UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own TRANSFER

and in the long run will be
able to create a quality
pajama pattern that will Instructional Video
help them to run their on making Pajama
own tailoring Pattern
business/shop.

PERFORMANCE PERFORMANCE
TRANSFER GOAL STANDARD TASK

The learner independently

EQ: How can we create
demonstrates core
quality sleepwear?
competencies in
dressmaking as prescribed EU: Students will
1. Identify the types of sleeping
garments in the TESDA Training understand that
2. State the principles and Regulation. demonstrating the
elements of design for sleeping competencies and skills
garments. UNIT TOPIC: PRODUCE SLEEPING that needed will help
3. Name the tools, materials, and GARMENTS (SG) them create quality
equipment needed in making The learner sleepwear.
sleeping garments
4. Take and record body demonstrates
UNIT
ACQUISITION
measurements. MAKE MEANING
5. List down the steps in
understanding of core
producing sleeping garment concepts and theories
in dressmaking.

CONTENT
STANDARD

PEAC2022Page 1
 2022 JHS INSET Template for Modular/Online Learning
UNIT LEARNING PLAN

Subject: Technology and Livelihood Education Grade Level: 9/10

Unit Topic: Dressmaking Quarter: 1

EXPLORE

This unit is designed for students to strengthen knowledge and develop competencies in sewing a
pajama. It discusses and explains the tools, materials, and equipment used in the making of
desired products. It also demonstrates different techniques and processes which will guide the
learner in developing the skills and knowledge to work effectively and efficiently that will help them
to build their own businesses in the future.

Consider this (essential) question: How can we create quality sleepwear or pajamas?

Map of Conceptual Change:

What I know What I want to know What I learned

*Pajama is clothing designed *What are the tools in making I learned that the sewing tools
to be worn while sleeping sleeping garments? are categorized into four.
These are the measuring
devices, marking tools, cutting
tools and sewing tools.

*What are the types of fabric I learned that fabrics should be

used for sleeping garments? selected to suit the person,
figure, and purpose. The
quality of fabric is dependent
on the type of fiber, its
inherent characteristics, its
thickness, the number of
twists, the fabric construction
and the finishes applied.

*What are the basic patterns I learned that drafting involves

in drafting sleeping garments? the developing basic pattern
based on the exact body
measurements. It includes flat
pattern designing, draping and
computer generated patterns.

PEAC2022Page 2
 *Demonstrate different I learned how to apply
techniques in creating sleeping different techniques in creating
garments sleeping garments.

FIRM-UP (ACQUISITION)

LC1:Identify the types of Activity 1: Identification

sleeping garments.
Instructions: Identify what is being asked in the sentence and write your
answer on the space provided after the number.

1. ________ usually made from cotton, and marketed under a number of different brand
names.
2. __________ generally designed to resemble a young girl's nightgown.
Learning Targets:
3. ___________- a warm sleeping garment for infants and young
I can identify the
children.
different types of
sleeping garments.
4. ___________- when used in reference to sleepwear, it is a delicate, usually provocative,
loose-fitting, sleeveless, shirt-like lingerie, similar to a baby doll, but tighter at the hips.
5. ___________- loose, sensuous nightwear for women usually made of sheer or semi-
translucent fabrics and trimmed with lace or other fine material, and bows

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right
page)

PEAC2022Page 3
 LC2:Name the tools, Activity 3: Labelling
materials, and equipment
Instructions: Using the word bank name the tools, materials or equipment and
needed in making
sleeping garments write your answer on the space provided.

Learning Targets:
I can name the
different tools,
materials, equipment
in making sleeping
garments.

1.

Scaffold for TRANSFER 1

Activity 4:

Scaffold 1

Poster Making (Pattern Symbols)

Instructions: You will watch a video presentation about Introduction to

Pattern Symbols.

You need to follow the following steps for this task.

1. For you to watch the video presentation, kindly click the link provided
below. A screenshot is also provided to make sure that you are on the
right page.

