GRADES 1 TO 12 School Maximo T.

Hernandez Memorial IHS Grade Level 10

DAILY LESSON LOG
Teacher Loraine G. Tenorio Learning Area TLE MACRAMĒ & BASKETRY
Teaching Dates and Time August 5,2024-August 9-2024 Quarter First
G10-Agoncillo 12:25-1:10; G10-Mabini 1:10-1:55 G10-Kalaw 1:55-2:35

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content The learner demonstrates an understanding of the concepts and principles in macramé and basketry
Standards

B. Performance The learner independently demonstrates core competencies in macramé and basketry
Standards

LO1 Trace the origin of macramé and basketry LO1 Trace the origin of macramé LO 2. Enumerate different kinds of LO 2. Enumerate different kinds of LO 2. Enumerate different kinds of
TLE_HEHC9- 12T M-Ia-10029 and basketry TLE_HEHC9- 12T M-Ia- macramé and basketry products macramé and basketry products macramé and basketry products
10029 TLE_HEHC9- 12TM-Ib-c-2 TLE_HEHC9- 12TM-Ib-c-2 TLE_HEHC9- 12TM-Ib-c-2
At the end of the class the learners are expected to: At the end of the class the learners 1. Enumerate the different products 1. Enumerate the different products 1. Enumerate the different products of
are expected to: of macrame. of basketry. macrame and basketry.
1. Describe Macrame and Basketry. 2. Recognize the different products of 2. Recognize the different products 2. Recognize the different products of
2. Identify which is macramé product and 1. Discuss the history and macrame. of basketry. macrame and basketry.
basketry product development of Macramé and 3. Elaborate the use of different 3. Elaborate the use of different 3. Appreciate the different products of
3. Value the importance of Macrame and Basketry. products of macrame. products of basketry. macrame and basketry.
Basketry in the cultural and economic aspect. 2. Trace the origin of Macramé and
Basketry.
3. Appreciate the history and
development of macrame and
basketry.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT • Origin of Macrame and Basketry • History of Macrame and Different Kinds of Macrame and Different Kinds of Macrame and Different Kinds of Macrame and
Basketry Basketry Products Basketry Products Basketry Products
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
RESOURCES materials. Hands-on learning promotes concept development.
A. References • PIVOT • Learning Activity Sheets • Learning Activity Sheets • Learning Activity Sheets • Learning Activity Sheets

1. Teacher’s Guide
pages
2. Learner’s pp. 5-8 PIVOT LAS pp 6-12 LAS pp15-28 LAS pp15-28 LAS pp15-28
Material pages PIVOT pp 9-12 PIVOT pp 9-12 PIVOT pp 9-12
3. Textbook pages
4. Additional https://www.google.com/search? None None None None
Materials from q=MACRAME+philippines+native&tbm=isch&ved=2ah
Learning UKEwiwycn-
Resource (LR)
portal
B. Other Learning Materials: Materials: Materials: Materials: Materials:
Resources a. powerpoint presentation a. powerpoint presentation a. powerpoint presentation a. powerpoint presentation a. powerpoint presentation
a. laptop b. laptop b. laptop b. laptop b. laptop

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Alway s be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Preliminary Activities/Routines/Checking of What I Know Activity 1 “CONNECT OR Recall past lesson. Recall past lesson.
previous lesson or Attendance/ Classroom Management etc. Answering the Activity1 Truth or DISCONNECT” 1. What are the different 1. What are the different macrame
presenting the new Word Twist Dare, presentation through the use of Directions: Identify the following macrame products? and basketry products?
lesson Rearrange the letters to form the key words for today’s power point words or phrases. Write the word
lesson Refer to page 6 of the Learning CONNECT if it is connected to
1. E C R A E M A Activity Sheets Macrame and DISCONNECT if it is
2. T R Y B A K S T E not. Write your answer on the space
3. S H E M A G B provided.
4. I L A B O I
5. B M A O O B WORD/S
6. A B C A A
ANSWER
7. R T T A N A
8. E A W E V 1. Knotted thread or cord
CONNECT
 2. Beautiful designs
CONNECT
3. Use to carry and store
DISCONNECT
4. Can be tied
CONNECT
5. Stripped Towel
CONNECT
The word macramé describes
any elaborate fringe of knotted thread
or cord, but the Arabic word
migramah, from which macramé is
derived, originally meant “stripped
towel” or “embroidered veil.”

