finish the Finish the Finish the Finish the
Allotment activity on activity 1-3 activity 4-5 activity 6-10
time minutes late minutes late minutes late
LEGEND:15-14points – Outstanding 13-10 points – Very Satisfactory 9- 7 points – Satisfactory
6- 5 points – Needs improvement 4- 0 point – Failure
Activity 2
STAMPING
Instructions: Transfer a design by following the correct procedures in Stamping; you will be given 10
minutes to do the activity and be evaluated based on the scoring rubrics.
SCORING RUBRICS
Criteria 5 4 3 2
Mastery Follow Follow Follow 1 step Did not follow
All the steps 2 steps correctly. steps correctly
correctly. correctly.
Cleanliness Output is very Output is Output is Output is dirty
clean clean moderate
clean
Time Finish the Finish the Finish the Finish the
Allotment activity on activity 1-3 activity 4-5 activity 6-10
time minutes late minutes late minutes late
LEGEND:15-14points – Outstanding 13-10 points – Very Satisfactory 9- 7 points – Satisfactory
6- 5 points – Needs improvement 4- 0 point – Failure

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Topic: Color Scheme
Learning Competency: 2.2. Color Schemes are applied in creating a design.
ANSWER KEY OF LESSON 5
SAQ 1: II.
1. Primary Colors 1. 3.
2. Secondary Colors
3. Tertiary Colors
SAQ 2:
Related Colors
1. Monochromatic Harmony
2. Analogous Harmony
Contrasting Colors
1. Complementary 2.
2. Double Complementary
3. Split Complementary
4. Triad

Let’s Practice
I.
1. PC 6. TC
2. TC 7. SC Let’s see how much have you learned today!
3. SC 8. PC 1. A - Triad
4. SC 9. TC 2. D - Double complementary
5. PC 10. TC 3. C - Analogous Harmony
4. B - Complimentary
5. C - Monochromatic Harmony
6. A - Primary Colors
7. C - Tertiary Colors
8. D - Color Scheme
9. D - Color Wheel
10. B - Secondary Colors

Topic: Transferring Design

Learning Competency: LO 2. Create Embroidered Article
2.3 Design is transferred following the given steps.

ANSWER KEY OF LESSON 6

LET’S TRY! TRY/EVALUATION

Activity 1 Activity 1 Activity 2

1. TRUE TRACING METHOD STAMPING
2. Stamping
3. TRUE
4. 3
5. First
6. Pattern
7. Ball
8. TRUE
9. Tracing wheel
10. TRUE
Activity 2
(Essay- Self Explanatory)

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 Republic of the Philippines
Department of Education
Division of Zamboanga City

EVALUATION TOOL FOR CONTENT AND LAYOUT & DESIGN

CAPSULIZED SELF-LEARNING EMPOWERMENT TOOLKIT (CapSLET)

Learning Area: TLE – Handicraft Production Grade Level: 7/8

Title 1: Color Scheme
Title 2: Transferring Design
Quarter: 2
Week: 3 (Lesson 5 & 6)
Learning Competency 1: 2.2. Color Schemes are applied in creating a design.
Learning Competency 2: LO 2. Create Embroidered Article
2.3 Design is transferred following the given steps.

Instructions:

1. Read carefully the learning resource (LR) page by page to evaluate the LR for compliance to standards
indicated in the criterion items under each factor below.
2. Put a check mark (/) in the appropriate column beside each criterion item. If your answer is NO, cite
specific page/s, briefly indicate the errors found, and give your recommendations in the attached
Summary of Findings form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.

Standards /Criterion Items Yes No

CONTENT
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations. √
2. The copyrighted texts and visuals used in the LR are √
cited.
3. The copyrighted materials used in the LR are accurately √
cited.
4. The references are properly cited in the Reference/s box √
using the DepEd LR Referencing Guide.
Note: At least 3 criterion items must be marked YES to Complied Not
indicate compliance to this factor. Complied

√
Factor II. Learning Competencies
1. Content is consistent with the targeted DepEd Most
Essential Learning Competencies (MELCs) intended for
the learning area and grade level. √
2. The MELC is sub-tasked into learning objectives based
on the Compressed Curriculum Guide Syllabus (CCGS)
of a specific learning area. √

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 Note: These 2 criterion items must be marked YES to Complied Not
indicate compliance to this factor. Complied

√
Factor III. Instructional Design and Organization
1. The LR contributes to the achievement of specific
objectives of the learning area and grade level for which
it is intended. √
2. Sequencing of contents and activities from
UNDERSTAND, REMEMBER and TRY within each
lesson facilitates achievement of objectives. √
3. Content is suitable to the target learner’s level of √
development, needs, and experience.
4. Content reinforces, enriches, and / or leads to the
mastery of the targeted learning competencies intended
for the learning area and grade level. √
5. The LR develops higher cognitive skills (e.g., critical
thinking skills, creativity, learning by doing, problem
solving) and 21st century skills.
6. The LR enhances the development of desirable values
and traits such as: (Mark the appropriate box with an
“X” applicable for values and traits only) √

Note: At least 5 criterion items must be marked YES to Complied Not

indicate compliance to this factor. Complied

√
Factor IV. Instructional Quality
1. Content and information are accurate. √
2. Content and information are up-to-date. √
3. The LR is free from any social content violations. √
4. The LR is free from factual errors. √
5. The LR is free from computational errors (if applicable)
6. The LR is free from grammatical errors. √
7. The LR is free from typographical errors. √
Note: At least 6 criterion items must be marked YES to Complied Not
indicate compliance to this factor. Complied

√
Factor V. Assessment

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 1. The LR provides useful measures and information that
help the teacher evaluate learner’s progress in mastering
the target competencies. √
2. Assessment aligns with the learning competency/ies. √
3. Assessment provides clear instructions in the TRY √
section.
4. Assessment provides correct answer/s. √
Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor. Complied

√
Factor VI. Readability
1. Vocabulary level is adapted to target users’ experience √
and understanding.
2. Length of sentences is suited to the comprehension level √
of the target user.
3. Sentences and paragraph structures are varied and √
appropriate to the target user.
4. Lessons, instructions, exercises, questions, and activities √
are clear to the target user.
5. The LR provides appropriate mother tongue for the
target user.
Note: At least 4 criterion items must be marked YES to Complied Not
indicate compliance to this factor Complied

√
LAYOUT AND DESIGN
Factor I. Physical Attributes
1. All necessary elements are complete. √
2. Cover elements are correct and complete. (i.e., w/ grade
indicator & learning area, CapSLET title, quarter,
headings, division tagline) √
3. The CapSLET follows the prescribed learning area √
color.
4. The LR observes correct pagination. √
5. Contains accurate learning competency and code. √
Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor Complied

√
Factor II. Layout and Design
1. The LR follows the prescribed CapSLET template. √
(maximum of 10 pages and minimum of 3 pages)
2. The LR follows the prescribed CapSLET paper size √
(long bond paper - 21.59cm x 33.02cm).
Note: All items be marked YES to indicate compliance to this Complied Not
factor. Complied

√
Factor III. Typographical Organization

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 1. The LR uses appropriate font size (12 or 14) and styles √
(Calibri Body, Arial or Times New Roman).
2. The LR follows the rules in the use of boldface and
italics.
√
Note: All criterion items must be YES to indicate compliance Complied Not
to this factor. Complied

Factor IV. Visuals

1. It contains visuals that illustrate and clarify the concept. √
2. It has images that are easily recognizable. √
3. Layout is appropriate to the child.
4. Text and visuals are properly placed. √
Note: All criterion items must be marked YES to indicate Complied Not
compliance to this factor. Complied

Recommendation: (Please put a check mark (/) in the appropriate box.)

Minor revision. This material is found compliant to the minimum requirements in all six factors. Revision
based on the recommendations included in the Summary of Content Findings form and LR with marginal notes
must be implemented.
Major revision. This material is non-compliant to the requirements in one or more factors. Revision based on
the recommendations included in the Summary of Content Findings form and LR with marginal notes must be
implemented.
For field validation. This material is found compliant to all factors with NO corrections.

I certify that this evaluation report and the recommendation(s) in the summary report are my own and have been
made without any undue influence from others.

Name/s Signature/s

Evaluator/s: JAYRALDINE D. QUIAOIT ED.D ________________________

OLGA A. GUEVARRA ED.D ________________________
MILA B. BARRACA ________________________

Date accomplished: July 12, 2020

Note:
This tool is anchored on the Guidelines in ADM Content Evaluation, Guidelines in ADM
Layout Evaluation and Level 2 DepEd Evaluation Rating Sheet for 2 DepEd Evaluation Rating
Sheet for Story Books and Big Books.
.

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 Summary of Content Findings, Corrections and Review for Locally Developed
CapSLET

Title of the CapSLET: Handicraft Production-Exploratory Grade Level: 7/8

Quarter: 2
Week: 3 (Lesson 5 & 6)

Part of the Brief description Specific Put a check mark

CapSLET/ of Errors/ recommendations
Paragraph / Findings/ for improving the
Line / Page Observations identified criterion
number (in Not
chronological Implemented Implemented
order)

Legend: (Type of Error) C - Content, L – Language, DL – Design and Layout

Other Findings: Write additional comments and recommendations not captured

in the evaluation tools used.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
Prepared by: Date accomplished:
JAYRALDINE D. QUIAOIT, Ed. D. July 12, 2020
(Signature Over Printed Name)

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