PEAC2022Page 4
 Clickable Links: (462) What's the Stitch - Introduction to pattern symbols
- YouTube

Screenshot of Online Resource:

2. Make a poster of pattern symbols using Home - Canva for your guide
on the next activity which is Manipulating Basic/Block Pattern.

SAMPLE:

Activity 5:

Scaffold 2

Taking Body Measurement and Manipulating Basic/Block Pajamas

Pattern

PEAC2022Page 5
 You need to follow the following steps for this task.

Instructions:

1. The class will be grouped into 3 groups. Each group will have 2
models: 1 boy and 1 girl.

2. They will take body measurements of each model such as pants

length, crotch measurements, waist measure, hip measure, and bottom
measure.

3. Kindly watch the video presentation on how to draft patterns of

Pajama Trousers. Click the link provided below.

Clickable Links: (462) Easy Way of Drafting Pattern of Pajama Trousers -

YouTube

Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6: Techniques in Cutting Final Pattern

Instructions: (specific for students to follow even without the teacher)

PEAC2022Page 6
 Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right
page)

Self-assessment:
Instructions:

Sample Interactive Quiz :

Instructions:
Link :
Screenshot:

PEAC2022Page 7
 DEEPEN (MEANING MAKING)

LC6: Explain the Instructions: Read and analyze the texts. Consequently, answer the following
importance of taking questions. Write your answers on the table provided.
body measurements.

GUIDED GENERALIZATION TABLE

Learning Targets:
I can list the steps in
Essential Text 1 Text 2 Text 3
taking body
Question
measurements.
1. Why should Answer: Answer: Answer:
preparation The presence of There are 24 Good garments are
I can state the s be done materials, tools, identified safety made by following at
importance of taking prior to equipment, sewing tips in making least one design
body measurements in sewing patterns and steps garments these principle.
of garment must be are stated on the
sewing a sleeping garment
present/ available text stated on the
garment (pajama). activity? prior to the sewing supporting text
garment activity. below.
LC7: Discuss the steps
in sewing a sleeping
2. What are
garment (Pajama). Supporting Texts: Supporting Texts: Supporting Texts:
the sewing
safety tips Prepare the Choose a safe set up of a Not all work needs to
sewing room to make it
in making necessary sewing easy to reach everything have a lot of these
Learning Targets: tools and materials, quickly, you should also principles but almost
garments? remember to always keep
take measurements. all of them have at
I can enumerate the a safe distance to the
And then pick, moving needle, make sure least one, even
steps in sewing a layout, cut and
the machine isn’t turned
abstract art or optical
on when you are changing

PEAC2022Page 8
 the presser feet or unplug
sleeping garment. 3. When can mark the sewing
it and turn it off when you
illusions use two or
you say pattern. Next, sew are done sewing or you more to create an
the inner legs, sew will clean it, use the image that attracts
that a the center seam,
correct type and size
the viewer’s eyes and
needle with your machine,
I can identify the garment sew side seams and if you don’t have much makes their eyes
experience with the
important preparations has a good lastly sew the sewing machine you want to look at it.
in sewing a sleeping design? waistband and definitely need to start out
slow, always turn off the
garment. hems. iron when you’re not using
it, after usage always
placed back the scissors
and rotary cutters in your
sewing box, keep a good
and healthy posture while
LC8: Explain the sewing, always make sure
advantage/ importance to count how many pins
you inserted into the
of using principles of fabric and move it back to
the pin cushion after use,
designing in sewing avoid hanging hair and
loose garments while
garments. sewing, have a good lamp
so you can see what you
are doing, remove any
pins before you start
sewing, use thimbles so
Learning Targets: won’t get the needle into
your fingers as you sew, it
can be tempting to use
I can describe the your mouth as a third
advantages/ hand but you should not
use your lips to hold
importance of needles and pins, keep
your sewing box tidy and
principles of designing use safety gloves for
sewing.
in sewing garments.
Reason: Reason: Reason:

Planning steps and Learning and Selecting and using

I can classify garments careful choice of following the appropriate principles
with good designs. materials and tools safety tips in in designing
are important sewing garments contribute to the
priorities in sewing is essential to creation of a good
garments to enable avoid accidents garment.
continuous and during sewing.
efficient sewing
work.

Common Ideas in Reasons:

Preparedness and mastery about the steps, safety tips and principles of designing
garments are essential in designing a good sleeping garment.

Enduring Understanding/Generalization:

The steps, safety tips and principles of designing garments contribute to a purposeful
and creative designing of a good sleeping garment (pajama).

C-E-R Questions:
1. Why should preparations be done prior to sewing garment activity?
2. What line in the situation supports your answer?
3. Why do you say that line supports your answer?

1. How should preparations be done prior to sewing garment activity?

2. What line in the situation supports your answer?
3. Why do you say that line supports your answer?

PEAC2022Page 9
 1. When can you say that a garment has a good design?
2. What line in the situation supports your answer?
3. Why do you say that line supports your answer?

Prompt for Generalization:

1. Planning steps and careful choice of materials and tools are important
priorities in sewing garments.
2. Learning and following the safety tips in sewing garments is essential to
avoid accidents during sewing.
3. Selecting and using appropriate principles in designing contribute to the
creation of a good garment.

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insert learning, kami, wizer.me)

Text 1:
How to Sew Pajamas

By: Ka Hanna

Pajama pants are an easy sewing project for beginners. They can be hand-stitched, but a
sewing machine makes the project very quick, and minimal machine skills are needed.The
directions given here are for a simple pair of pajama bottoms with an elastic waistband, from a
pattern that uses two pattern pieces. Patterns vary, but the directions here are fairly common
for this type of pajama bottom.To make a pair of pajama bottoms, you'll need some basic
sewing supplies for machine and hand sewing: Sewing machine (with bobbin, needle, power
source), hand sewing needles, straight pins, scissors, tape measure, seam ripper (to take out
mistakes), sewing pencil (to transfer pattern marks onto fabrics, safety pins, pajama pattern,
thread, in color that matches fabric, fabric and 1/2" elastic for waistband. Thereafter, take the
body measurement and then pick, layout, cut and mark the sewing pattern. Next, sew the
inner legs, sew the center seam, sew side seams and lastly sew the waistband and hems.

Link: (Online Application/WEB 2.0 for Text Annotation)

https://docs.google.com/forms/d/e/
1FAIpQLSdb6uPxnoo6KVa_CoTe3zoVXBsYMfl-gnlyEZUb2ko5A-AJCA/viewform?
usp=pp_url

Text 2:
Sewing Safety Tips: 24 Great Tips (For Beginners)

PEAC2022Page 10
 By: Maria Storggard

Most of the safety tips will be universal and can be applied to both hand sewing and as good
tips for sewing with the machine. It doesn’t matter whether you are using a home sewing
machine, an industrial machine, a serger, a quilting machine, or an embroidery machine. Here
are some of the sewing safety tips: Choose a safe set up of a sewing room to make it easy to
reach everything quickly, you should also remember to always keep a safe distance to the
moving needle, make sure the machine isn’t turned on when you are changing the presser feet
or unplug it and turn it off when you are done sewing or you will clean it, use the correct type
and size needle with your machine, if you don’t have much experience with the sewing
machine you definitely need to start out slow, always turn off the iron when you’re not using it,
after usage always placed back the scissors and rotary cutters in your sewing box, keep a
good and healthy posture while sewing, always make sure to count how many pins you
inserted into the fabric and move it back to the pin cushion after use, avoid hanging hair and
loose garments while sewing, have a good lamp so you can see what you are doing, remove
any pins before you start sewing, use thimbles so won’t get the needle into your fingers as you
sew, it can be tempting to use your mouth as a third hand but you should not use your lips to
hold needles and pins, keep your sewing box tidy and use safety gloves for sewing.

