Department of Education

Region VIII

CONTEXTUALIZED LESSON PLAN IN TLE 8- (Exploratory Course)

HANDICRAFT PRODUCTION
QUARTER IV

I. OBJECTIVES
A. CONTENT STANDARD
The learner demonstrates understanding on the principles and concepts of
embroidery

B. PERFORMANCE STANDARD
The learner use basic tools in embroidery and create embroidered article.

C. LEARNING COMPETENCY/OBJECTIVES

Embroidery article is created based on the principles and elements of

design
(TLE_HEHD7/8EA-Oc-d-2)

Practice hard work and perseverance in all endeavors.

(DCLM V-21)

II. CONTENT
Principles and Elements of Design
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE PAGES p.13
2. LEARNER’S MATERIALS PAGES
K to 12 Handicraft Production (Exploratory Course) Learning
Module, pp. 30-33
3. TEXTBOOK PAGES
4. ADDITIONAL MATERIALS FROM
LEARNING RESOURCE (LR) PORTAL
B. OTHER LEARNING RESOURCE

IV. PROCEDURES
A. REVIEWING PREVOIUS LESSON OR PRESENTING THE NEW LESSON
Recap of what was discussed the day before and segue to the next lesson.
What are the different kinds of embroidery stitches?

B. ESTABLISHING A PURPOSE FOR THE LESSON

 • Pass out the dot-to-dot sheet for each student. Tell the students you will give
them 1½ minutes to try this activity on one side.
• Directions: start at the #1 and draw a line to 2, 3, 4… and so forth. See how
high you can get.
• Tell the students go and then stop at 1½ minutes.
• Ask the students how high they were able to get; verbalize the top number in
the class.
• Ask them if they noticed any patterns in this?
• Now tell the students the following: There are a few rules with this dot-to-dot to
help you do better. 1. All the odd numbers are on the left side of the page; the
even numbers are on the right. 2. The numbers go in a zigzag pattern (left to
right), going down the page, back up and back down.
• Tell them you will give them another 1½ minutes to see how well they do.
Verbalize the difference in numbers; it should be significant. (You may want to
let them finish the dot-to-dot or have them hand in the papers because they
tend to want to finish the activity while you are trying to move onto the next
thing.)
• Questions to ask:
o “Why was there a difference in the number you were able to reach the
first time and the second time?”
o “How did it help to know the rules of the game?”

C.PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON

• (Teacher) The numbers on the page are like the elements of design. They are
the tools we have to change and manipulate. We have learned about several
of these tools. What are the tools or elements of design?
• The students will list: line, color, texture, shape/form, and pattern.
• (Teacher) Now that we have those elements out there, we need rules that show
us how to use them. The rules are referred to as the principles of design. How
would it make it easier to have rules about using the elements of design?

D. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS # 1

• Play a video presentation about principles of design.
• Let the learners read the Information Sheet 2.1 on LM pages 30-33.
PowerPoint Presentation:
• Show slides 1 and 2 reviewing the role of the elements and
principles of design. Slide 3 shows the relationship of the
elements and principles of design.
• Discussion

E. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS # 2

• The learners will be grouped into six (6).
• Each group will be given picture/portrait/landscape.
• The group will identify the elements of design and describe the usage
of the principles of design based on the assigned picture.
• Rubrics will be presented so that learners will be acquainted with their
presentation/discussion.
F. DEVELOPING MASTERY (LEADS TO FOMATIVE ASSESSMENT 3)
With the same group, they will be given with stripped paper written with
the elements and principles of design. They must pick and post to the
board the right word which best describe the statement. The group with
highest score will be the winner.
1. Color in between three spaces in the color wheel.
2. Two neighboring colors and their opposite.
3. Three neighboring colors one of which is dominant.
4. Colors opposite each other in the color wheel.
5. One color of different shade.
6. It is the arrangement of line, form, color and texture with the purpose of achieving
order and beauty.
7. A principle that infers repetition of line, form, shape and size.
8. This referred to as the center of interest of a design.
9. Refers to the surface appearance which is either rough or smooth, dull or glossy,
thick or thin.

G. FINDING PRACTICAL APPLICATION OF CONCEPTS AND SKILLS IN

DAILY LIVING
Teacher: Do you know Mr. Brian Gilles?
a. Present the life of Mr. Brian Gilles (refer to LM page 139)
What will you do in order to be successful in all you endeavors? What will you
to make your outputs done or extraordinary?

H. MAKING GENERALIZATIONS AND ABSTRACTIONS

• What is the difference between elements and principles of design?
• What are the elements of design?
• What are the principles of design?

I. EVALUATING LEARNING
Draw/Create an embroidery article which reflects who you are based
on the principles and elements of design.

J. ADDITIONAL ACTIVITIES FOR APPLICATION OR REMEDIATION

The learners will answer Self Check 2.1 on LM page 33.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation___________
B. No. of learners who require additional activities for remediation who scored
below 80%_______________
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 teaching strategies worked well? Why did these 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: Noted by: