MABOLO NATIONAL HIGH SCHOOL

Mabolo, Cebu City

IPLAN IN TLE 8 (BASIC NAIL DESIGN) Date: December, 2022

DLP No. 1 Learning Area: TLE 8 Grade Level: 8 Quarter: 3rd Duration: 40
mins
Learning At the end of the lesson the students will be able to;
Competency/ies:  Perform nail trimming to varied shapes, and create a sample
(Taken from the Curriculum Guide) nail design.
Topic Basic Nail Design
Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the different basic nail design
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

Skills Applying execute, implement, demonstrate, Execute the basic nail design using
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, the nail polish materials.
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Compare the different types of
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, basic nail design.
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
emotional name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize compliance thinking, Open-mindedness, Perform the basic
way of in responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience, nail design using
thinking Hope, Charity, Fortitude,
or feeling
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision, their knowledge
perform, practice, present, read, recite, report, select, tell, write
about Acceptance, Determined, in Nail Care.
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude, Tolerant,
or simple acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
something internalization of a set of specified values, while clues to these values are expressed in Calmness, Responsibility,
, typically the learner's overt behavior and are often identifiable. Accountability, Industriousness,
one that is Industry, Cooperation, Optimism,
reflected
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
in a initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics,
comparing, relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Financial Literacy, Global,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Solidarity, Making a stand for the
relate, synthesize good, Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of one’s rights,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Inclusiveness, Thoughtful,
characteristic of the learner. Instructional objectives are concerned with the student's Seriousness, Generous, Happiness,
general patterns of adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Realistic, Flexible, Considerate,
practice, propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for
one's human rights, Gender equality,
perform, practice, present, read, recite, report, select, tell, write
judgment Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is Helping, Oneness
simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in the 3. Makakalikasan Demonstrate the use
in life. learner's overt behavior and are often identifiable. Care of the environment, Disaster of Eco-friendly nail
Go Risk Management, Protection of
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, the Environment, Responsible
polish in the
beyond
learner’s
initiate, invite, join, justify, propose, read, report, select, share, study Consumerism, Cleanliness, application of basic
4. Organization - Organizes values into priorities by contrasting different values, resolving Orderliness, Saving the ecosystem, nail design.
life on
conflicts between them, and creating a unique value system. The emphasis is on Environmental sustainability
earth,
comparing, relating, and synthesizing values. 4. Makabansa
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Peace and order, Heroism and
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Appreciation of Heroes, National
wealth relate, synthesize Unity, Civic Consciousness, Social
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. responsibility, Harmony,
and would The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Patriotism,
affect the the learner. Instructional objectives are concerned with the student's general patterns of Productivity
eternal adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions. practice, propose, qualify, question, revise, serve, solve, verify
Intention
ally
adding
value to
people
every day.
2. Content Nail Design

3. Learning Resources PowerPoint Presentation, Pictures downloaded online,

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson Curriculum ROUTINARY ACTIVITY: REVIEW
content. Although at times optional, it is usually included to serve as a Contextualization A. IDENTIFICATION
warm-up activity to give the learners zest for the incoming lesson and an
Localization: Directions: In performing the given task, you will
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here the need to identify the different fancy designs in the
when it is conducted in a pleasurable and comfortable atmosphere.
appropriate Local
box below by putting them to their appropriate
Heritage Themes:
A. Annual Rites, Festivals, place.
and Rituals
(Historical/Religious
Festivals, Local Cultural
Colored Nail Polish Acetone Cushion
Festivals, Local Cuticle Remover Colorless
Delicacies/Products enamel
Festivals, Rituals, Supply Tray Hand Lotion Linen
Wedding Ritual, Palihi Manicuring Stool Manicure Table
Ritual, Burial Ritual, Cuticle Nipper Cuticle Pusher Table Mat
B Literary Anthologies Orangewood Stick Nail Brush Alcohol
Written in Local
Absorbent Cotton Hand Towel
Language (BALITAW,
BALAK, Folktales/ Short Antiseptic Nail Polish Solvent
Stories, Local Heroes
C. Historical Events, COSMETICS IMPLEMENTS
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous
Games
D. Topography, Flora/
EQUIPMENTS MATERIALS
Fauna (Falls, Mountains,
River, Cave, Trees,
Flower, Fauna
E. Food & Local products
G. Role Model Family

ANSWERS:

COSMETICS IMPLEMENTS
Colored Nail Polish Cuticle Nipper
Colorless enamel Cuticle Pusher
Hand Lotion Orangewood Stick
Acetone Nail Brush
Antiseptic
Cuticle Remover
Alcohol
Nail Polish Solvent
EQUIPMENTS MATERIALS
Cushion Linen
Supply Tray Table Mat
Manicuring Stool Absorbent Cotton
Manicure Table Hand Towel

B. The teacher presents a picture related to the

topic.

Guide Question:
1. As you observed the picture what idea pop up
first in your mind?
2. What do you think or how can you describe the
 picture?
3. Have you been tried having nail polish on your
finger or toe? If yes, how do you feel?