Link: (Online Application/WEB 2.0 for Text Annotation)

https://docs.google.com/forms/d/e/
1FAIpQLSdb6uPxnoo6KVa_CoTe3zoVXBsYMfl-gnlyEZUb2ko5A-AJCA/viewform?
usp=pp_url

Text 3:

Principles of Design Importance

By: Suleiman Bashiru

The principles of design are made up of various mixes of the elements of design all put
together in one picture, making the picture look better. When more than one principle is used
together an artist can create artwork that will amaze people and get good publicity, hopefully
benefiting the artist who made them. When you as an artist create artwork the principles of
design become very important to it. They are the devices that you need to use and will
unknowingly use since they make your images look nicer and become more visually appealing
to people who are looking at your work. The principles that you can use to make your image
stand out and catch other people’s eyes are ones like contrast, the center of interest,
repetition, and rhythm, while ones that help make your image more visually appealing are
ones like harmony, the direction of movement, and balance. Not all work needs to have a lot
of these principles but almost all of them have at least one, even abstract art or optical
illusions use two or more to create an image that attracts the viewer’s eyes and makes their
eyes want to look at it. That is why the principles are important, too make your artwork look
visually appealing, catch people’s eyes.

Link: (Online Application/WEB 2.0 for Text Annotation)

https://docs.google.com/forms/d/e/
1FAIpQLSdb6uPxnoo6KVa_CoTe3zoVXBsYMfl-gnlyEZUb2ko5A-AJCA/viewform?
usp=pp_url

Instructions: Read and analyze the texts. Consequently, answer the following
questions provided on the link (google form).

PEAC2022Page 11
 1. Why should preparations be done prior to sewing garment activity?

2. What are the sewing safety tips in making garments?

3. When can you say that a garment has a good design?

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Instruction: Watch the video about sewing pajama pants by clicking the link
below.

Task: List down the steps of sewing pajama pants as shown in the video. In
addition, create a collage about sewing garments and then share your work
with the class.

https://youtu.be/_403WEtMeoo

Map of Conceptual Change: (same in Explore but with specific instruction)

What I know What I want to know What I learned

*Sewing garments must 1. Why should I learned that planning

be on trend design. preparations be steps and careful choice
done prior to of materials and tools
sewing garment are important priorities

PEAC2022Page 12
 activity? in sewing garments to
enable continuous and
2. What are the efficient sewing work.
sewing safety
tips in making I learned that There are 24
garments? identified safety tips in
making garments these
includes: Choose a safe set
3. When can you up of a sewing room to
say that a make it easy to reach
garment has a everything quickly, you
good design? should also remember to
always keep a safe distance
to the moving needle, make
sure the machine isn’t
turned on when you are
changing the presser feet or
unplug it and turn it off
when you are done sewing
or you will clean it, use the
correct type and size needle
with your machine, if you
don’t have much experience
with the sewing machine you
definitely need to start out
slow, always turn off the iron
when you’re not using it,
after usage always placed
back the scissors and rotary
cutters in your sewing box,
keep a good and healthy
posture while sewing, always
make sure to count how
many pins you inserted into
the fabric and move it back
to the pin cushion after use,
avoid hanging hair and loose
garments while sewing, have
a good lamp so you can see
what you are doing, remove
any pins before you start
sewing, use thimbles so
won’t get the needle into
your fingers as you sew, it
can be tempting to use your
mouth as a third hand but
you should not use your lips
to hold needles and pins,
keep your sewing box tidy
and use safety gloves for
sewing.

I learned that a
garment has a good
design if the sewist
selects and uses
appropriate principles in
designing.

PEAC2022Page 13
 TRANSFER

Performance Standard: Transfer Goal:

The learner
Students on their own and in the long run will be able to create a
independently demo
quality pajama pattern that will help them to run their own tailoring
nstrates
business/shop.
common competen
cies
in dressmaking/tailori Performance Task: GRASP
ng as  prescribed in
the TESDA  Training
Kind: One Product (Pajama Pattern), Instruction Video
Regulation.
(One Product, Differentiated Products, Modality-based Products,
Integrated Subjects)

You are a volunteer of a non-government organization whose

Learning Targets:
advocacy is to produce individuals who can bring progress and uplift
I can ______________
economic status not just for personal aspect but for the nation as a
__________________ whole. With this, as a Dressmaking NCII holder, you believed that
_ teaching them basic concepts, theories and competencies in
__________________ dressmaking will help them gain a skill which they can use to make
_ income-generating projects. You are in your 2 nd week of training and
this time, the topic is about cut and draft pattern for sleeping
garments, you will teach them how plan garment design, draft and
I can ______________
cut pattern for sleeping garment following the individual
__________________ measurement chart that they have accomplished a week before.
_
__________________
_
Goal - The goal is to teach individuals skills in dressmaking to improve
economic status and generate income projects

Role – A volunteer social worker/trainer

Audience – Volunteer social workers, recipient of the

project/people in the community

Audience – Volunteer social workers, recipient of the

project/people in the community

Product – A design pattern of a sleeping garment (pajama)

PEAC2022Page 14
 Standards – The ability to demonstrate how to draft and cut pattern
of a sleeping garment following measurement chart

Performance Task Playlist (alternative to scaffolding in Firm Up and Deepen;

see below)

Use of Web 2.0 App for Output (Ex. InShot, etc)

Scaffold for Use of Web 2.0 App for Output:

If you are using InShot video editing app. Do this!

1. Download the app. The first step is to download the InShot app from

the Apple Store or Google Play. ...

2. Import and edit videos and images. ...

3. Add sound and music. ...

4. Add text. ...

5. Get personal with animations and stickers. ...

6. Choose a resolution. ...

7. Save and share.

PEAC2022Page 15
 Analytic Rubric:
RUBRIC IN DRAFTING THE PATTERN FOR
PAJAMA PANTS

Criteria 4 3 2 1 Score

Proper Sloper was Sloper was Sloper was Sloper was

techniques traced traced traced traced
in cutting carefully, loosely, carefully, loosely,
final edges of edges of edges of edges of
pattern pattern are pattern are pattern are pattern are
smooth and rough. smooth and rough.
straight. Pattern straight. Pattern
Pattern manipulatio Pattern manipulatio
manipulatio ns were manipulatio ns were
ns were done ns were incorrect
done correctly. incorrect.
correctly

Cut on Cut on Cut wrong Cut wrong

Pattern correct correct grain on grain on
Laying and grain in grain, fabric, fabric,
Cutting efficient moderately moderately wasteful lay
manner, effective lay effective lay out, cutting
precise out, cutting out, cutting wide or
cutting slightly slightly ragged
wide or wide or
ragged ragged

Pattern is Pattern is Pattern was No paper

Proper neatly neatly drawn onto pattern was
Layout of traced onto traced onto fabric but drawn onto
Pattern paper and paper and no paper fabric
fabric fabric but pattern was
had some provided
neatness
issues

4 points perfect score

PEAC2022Page 16
 Self-Assessment:

Instructions: Put a check mark (√) on the box if you possess the
knowledge and skills identified below.

HE- SELF-ASSESSMENT TEMPLATE

Pajama Pattern Making

PERFORMANCE ABLE TO DO ALL ABLE TO DO NEED DETAILED

SKILL STEPS BY MOST STEPS STEP-BY-STEP
MYSELF WITH BUT NEED INSTRUCTION
ALL CONFIDENCE COMMENTS AND
FEEDBACK FROM
OTHERS

I can trace
carefully the edges
of pattern
smoothly and
straight. Pattern
manipulations
were done

PEAC2022Page 17
 correctly

I can cut on
correct grain of the
cloth in efficient
manner, précised
in cutting

I can neatly trace

pattern onto paper
and fabric

Values Integration:

Patience

Innovation

Service to others

Compassion

Perseverance

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

1. ________ usually made from cotton, and marketed under a number
. Identify the types of sleeping of different brand names.
garments
2. __________ generally designed to resemble a young girl's
1. nightgown.
3. ___________- a warm sleeping garment for infants and young
children.

PEAC2022Page 18
 4. ___________- when used in reference to sleepwear, it is a delicate,
usually provocative, loose-fitting, sleeveless, shirt-like lingerie, similar
to a baby doll, but tighter at the hips.
5. ___________- loose, sensuous nightwear for women usually made of
sheer or semi-translucent fabrics and trimmed with lace or other fine
material, and bows

Name the tools, materials, and

equipment needed in making sleeping
garments

2.

State the principles and elements of

design for sleeping garments.

B. MAKING MEANING
1. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

INSTRUCTIONS: Read the given article. Then answer the questions that follow.

ARTICLE/PROBLEM:

PEAC2022Page 19
 QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the

student to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to
answer.
3. A format for the student’s answer is
provided. The format contains a part for
the Claim, another for Evidence and a
final part for Reasoning. Each part may

PEAC2022Page 20
 have prompts that student can use to
begin his or her answer.

2 . CER WITH OPEN BOOKS:

NAME: ______________________________________ GRADE AND SECTION: _______________

SUBJECT: ____________________________

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After
the third article, write your answer in the given table. You are allowed to refer to your module or
available references (e.g. textbook) and the Internet. You are NOT allowed to ask help from your
classmates, parents, guardians, relatives or any other adult. Before submitting, make sure you have
followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your
choice and support your answer with quotations or statements from the chosen article.

ANSWER:
Article no. ______ about the _________________ is the best because…
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.

2. Three selections related to the Make
Meaning competency are given to the
student to read and analyze.
3. Directions ask the student to determine
which selection is the best in line with the
Make Meaning-type of learning
competency. Student is also asked to
support answer by citing important parts
of the selection.
4. Directions also contain permission to the
student to use references and the
Internet. Directions also clearly state

PEAC2022Page 21
 persons or materials the student is not
allowed to consult.
5. The length and readability of the
selections are developmentally
appropriate. As much as possible, the
selections are contextualized in the
Philippine setting.
6. A table is given for students to discuss
their choice. A prompt on how to begin
the answer may or may not be found.
7. Students have to do C-E-R in their
answer. They make a claim on which is
the best. They have to give Evidence
citing texts and Reason to justify their
choice.

3. ERROR CORRECTION:

DIRECTIONS: The entire test has been answered for you. Your job is to check the answers for errors.
If there are errors, do the following in the given table:
1. Copy the error and explain why this is wrong.
2. Write a correction of the identified error.
3. Then explain why your correction is right.
Sample Question with Erroneous Answer:

Identified Error and Correction of Error Explanation of Correction

Explanation

PERFORMANCE TASK GRASPS CHECKLIST (ERROR CORRECTION)

1. A problem or question(s) is shown with sample student answer(s). The problem or question
is related to a Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for students to identify.
3. Instruction is given to the student to identify errors in a sample answer, explain why errors
are wrong, make the needed corrections, and provide explanations for corrections.
4. A table is provided for students to write the errors, corrections and explanations.

PEAC2022Page 22
C. TRANSFER
1A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner independently demonstrates common

competencies in dressmaking/tailoring as prescribed in the TESDA Training Regulation

SITUATION: You are a volunteer of a non-government organization whose advocacy

is to produce individuals who can bring progress and uplift economic status not just
for personal aspect but for the nation as a whole. With this, as a Dressmaking NCII
holder, you believed that teaching them basic concepts, theories and competencies in
dressmaking will help them gain a skill which they can use to make income-
generating projects.

GOAL: The goal is to teach individuals skills in dressmaking to improve economic status
and generate income projects

ROLE: A volunteer social worker/trainer

PRODUCT: A design pattern of a sleeping garment (pajama)

Actual Demo

Instructional Video

AUDIENCE: Volunteer social workers, recipient of the project/people in the community

STANDARDS:

Proper techniques in cutting final pattern

Pattern Laying and Cutting

Proper Layout of Pattern

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).

PEAC2022Page 23
 4. The Situation tells the student his or her ROLE in answering the need or goal or solving the
problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or
solution. The PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are consistent with the Unit Performance
Standard.

1B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD: The learner independently demonstrates common

competencies in dressmaking/tailoring as prescribed in the TESDA Training
Regulation.

SITUATION: You are a volunteer of a non-government organization whose advocacy is to

produce individuals who can bring progress and uplift economic status not just for
personal aspect but for the nation as a whole. With this, as a Dressmaking NCII holder,
you believed that teaching them basic concepts, theories and competencies in
dressmaking will help them gain a skill which they can use to make income-generating
projects.

GOAL: The goal is to teach individuals skills in dressmaking to improve economic status
and generate income projects

ROLE: A volunteer social worker/trainer, videographer, editor

PRODUCT CHOICES: An instructional video

Pajama Pattern

AUDIENCE: Volunteer social workers, recipient of the project/people in the community

STANDARDS: Correct presentation of the instructional content/lesson with

narration/subtitle, creativity and visual appeal

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
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 4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those
that are mentioned. The student will work on the chosen PRODUCT. The PRODUCT is
aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

Performance Task integrated with 21st century skills

An Instructional Video on Pajama Pattern making

Scaffold for Use of Web 2.0 App for Output:

If you are using CapCut video editing app. Do this!

1. Download the app. The first step is to download the CapCut app from the Apple Store or
Google Play. ...

2. Import and edit videos and images. ...

3. Add sound and music. ...

4. Add text. ...

5. Get personal with animations and stickers. ...

6. Choose a resolution. …

For tutorial video in editing video using CapCut, you may watch this video:

CapCut Video Editing Tutorial - COMPLETE Guide (2021)

1C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD: The learner independently demonstrates common

competencies in dressmaking/tailoring as prescribed in the TESDA Training
Regulation.

SITUATION:

GOAL:

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 ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in
line with his or her modality. The PRODUCT is aligned with the Performance Standard.
6. Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular
with online, and 1 for purely online).
7. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
8. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

1D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD: The learner
independently demonstrates common
competencies in dressmaking/tailoring as

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 prescribed in the TESDA Training
Regulation.

SUBJECT 1 - ESP Nahuhubog ang mga katangian ng mga

mag-aaral sa pagiging malikhain, at
inobatibo sa pagkatuto nila ng kasanayan
sa pagtatahi ng pajama
SUBJECT 2 - MATH The learners shall be able to perform the
correct procedure of taking body
measurement and correct way of
transferring it to the pattern

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

Sleeping Garment Pattern (Pajama)

PERFORMANCE STANDARD:

SITUATION: The learner independently demonstrates common competencies in

dressmaking/tailoring as prescribed in the TESDA Training Regulation.

ROLE: You are a volunteer of a non-government organization whose advocacy is to produce

individuals who can bring progress and uplift economic status not just for personal aspect
but for the nation as a whole. With this, as a Dressmaking NCII holder, you believed that
teaching them basic concepts, theories and competencies in dressmaking will help them
gain a skill which they can use to make income-generating projects.

GOAL: A volunteer social worker/trainer, video editor

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

Pajama Pattern, Video of How to make Pajama Pattern

AUDIENCE:
Volunteer social workers, recipient of the project/people in the community

STANDARDS: (criteria from each subject area)

TLE HE: Pajama Pattern

TLE-ICT: Video and audio quality of the how a pajama pattern is done
VALUES: Innovation and creativity of the Content

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

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 1. The unit Performance Standards from the different subjects or learning areas are stated.
The Performance Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or
solving the problem.
5. 5.. The student will work on 1 PRODUCT that shows the combination of performance
standards from different subjects.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). There are STANDARDS that are applicable to each subject. The
STANDARDS are consistent with the Unit Performance Standard.

1E. Performance Task Playlist Template

[Replace this title with your topic.]