B. Establishing a Activity 2 Picture Analysis What’s In Activity 3: “A-MAZE-ING” Activity 2: “REVISITING PLACES” Activity 1 Build the Puzzle Acrivity 1 Identify ME!
purpose for the The students will be grouped into 4. In this activity students will be Identify the following pictures
lesson Each group will be given an activity Directions: Identify the following grouped into 4, they will be handed
sheet that they will be solving. Guided pictures whether it is an example of envelopes containing a picture that
with questions that the students will Macramé or Basketry. Write the word they will build and words that they
answer. MANILA if it is an example of will form. The fastest grouped will be
Macramé and write the word declared as the winner. They will be
BATANGAS if it is an example of given 5 minutes timer to accomplish
Basketry. the activity.
Refer to pages 20-21 of the Learning Words to be formed.
Activity Sheets 1. Twining Basketry
2. Plaiting Basketry
3. Coiling Basketry
1.
4. Splint and Wicker Basketry
 2.

3.

Based on the pictures given, give the importance of

Macrame and Basketry in the Philippines?

4.

5.
C. Presenting Group Presentation on the Activity Activity 3: “PICS in CROSSWORD Activity 2: What Kind of Basket Showing real-object of macrame and
examples/instance A-MAZE-ING PUZZLE” Am I? basketry products.
s for the new In this activity students will be shown
lesson Directions: Complete the crossword pictures and they will identify what
puzzle by identifying what is defined kind of basketry technique is being
Basketry vs macrame in the clues given for each number. used. (Oral Activity)
The pictures beside the crossword
puzzle will also give you ideas about
the need answer for the puzzle. 1. Coiling
Refer to page 22 of the Learning
Activity Sheets

Based on the pictures, give the differences of macramé

and basketry.

2.
Twining

3.

Plaiting
 4.
Wicker
and
Splint

5.
Coiling

D. Discussing new - Macrame’ is a fabric craft that uses a What is it? Discussion on the different macrame Discussion on the different basketry Continuation of yesterdays topic/lesson
concepts and practicing variety of knots to create functional Video-presentation on the History of product using power point techniques using power point
new skills #1 and decorative items. It can be Macrame presentation. presentation.
worked in many different kinds of
threads, strings and rope and is often
used to make jewelries.
Basketry is the process of weaving or sewing
pliable materials into three-dimensional
artifacts, such as baskets, mats, mesh bags or
even furniture. Craftspeople and artists
specialized in making baskets may be known
as basket makers and basket weavers
E. Discussing new Cultural and economic importance of Macrame Video-presentation on the topic about ACTIVITY 4. “Arrange ME and You’ll Activity 3 Match ME! Answering Activity 5 of the Learning
concepts and practicing and Basketry the History of Basketry know ME!!!” In this activity students will match Activity Sheets
new skills #2 Macrame Directions: Identify the following the word with the definition of the “Loaded Infobox”
- Another interesting part is how statements in each arrow. Arrange the different basketry techniques. DIRECTIONS: Complete the table by
various countries and their people are scrambled letters to form a word, writing the description of macramé or
utilizing macramé as well as other which will be your answer. Column A basketry product and indicate samples
craft skills as income in poorest Refer to pages 23-24 of the Learning 1. Coiled Basketry through drawing/cut pictures from internet
areas. Activity Sheets 2. Plaiting Basketry or magazines.
- The youth of today is trendy and 3. Twining Basketry
putting a great emphasis on new 4. Wicker and Splint
creative designs. Now macramé art is Basketry
 not only an occupation for the youth,
but an acknowledgement of the
creative development of the ingenuity Column B
of Ghanaian youth. a. uses materials like reed,
Basketry cane, willow, oak, and
- Basketry plays a large role in the ash to create useful
Philippine economy where our local basket designs.
farmers in Palawan (Ibaloi, b. is like to textile weaving
Banayakero weavers) Ifugao where the material is
Basketry Village outside of Banaue plaited or woven to
and other part of Luzon depends only produce a wide variety of
in basketry weaving as their source of items like bags, basket,
income for the family. purse, fan, etc.
The key to their success was an innate and c. refers to a weaving
intimate understanding of their natural technique where two or
environment, as well as their skills in designing more flexible weaving
nets, baskets and bags that were both flexible elements through the
and adaptable stiffer radial spokes.
d. is a type of technique in
basket making, which is
Native Americans of the
Southwest are well
renowned for.
Answer
1. D
2. B
3. C
4. A

F. Developing mastery Identify which of the following picture is What is more? Follow-up Question Activity 4 Give My Importance! What are the different macrame and
(Leads to Formative MACRAME and BASKETRY Activity 4: Time Travel 1. How do you feel before the What do you think is the importance basketry products?
Assessment 3) 1._________ 2. _________ Students will be given an activity sheets activity and why? of acquiring knowledge and skills in
containing a Time Table that they will 2. How do you feel during the macrame and basketry in our daily
individually answer. Refer to pages 8-9 activity and why? life?
of the LAS How do you feel after the activity and
why?
 3._________ 4._________

G. Finding practical A. Answer the following questions: (5 points What I can Do? Activity 5: “EASY BOX” Where can you use the knowledge Refer to page 25 of LAS
applications of each) Activity 5: Home Invasion and skills gained in basketry
concepts and skills in 1. Why is it important to trace back the origin of Task: technique?
daily living. macramé and basketry? o Look around your home for any Directions: Complete the station box
2. Why is there a need to develop your skills in available macramé and basketry below with all the knowledge gained in
macramé and basketry? products. the different kinds of macramé
i. Draw the item you may products as well as it general uses.
find in a piece of bond Refer to page 26 of the Learning
paper. Activity Sheets
ii. In instance that there is
no any macramé or
basketry products
available, find a space
on your home where you
can put a macramé or
basketry product. Sketch
an image that shows the
space with a macramé or
basketry items/products
that can fit in it. ii. State
the name of the item
whether it is a macrame
or basketry products.
iii. Write a short description
telling how the item is
used and benefits of
 having a macramé
and/or basketry products
at home.
iv. You may use different
coloring materials if you
want to add details to
your illustration
The output will be rated based on the
given Rubric (refer to page 10 of LAS)
H. Making Basktery=Weaving Activity 7: “ABSTRACT ON TRACK” What are the different macrame What are the different basketry What are the different macrame and
generalizations and Macrame = knotting Refer to pages 11-12 of LAS products? techniques? basketry products/technique?
abstractions about the
lesson.

I. Evaluate learning True or False Activity 8 You Complete Me! Activity 5: Match Tayo! Identification Answering Assessment page 12 of
1. Basketry plays a large role in the Refer to page 12 of LAS Directions: Match Column A with Directions: Identify the following PIVOT
Philippine economy where our local Column B. Write your answer on the statements. Write your answer on
farmers in Palawan (Ibaloi, space provided. your answer sheet.
Banayakero weavers) Refer to pages 27-28 of the Learning
2. Macramé art is not only an Activity Sheets Column B
occupation for the youth, but an 1. uses materials like reed,
acknowledgement of the creative cane, willow, oak, and
development of the ingenuity of ash to create useful
Ghanaian youth. basket designs. (Wicker
3. Macrame is the process of weaving and Splint Basketry)
or sewing pliable materials into 2. refers to a weaving
three-dimensional artifacts, such as technique where two or
baskets, mats, mesh bags or even more flexible weaving
furniture. elements through the
4. Another interesting part is how stiffer radial spokes.
various countries and their people (Twining Basketry)
are utilizing macramé as well as 3. is like to textile weaving
other craft skills as income in richest where the material is
areas. plaited or woven to
5. Basketry is the process of weaving or produce a wide variety of
sewing pliable materials into three- items like bags, basket,
dimensional artifacts, such as
 baskets, mats, mesh bags or even purse, fan, etc. (Plaiting
furniture. Basketry)
4. is a type of technique in
basket making, which is
Native Americans of the
Southwest are well
renowned for. (Coiled
Basketry)
It is the process used in making a
basket product? (Weaving)
J. Additional activities No Assignment given. No Assignment given No Assignment given No Assignment given Assignment
for application or What are the different tools and materials
Remediation used in macrame and basketry
production?

V. REMARKS Re-teach:________ Re-teach:________ Re-teach:________ Re-teach:________ Re-teach:________

To be continue:_______ To be continue:_______ To be continue:_______ To be continue:_______ To be continue:_______
Proceed:_________ Proceed:_________ Proceed:_________ Proceed:_________ Proceed:_________

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who _______ of learners who earned 80% _______ of learners who earned _______ of learners who earned 80% _______ of learners who earned 80% above _______ of learners who earned
earned 80% in the above 80% above above 80% above
evaluation.

B. No. of learners who _________ of learners who require _________ of learners who _________ of learners who require _________ of learners who require additional _________ of learners who
require additional additional activities forremediation require additional activities for additional activities forremediation activities forremediation require additional activities for
activities for remediation remediation remediation
who scored below 80%.
C. Did the remedial _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No
lessons work? No. of ______of Learners who caught up the ______of Learners who caught up ______of Learners who caught up the ______of Learners who caught up the lesson ______of Learners who caught
learners who have lesson the lesson lesson up the lesson
caught up with the
lesson.

D. No. of learners who _______ of learners whocontinue to _______ of learners whocontinue _______ of learners whocontinue to _______ of learners whocontinue to require _______ of learners who
continue to require require remediation to require remediation require remediation remediation continue to require
remediation remediation

E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? _____Group Collaboration _____Group Collaboration _____Group Collaboration _____Group Collaboration _____Group Collaboration
Why did these work? _____Games _____Games _____Games _____Games _____Games
_____Solving Puzzle/Jigsaw _____Solving Puzzle/Jigsaw _____Solving Puzzle/Jigsaw _____Solving Puzzle/Jigsaw _____Solving Puzzle/Jigsaw
_____Answering preliminary _____Answering preliminary _____Answering preliminary _____Answering preliminary activities/exercises _____Answering preliminary
activities/exercises activities/exercises activities/exercises _____Carousel activities/exercises
_____Carousel _____Carousel _____Carousel _____Diads _____Carousel
_____Diads _____Diads _____Diads _____Think-Pair-Share (TPS) _____Diads
_____Think-Pair-Share (TPS) _____Think-Pair-Share (TPS) _____Think-Pair-Share (TPS) _____Rereading of Paragraphs/Poems/Stories _____Think-Pair-Share (TPS)
_____Rereading of _____Rereading of _____Rereading of _____Differentiated Instruction _____Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories _____Role Playing/Drama Paragraphs/Poems/Stories
_____Differentiated Instruction _____Differentiated Instruction _____Differentiated Instruction _____Discovery Method _____Differentiated Instruction
_____Role Playing/Drama _____Role Playing/Drama _____Role Playing/Drama _____Lecture Method _____Role Playing/Drama
_____Discovery Method _____Discovery Method _____Discovery Method Why? _____Discovery Method
_____Lecture Method _____Lecture Method _____Lecture Method IMS _____Lecture Method
Why? Why? Why? _____Availability of Materials Why?
IMS IMS IMS ______Students eagerness to learn IMS
_____Availability of Materials _____Availability of Materials _____Availability of Materials ______Group member’s Cooperation in doing _____Availability of Materials
______Students eagerness to learn ______Students eagerness to learn ______Students eagerness to learn their tasks ______Students eagerness to
______Group member’s Cooperation ______Group member’s ______Group member’s Cooperation in learn
in doing their tasks Cooperation in doing their tasks doing their tasks ______Group member’s
Cooperation in doing their tasks
F. What difficulties did I _____Bullying among learners _____Bullying among learners _____Bullying among learners _____Bullying among learners _____Bullying among learners
encounter which my _____Students’ behavior/attitude _____Students’ behavior/attitude _____Students’ behavior/attitude _____Students’ behavior/attitude _____Students’ behavior/attitude
principal or supervisor _____Colorful IMs _____Colorful IMs _____Colorful IMs _____Colorful IMs _____Colorful IMs
can help me solve? _____Unavailable Technology _____Unavailable Technology _____Unavailable Technology _____Unavailable Technology Equipment( _____Unavailable Technology
Equipment( AVR/LCD) Equipment( AVR/LCD) Equipment( AVR/LCD) AVR/LCD) Equipment( AVR/LCD)
_____Science/Computer/Internet Lab _____Science/Computer/Internet _____Science/Computer/Internet Lab _____Science/Computer/Internet Lab _____Science/Computer/Internet
_____Additional Clerical Works Lab _____Additional Clerical Works _____Additional Clerical Works Lab
_____Additional Clerical Works _____Additional Clerical Works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
____Localized Videos/ Presentation ____Localized Videos/ Presentation ____Localized Videos/ Presentation ____Localized Videos/ Presentation ____Localized Videos/
G. What innovation or
____Making big books from views of the ____Making big books from views of ____Making big books from views of the ____Making big books from views of the locality Presentation
localized materials did I
locality the locality locality _____Recycling of plastics to be used as ____Making big books from
use/ discover which I wish
_____Recycling of plastics to be used _____Recycling of plastics to be _____Recycling of plastics to be used as Instructional Materials views of the locality
to share with other
as Instructional Materials used as Instructional Materials Instructional Materials _____local poetical composition _____Recycling of plastics to be
teachers?
_____local poetical composition _____local poetical composition _____local poetical composition used as Instructional Materials
_____local poetical composition

Prepared by:

LORAINE G. TENORIO

TLE Teacher
Noted by:

MA. VERONICA C. ROXAS

Principal II