(Students response is solicited by the teacher)

4.2 Activity/Strategy (36 minutes). This is an interactive strategy to The teacher will now start the proper lesson of the Basic
1elicit learner’s prior learning experience. It serves as a springboard for new Nail Design.
learning. It illustrates the principle that learning starts where the learners Different basic nail designs
are. Carefully structured activities such as individual or group reflective The following are basic nail designs which you can offer in
exercises, group discussion, self-or group assessment, dyadic or triadic a nail salon. Steps and illustrations are shown below.
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
walk, and the like may be created. Clear instructions should be considered in A. Plain manicure
this part of the lesson. - It is the traditional application of nail polish
to the entire nail plate

Annotation:
Since it would be simple for the students to make a
connection to the lesson, the teacher uses the students'
experiences.

According to Lev Vygotsky (1962), a Russian teacher and

psychologist, first stated that we learn through our
interactions and communications with others. Vygotsky
(1962) examined how our social environments influence
the learning process.  He suggested that learning takes

4.3 Analysis (8 minutes). Essential questions are included to serve as a
guide for the teacher in clarifying key understandings about the topic at
hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the
learners about the activity or the topic. The last questions or points taken
should lead the learners to understand the new concepts or skills that are to
be presented in the next part of the lesson.
4.4 Abstraction (2 minutes). This outlines the key concepts, important
skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the
lesson.
place through the interactions students have with their
peers, teachers, and other experts.  Consequently,
teachers can create a learning environment that
maximizes the learner's ability to interact with each other
through discussion, collaboration, and feedback. 
Moreover, Vygotsky (1962) argues that culture is the
primary determining factor for knowledge
construction. Social learning theories help us to
understand how people learn in social contexts (learn
from each other) and informs us on how we, as teachers,
construct active learning communities.
Using the discussion presented, the follow up questions
will let the student’s express their own learning.
Guide Question:
1.Do you think that these nail design are creative and
attractive?
2. How do you think that these basic nail design will be
an eye pleasing in your physical appearance?
3. What basic design do you prefer and why?
Answer:
1. For me it’s a yes
2. There is a lot of interest in nail art. It will make your
nail appear to be in the greatest possible form. Most
individuals will consider your nail to be among the most
lovely.
3. I prefered, the elephant tusk design, though it is
complicated but it is very creative and majestic.
IDENTIFYING PICTURE!
A. Directions: Identify the following pictures and write
the correct answer in the space provided.
1.________.
2._________.
3. ___________.
4. __________.
5.____________.
ANSWER:
1. ELEPHANT TUSK
2. PLAIN MANICURE
3. HALF MOON
4. FRENCH MANICURE OR TIP DESIGN
5. HALF MOON WITH TIP
Annotation:
 According to Richard Mayer’s Cognitive Theory of
Multimedia Learning states that human learn best
from words and pictures than just words alone.
Theory of Multimedia Learning tells us that the
words and pictures that we choose for instruction
are important and impactful.

4.5 Application (2 minutes). This part is structured to ensure the

commitment of the learners to do something to apply their new learning in
their own environment.
4.6 Assessment (_minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder:
Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, CAN YOU APPLY IT NOW?
(Formal and informal observations of learners’ performance or behaviors Oral Presentation,
are recorded, based on assessment criteria) Dance, Musical Find a partner from your classmates and demonstrate your
Performance, Skill chosen nail art design to each other’s hand. You can choose from
Demonstration, Group the variety of designs and colors. Observe each other’s work and
Activity (e.g. Choral give any suggestions for improvement.
Reading), Debate, Motor
& Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities, DISCUSS ME!
(Teachers talk to and question learners about their learning to gain insights Written Work and Essay,
Picture Analysis, Comic Direction: Choose one of the basic nail designs that
on their understanding and to progress and clarify their thinking)
Strip, Panel Discussion, you would love to do and explain why in 3
Interview, Think-Pair- sentences only. I will choose 3 representatives to
Share, Reading
read their answers in front.

BASIC NAIL DESIGN

PLAIN MANICURE
HALF MOON
HALF MOON WITH TIP
FRENCH MANICURE OR TIP DESIGN
ELEPHANT TUSK

Annotation:
According to Kohler’s theory of learning by Insight.
Learning takes place as a whole. It is a sudden
grasping of the solution, a flash of understanding,
without any process of trial and error. All
discoveries and inventions have taken place through
insights.
 c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic Organizer, The performance will be rated by following the criteria below:
Project, Model, Artwork,
Multi-media Criteria Points Score
Presentation, Product I. General Appearance
made in technical-  Color combination of nail
vocational subjects polish are evident
 Nail designs were
artistically applied 35
 The proportion of the
different nail design were
observed.
II. Workmanship
 Nail polish coat were evenly
applied
 Neatness in work was 35
observed
III. Quality
 The durability of the finished 20
project was observed
IV. Speed
 Finished and submitted the 10
output before or on time.
TOTAL 100

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and Post
Test, Diagnostic Test,
Oral Test, Quiz
4.7 Assignment (2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Students will be reminded to bring their materials
needed for the performance task (Basic Nail
Design).
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes). Nails are not about being notice, they
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
are about being remembered.

By: Tammy Taylor

5. Remarks
7. Reflections
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
 worked well? Why
did this work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: School: Mabolo National High School
Position/Designation: Division: Cebu City
Contact Number: 09358214407 Email address: riannedebuque.081799@gmail.com

Checked by:

MRS. MARY ANN D. UZARRAGA

Student Teacher Mentor