Directions: Complete the activities on this checklist in order from top to bottom. You will find directions for each step as
well as a place to record any notes or thoughts you want to remember. Record the date you have completed each step
in the last column. You will have some control over how fast you move through these steps, but be sure to pay attention
to the final due date.

Teacher Notes [Delete the teacher notes before sharing with students.]: This template is especially useful for long,
complex tasks, like writing a paper, conducting research, or planning a presentation. You may add more due dates as
you see fit, but be sure to give students some control over their pacing. Also consider building in checkpoints throughout
the process. This will allow you to meet with the students, review their progress, and provide valuable feedback. If you
have examples and other documents, you may link out to those from each box. Add/delete rows and columns as
desired. To quickly add a row, click in the last cell of the table and press the tab button on your keyboard. To delete,
right-click in a table cell and select the desired “Delete…” option. You may also adjust number of steps for Learn,
Practice and Show.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN

Step 2: PRACTICE

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 Step 3: PRACTICE

Step 4: SHOW

Step 5:

Step 6:

Step 7:

CHECKLIST FOR PERFORMANCE TASK PLAYLIST:

Review your Performance Task Playlist using the following items:.
DONE NOT YET DONE
1. The Performance Standard, Performance Task Scenario and /
Performance Task Output are aligned with each other.
2. The steps in the Activity column clearly indicate the names of the /
different scaffold stages.
3. The steps in the Activity column indicate a progression from Learn /
to Practice and Show. The steps build on each other and provide the
preparation students need in order to be successful in their output.
4. The Learn step(s) presents a model or example of the desired /
Performance Task output. Explanation is provided on why the work is
a model or good example.
5. The Practice step(s) provide students with resources (e.g., graphic /
organizer, flow chart, step-by-step procedures) which guide them on
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 how to design, create or produce the desired Performance Task output
in line with the characteristics shown in the model or example. When
needed, templates that students are expected to use for their final
output are already given for students to do their practice.
6. The Show step(s) describes the required product or performance that
is aligned with the Performance Task output. When needed, templates
or a rubric is provided for students to do and self-assess their work.
7. Checkpoint steps are included at different times for the teacher to
give feedback to students.
8. Directions are specific for each activity.
9. Content of activities is related to the Performance Standard and
Performance Task.
10. Students in the different steps have opportunities to choose
activities or resources.
11. Students in certain Practice steps are instructed to self-evaluate
their work with the Performance Task rubric. A link to the rubric is
provided.
12. Students in Show may be asked to self-evaluate their final
submission or presentation with the Performance Task rubric.
13. Resources are accessible through various hyperlinks as indicated
by clickable underlined or highlighted words. Hyperlinks are updated
and checked in advance for their content and are appropriate to the
grade level.
14. Specific output for a particular step is listed in the Output column.
15. Due dates are indicated for submission of output stated in Show
step(s).
16. Teacher Notes section is deleted in the students’ playlist copy.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-E)

CRITERIA 4 3 2 1

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

Sloper was Sloper was traced Sloper was Sloper was

traced carefully, loosely, edges of traced traced
Proper edges of pattern pattern are rough. carefully, loosely, edges
techniques are smooth and Pattern edges of of pattern are
in cutting straight. Pattern manipulations pattern are rough.
final manipulations were done smooth and Pattern
pattern were done correctly. straight. manipulation
correctly Pattern s were
manipulations incorrect
were incorrect

Cut on correct Cut on correct Cut wrong Cut wrong

Pattern
Laying and grain in effecient grain, moderately grain on grain on
Cutting manner, precise effective lay out, fabric, fabric,
cutting slightly moderately wasteful lay
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 cutting wide or ragged effective lay out, cutting
out, cutting wide or
slightly wide or ragged
ragged

Proper Pattern is Pattern is neatly Pattern was No paper

Layout of neatly traced traced onto drawn onto pattern was
Pattern onto paper and paper and fabric fabric but no drawn onto
fabric but had some paper pattern fabric
neatness issues was provided

TOTAL:

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